The use of game situations in the process of environmental education of preschoolers in order to form a respectful attitude to nature.

author: Pidlubnaya Svetlana Educator MBDOU DS # 93, Chelyabinsk
Material description: Experience of work on the topic: "The use of game situations in the process of environmental education of preschoolers in order to form a respectful attitude to nature" Will be useful for senior educators, educators, when working with children of middle and senior preschool age
Age category: 4-7 years old
Topic: Using game situations in the process of environmental education of preschoolers in order to form a respectful attitude to nature.
The content of the work
Chapter 1. Theoretical substantiation of the problem of using play situations in the ecological education of preschoolers.
1.1. Consideration of the problem of ecological education of preschoolers in the psychological and pedagogical literature.
1.2. Play as a method of environmental education.
Conclusion for chapter 1.
Chapter 2 Experimental work on the use of game situations in the process of environmental education of preschoolers in order to form a respectful attitude to nature
2.1 Revealing the level of formation of ecological knowledge among preschoolers (methodology and results of the ascertaining experiment)
2.2. The use of game situations in order to form a respectful attitude towards nature.
Conclusion
Bibliography
Appendix

INTRODUCTION
In conditions when the number of regions of ecological
ill-being, the problem of fostering ecological culture in
the younger generation, and indeed the entire population, becomes especially
relevant.
The problem of ecological education of a preschooler is one of the fundamental problems of the theory of education and is of paramount importance for educational work.
With the adoption of the laws of the Russian Federation "On environmental protection" and "On education", the prerequisites for a legal basis have been created for the formation of a system of environmental education of the population. "Decree of the President of the Russian Federation on Environmental Protection and Sustainable Development" (taking into account the Declaration of the UN Conference on Environment and Development, signed by Russia). The corresponding government decrees elevate environmental education to the category of priority state problems. And it is necessary to start ecological education from an early preschool age, since at this time the acquired knowledge can be further transformed into strong convictions.
The development of ecological culture begins from early childhood, therefore, the task of ecological training of children becomes especially important.
preschool and primary school age.
Preschool childhood is the initial stage of personality formation, its value orientation in the surrounding world. At this age, voluntary behavior is developing, various forms of thinking are intensively developing, ideas about the world around are rapidly accumulating. Children have a rather highly developed identification with themselves, they are inquisitive and active, ready to cooperate with the teacher, they perceive his speech well, if it is simple and clear, based on experience and familiar images.

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of mind, feelings and will. KD Ushinsky was in favor of "leading children into nature", in order to inform them of everything available and useful for their mental and verbal development.
The ideas of acquainting preschoolers with nature were further developed in the theory and practice of Soviet preschool education (O. Ioganson, A. A. Bystrov, R. M. Bass, A. M. Stepanova, E. I. Zalkind, E. I. Volkova, E. Hennings and others). An important role was played by the work of leading teachers and methodologists, whose focus was on the formation of observation as the main method of acquaintance with the environment, accumulation, clarification and expansion of reliable information about nature (Z.D. Sizenko, S. A. Veretennikova, A. M. Nizova , L.I. Pushnina, M.V. Luchich, A.F. Mazurina and others). Research by modern scientists (I.A.Khaidurov, S.N. Nikolaev, E.F. Terentyev, I.S. , namely, the dependence of the existence of plants and animals on the external environment. These works laid the foundation for an ecological approach in introducing children to nature.
The technology for the formation of the principles of ecological culture in preschool children is based on organizing the interaction of preschoolers with the nature of the immediate environment, on the knowledge of what grows and lives next to the child. For the purposes of environmental education, objects, phenomena that are accessible to the child, the essence of which he can learn in the process of child's activity, must be selected.
To organize work on environmental education of preschoolers, a wide variety of forms are used. First of all, these are classes, during which a system of elementary knowledge is formed in children, and cognitive interest develops. Teaching children in the classroom
carried out using verbal, visual, practical methods. At the same time, observations, watching filmstrips, conversations, didactic and theatrical games, experiments, work with natural material are used.
Excursions and walks are an equally important form of organizing environmental education in kindergarten. On excursions, children get acquainted with plants and animals, with their living conditions. During walks, phenological observations of individual objects of nature are systematically carried out, heuristic conversations are organized.
But the leading activity of preschool children is play, so we use play situations as the main method of environmental education. In the process of play, the child's attitude to reality is expressed, it allows him to actively act, contributes to his development. For the implementation of environmental education, mobile, didactic, plot-based role-playing or theatrical and other types of games are used. For example, during a walk, games are organized: "Fisherman", "Flowers in the flowerbed", "Birds in the forest", which allow you to memorize the names of fish, birds, plants in a playful way.
The problem of this study is to increase the efficiency of ecological education of preschoolers through the use of play learning situations. The solution to the problem determined the goal of the study - to study the influence of ecologized game learning situations on the process of environmental education of preschoolers.
The object of the research is the process of using play learning situations in the ecological education of preschool children.
The subject of the research is playing learning situations as a means of ecological education of children.
Considering the object, the subject, the goal, we focused on solving the following tasks:
1. Determine the psychological - pedagogical foundations of the content of environmental education;
2. Determine the importance of play in the process of environmental education;
3. To develop and test a methodology for using game learning situations in environmental education.
Research hypothesis: we believe that purposeful work on the ecological education of children will be successful if in the process of this upbringing a variety of game learning situations are used.
To solve the problems posed in the study, the following research methods were used: analysis of psychological, pedagogical and methodological literature; diagnosis of preschoolers; observation; individual contact with children; experimentation.
The scientific novelty and theoretical significance of the research is determined by the fact that the research has identified the conditions for the use of play learning situations that contribute to the ecological education of children of middle preschool age.
The practical significance of the research is determined by the fact that it makes it possible to improve the pedagogical process in the ecological education of children.
Priority in teaching is given not to simple memorization and not to the mechanical reproduction of knowledge, but to understanding and assessing what is happening, the joint practical activities of educators and children.
Children acquire environmental knowledge and skills not only during
specially organized classes to familiarize yourself with the world around you, walks, excursions, reading books, but also during the organization of environmental play situations.
Mastering this knowledge, the child learns about the features of the living and inanimate
nature, about the diversity of living organisms, the connections between them and
In preschool institutions, the goal of environmental education should be children's awareness of the joy of communicating with nature, and on this basis - a sense of kindness, humanism, respect for all living things.

Chapter I. Theoretical substantiation of the problem of using play situations in the ecological education of preschoolers.

1.1 Consideration of the problem of environmental education of preschoolers in the psychological and pedagogical literature.
The problem of the relationship between man and nature was reflected long before our century. Back in the 17th century, Jan Amos Comenius drew on the conformity of nature to all things, i.e. that all processes in human society proceed like the processes of nature. He developed this idea in his work "The Great Didactics". Comenius argued that nature develops according to certain laws, and man is a part of nature, therefore, in his development, man obeys the same general laws of nature. Jan Amos Comenius deduced the laws of education and upbringing, proceeding from the laws of nature. The book notes that a person's education is most beneficial at an early age. It is at an early age that it is easier for him to instill some useful ideas, correct shortcomings. And this is proved by the principle of conformity to nature. All born creatures are such that they assimilate more and more easily at an early age. As you can see, Jan Amos Comenius noticed the very essence of the issue of the relationship between nature and man. Already in those days, the teacher deduced the most important ecological proposition about the relationship between man and nature, about their inseparability from each other.
The pedagogical value of strengthening the humane feelings of a child by means of nature was also emphasized by such great teachers as J.-J. Rousseau (1762), G. Pestalozzi (1781-1787), F. Disterverg (1832). For the first time, the Swiss educator-democrat A. Humboldt, and then the French educator and philosopher J.-J. Rousseau and other educators talked about educating children "a sense of nature" as a sense of its ennobling influence on a person.
The great Russian teacher K.D. Ushinsky (1861, 1864). Ushinsky noted that the logic of nature is the most accessible and most useful for students. And the logic of nature, as we know, consists in the interconnection, interaction of the components that make up nature. L.N. Tolstoy considered the self-developing nature of the child to be perfect, in the natural environment he saw the ideal conditions for the manifestation of human nature, saw in the natural labor cycle of human interaction with nature the ideal of the way of life.
Outstanding Soviet teachers A.S. Makarenko, S.T. Shatsky, V.A. Sukhomlinsky did not think of organizing a healthy and purposeful pedagogical process outside nature, outside of moral, aesthetic relationships with it. V.A. Sukhomlinsky understood that knowledge and skills do not educate by themselves. With a change in the traditional consumer attitude to nature, beliefs change, the student's activity is built in constant communication with nature and work on harmonizing the disturbed biosphere. Man is a part of nature: he cannot live outside of it, he cannot violate the laws by which the world around him exists. Only by learning to live in complete harmony with nature, we will be able to better understand its secrets, to preserve the most amazing creation of nature - life on earth. The tasks of ecological education are the tasks of creating and implementing an upbringing and educational model, in which the manifestations of the beginnings of ecological culture in children preparing to enter school are obvious.
Environmental education is one of the main aspects of moral education. After all, the upbringing of a careful and caring attitude of a child to nature develops in him those moral norms that in the future will become a motive, an impetus for his behavior. The problem of the relationship between man and nature has been most studied by V.I. Myasnicevich. His works reveal the dependencies that exist between the way a person behaves in relation to the world around him, entering into contact with it, and what kind of experience of knowing the world a person accumulates.
Kindergarten is one of the first links where the foundations of ecological culture are laid. A great legacy in the field of environmental education of children was left to us by the outstanding teacher V.A. Sukhomlinsky. In his opinion, nature is at the heart of children's thinking, feelings and creativity. The famous teacher closely connected the attitude of children to objects of nature with the fact that nature is our native land, the land that raised and feeds us, the land transformed by our labor
1.2 Play as a method of environmental education
Play, the most important type of activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities, the need to influence the world is realized in the game. It causes a significant change in his psyche. The most famous teacher in our country A.S. Makarenko characterized the role of children's games in the following way: “Play is important in a child's life; What a child is like in a game, so in many ways he will be in work. Therefore, the upbringing of the future leader takes place, first of all, in the game.
Teachers and psychologists pay great attention to play activity, because it performs a number of important functions in the development of a person's personality.
Play, as an independent child's activity, is formed in the course of upbringing and teaching a child, it contributes to their assimilation of experience by human activity. Play, as a form of organizing a child's life, is important in that it serves the formation of the child's psyche, his personality.
The child's play activity is always generalized, because the motive is not a reflection of a specific phenomenon, but the action itself, as a personal relationship.
Play is an alternative to reality, used to correct the state and behavior of the child. But still, the main function of the game is developmental: it increases intelligence, contributes to the sensory perception of the world and the emotional well-being of the child.
The game develops and pleases the child, makes him happy. In the game, the child makes the first discoveries, experiences moments of inspiration. In the game, his imagination, fantasy develops, and, therefore, the soil is created for the formation of an initiative, inquisitive personality.
Play, among all other activities, is of paramount importance in preschool childhood.
Ecological education of children of the fifth year of life must be built on a play basis - with greater inclusion of different types of games in the pedagogical process.
There are different types of games that are typical for children. This is an active game (games with rules), didactic, games - dramatization, constructive games. Creative or role-playing games are of particular importance for the development of children aged 2 to 7 years. They are characterized by the following features:
Play is a form of active reflection by a child of the life of people around him.
A distinctive feature of the game is the very way that the child uses in this activity. The game is carried out by complex actions, and not by separate movements (as, for example, in labor, writing, drawing).
The game, like any other human activity, has a social character, therefore it changes with changes in the historical conditions of people's life.
Play is a form of creative reflection of reality by a child. While playing, children bring into their games a lot of their own inventions, fantasies, combinations.
- Play is the manipulation of knowledge, a means of clarifying and enriching them, a way of exercise, and the development of cognitive and moral abilities and forces of the child.
- In its expanded form, the game is a collective activity. All participants in the game are in a cooperative relationship.
It is very important that educators use as much as possible the elements of a plot-role-playing game: an imaginary situation, role-playing actions and dialogues, simple plots in which any toys are played. In independent play of preschoolers, these elements are interconnected in a single game process. Researchers have proved that at the first stage of children's play activity, the necessary knowledge about the surrounding reality should be formed. The teacher teaches them to carry out game actions with objects, build role relationships, develop the storyline of the game.
The use of role-playing games in the ecological education of children is based on a number of theoretical propositions expressed by well-known researchers, educators and psychologists. So, according to A. V. Zaporozhets, play is an emotional activity, and emotions affect not only the level of intellectual development, but also the mental activity of the child, his creative abilities. The inclusion of elements of role-playing games in the process of forming ideas about nature in children creates an emotional background, thanks to which preschoolers will quickly learn new material.
It is known how multifaceted the game is, it teaches, develops, educates, socializes, entertains and gives rest. But historically one of its first tasks is teaching. There is no doubt that from the very first moments of its inception, play acts as a form of education, as a primary school for the reproduction of real practical situations with the aim of mastering them, with the aim of developing the necessary human traits, qualities, skills and habits, and developing abilities.
Playful learning has the same features as play:
free developing activity undertaken at the direction of the teacher, but without his dictate and carried out by students at will, with pleasure from the very process of activity;
creative, improvisational, active in nature activity;
emotionally tense, upbeat, competitive, competitive activity;
activities that take place within the framework of direct and indirect rules that reflect the content of the game and elements of social experience;
an activity of an imitative nature, in which the professional or social environment of a person's life is modeled.
activity, isolated by the place of action and duration, by the framework of space and time.
The most important properties of play include the fact that in play, children also act as they would in the most extreme situations, at the limit of their strength to overcome difficulties. Moreover, such a high level of activity is achieved by them, almost always voluntarily, without coercion.
Play situations play a huge role in the upbringing of a consciously correct attitude to nature in children.
1.3 Game situations as one of the leading methods of environmental education of preschool children.
The initial link in the upbringing of a careful attitude of preschoolers to nature is a system of specific knowledge that reflects the leading laws of living nature: the diversity of species, their adaptability to the environment, changes in the process of growth and development, life in communities. The possibility of assimilating such knowledge by preschool children has been proven by numerous domestic studies (pedagogical and psychological). The specificity of the knowledge system is its construction on a specific, limited volume of material that is accessible to the observation of children, cognition through visual-figurative thinking. These provisions are criterion for creating a developing ecological environment in a preschool educational institution.
In joint activity, in all its forms, the attitude of the educator to the object of activity is of greatest importance, which manifests itself in his interested story, experiences, assessments, explanations and correct actions. An adult, by his behavior, creates an example of interaction with nature, a caring attitude towards it, demonstrates the necessity and significance of everything that happens in front of children. Joint activities of adults and preschoolers can be carried out in any "ecological space" in the room and on the site of the kindergarten.
The main method of ecological education of children is the observation method. Observation is a method of sensory cognition of nature. Provides direct contact with nature, living objects, the environment.
Another not unimportant method of ecological education of children is play, which, we will take as a basis for the formation of a respectful attitude to nature. In the life of preschool children, play is the leading activity. Play is a peculiar way of assimilating social experience, characteristic of preschool age. Play is an intrinsically valuable activity for a preschooler, providing him with a sense of freedom, subservience to things, actions, relationships, allowing him to fully realize himself “here” and “now”, to achieve a state of complete emotional comfort, to become involved in a children's society based on free communication of equals.
NK Krupskaya in many articles spoke about the importance of play for understanding the world, for the moral education of children. "... Amateur imitative play, which helps to master the impressions received, is of tremendous importance, much more than anything else." The same idea is expressed by A.M. Bitter; "Play is the path of children to the knowledge of the world in which they live and which they are called to change."
Thus, play is an emotional activity: the playing child is in a good mood, active and benevolent.
Practical teachers have developed the principles, content and methods of environmental education of children, which make it possible to increase the learning effect of education, which is essentially a didactic game.
The use of didactic play as a means of developing preschool children is rooted in the past. Thus, the tradition of the widespread use of didactic games for the upbringing and education of children, formed in a folk teacher, was developed in the works of scientists and in the practical activities of many teachers of the past F. Frebel, M. Mantessori, E.I. Tikheeva, AI Sorokin and others. In essence, in every pedagogical system of preschool education, didactic games occupy a special place.
In Soviet pedagogy, the system of didactic games was created in the 60s by famous teachers and psychologists: L.A., Venger, A.L. Usova, V.N. Avanesov and others.
Nowadays, as in the past, great importance is attached to didactic play. There is a clear effective impact on the intellect, on the formation of the ecological culture of the growing child, which confirms the experience of many years of practice of working with children, not only in the work of famous teachers, but also in the work of educators in general.
Thus, a didactic game contributes to:
the development of cognitive abilities; obtaining new knowledge to generalize and consolidate them; in the process of playing, they acquire socially developed means and methods of mental activity; in the process of didactic games, many complex phenomena (including natural phenomena) are divided into simple ones and vice versa, single ones are generalized; therefore, analytical and synthetic activities are carried out; some didactic games do not seem to bring anything new to the knowledge of children, but they are very useful in that they teach children to apply existing knowledge in new conditions. In the process of such games, children clarify, consolidate, expand their ideas about objects and phenomena of nature, plants, animals. At the same time, games contribute to the development of memory, attention, observation; enable children to operate with the very objects of nature, compare them, note the change in individual external signs.
- enrichment of the child's sensory experience, cause a certain emotional attitude to nature, while developing his mental abilities (the ability to compare, enrich, isolate individual signs of objects, phenomena, compare them, group, classify objects and phenomena of the world around them according to certain general characteristics, features, express their judgments, make inferences).
social and moral development of a preschool child: in such a game, cognition of the relationship between children, adults, objects of animate and inanimate nature takes place, in it the child shows a sensitive attitude to comradeship, learns to be fair, to give in if necessary, to help in trouble, learns to sympathize and etc.
The effectiveness of familiarizing children with nature largely depends on their emotional attitude towards the teacher who teaches, gives tasks - game (problem) situations, practical interaction with plants and animals. Therefore, the first moment that unites two aspects of pedagogy (play and acquaintance with nature) is to "immerse" children in their favorite activity and create a favorable emotional background for the perception of "natural" content. The second significant point is associated with the development of children's attitude to nature, which, within the framework of environmental education, is the final result.
Of great importance is the correct choice of pedagogical technologies to support the process of children's appropriation of the ecological subculture of childhood. Experience shows that neither slogans nor the best books and films are sufficient to form an active ecological consciousness. It is formed in the process of activity. Today, priority should be given to the technology of environmental education, in which a person acts as a subject of environmental relations. Therefore, we decided that we will revive the heroes of ecological games in creating play situations to form a careful attitude of children to nature and the world around them.
In my work in the classroom, in joint activities, I use many means of environmental education (mobile, creative, plot-role, etc. games; I conduct targeted observations with children, heuristic conversations, create search situations, conduct experimental experiments with them, research with elements of a problem situation; we solve entertaining and creative tasks, etc.,), but the most effective means of forming the ecological culture of children, I think, are didactic games.
Conclusion on the first chapter
Preschool childhood is a very short period in a person's life, only the first six to seven years, but they are of lasting importance. During this period, development proceeds more violently and swiftly than ever.
Thus, in the period of preschool childhood, the formation and development of the ecological culture of children takes place, and subject to the qualitative formation of this subculture at the moment, the child will love, value and protect the surrounding nature all his life, passing on his knowledge and skills to the next generations.
The main activity of preschool children is a game, in the process of which the child's spiritual and physical strength is developed; his attention, memory, imagination, discipline, dexterity. In addition, play is a way of assimilating social experience, peculiar to preschool age. The essence of play as a leading type of activity lies in the fact that children reflect in it various aspects of life, the peculiarities of relationships between adults, and refine their knowledge of the surrounding reality.
A special place is occupied by the didactic variety of play, which is a verbose, complex, pedagogical phenomenon: it is both a play method of teaching preschool children, and a form of teaching children, and independent play activity, and a means of comprehensive education of a child. In didactic games, not only the assimilation of educational knowledge, skills and abilities takes place, but also all mental processes of children, their emotional-volitional sphere, abilities and skills develop. This game helps to make educational material fun, create a joyful working mood. Skillful use of didactic play in the educational process facilitates it, since play activity is familiar to the child, and the positive emotions caused by play facilitate the learning process.

Methodical development

Play activities in the ecological
education of older preschoolers

Performed:
Educator MADOU
"Kindergarten number 13"
Potapova Irina Irshatovna

scientific adviser
certification work

Petrova Tatiana Ivanovna
Cand. ped. sciences, associate professor.

Sterlitamak 2016

13 TOC \ o "1-2" \ h \ z \ u 1413 LINK \ l "_Toc385972234" 14 INTRODUCTION 13 PAGEREF _Toc385972234 \ h 1431515
13 LINK \ l "_Toc385972235" 14 CHAPTER 1. THEORETICAL BASIS OF APPLICATION OF GAMES IN THE ECOLOGICAL EDUCATION OF SENIOR PRESCHOOLERS ... 13 PAGEREF _Toc385972235 \ h 1471515
13 LINK \ l "_Toc385972236" 141.1. Psychological and pedagogical features of ecological education of children of senior preschool age ... 13 PAGEREF _Toc385972236 \ h 1471515
13 LINK \ l "_Toc385972237" 141.2. The role of games in the environmental education of older preschoolers. 13 PAGEREF _Toc385972237 \ h 14171515
13 LINK \ l "_Toc385972238" 14 CHAPTER 2. METHODS OF USING GAMES AS A MEANS OF ENVIRONMENTAL EDUCATION FOR SENIOR PRESCHOOLERS 13 PAGEREF _Toc385972238 \ h 14301515
13 LINK \ l "_Toc385972239" 142.1. Methodology for improving work on the education of environmental culture in older preschoolers through the organization of games ... 13 PAGEREF _Toc385972239 \ h 14301515
13 LINK \ l "_Toc385972240" 142.2. Research work on the use of games in environmental education of older preschoolers. 13 PAGEREF _Toc385972240 \ h 14371515
CONCLUSION 51
13 LINK \ l "_Toc385972241" 14 LIST OF REFERENCES 13 PAGEREF _Toc385972241 \ h 14521515
13 LINK \ l "_Toc385972242" 14 APPENDIX..13 PAGEREF _Toc385972242 \ h 14561515
15

INTRODUCTION

The foundations of ecological culture are laid at an early age, when a child first enters the world of knowledge about nature. The further attitude of children to nature will largely depend on whether they realize its value, how deeply aesthetic and moral attitudes towards natural objects will be brought up. Forming a responsible attitude towards nature in children is a complex and lengthy process. The effectiveness of environmental education and upbringing of children depends on the level of development of the cognitive activity of children.
In the draft federal law "On ecological culture", the Concept of preschool education, it is emphasized that it is in the preschool age that ethical principles of attitude to nature are laid. The goal of environmental education for preschoolers is to foster an environmental culture, i.e. developing the skills of humanely effective and emotionally sensual interaction with natural objects; understanding by children of the elementary relationships that exist in nature, and the characteristics of human interaction with it.
It is at the preschool age that it is important to create conditions for the development in children of an understanding that everything in nature is interconnected. The earth is our common home, and man is a part of the living world of nature. Just at this age, when a child first becomes familiar with the world of nature, the richness and variety of its colors and forms, it is necessary to form the first ideas about ecology, to cultivate a respectful attitude and love for the living world around us, of which we are a part. A specific feature of the environmental education of preschoolers is the child's direct contact with objects of nature, "live" communication with animate and inanimate nature, which are part of the developing ecological environment in a preschool educational institution. And this is possible through observation. Observations in nature contribute to the accumulation in children of a stock of reliable concrete-figurative ideas about the surrounding reality, factual knowledge, which are material for their subsequent understanding, generalization, bringing into a system, disclosing the causes and relationships that exist in nature.
The main content of environmental education is the formation of a child's correct attitude to natural phenomena and objects. It is based on the perception of nature, an emotional attitude towards it and the study of the characteristics of life, growth and development of individual living beings. The cognitive activity of children plays an important role in this.
Environmental education of preschool children involves:
education of a humane attitude towards nature (moral education);
formation of a system of environmental knowledge and ideas (intellectual development);
the development of aesthetic feelings (the ability to see and feel the beauty of nature, to admire it, the desire to preserve it);
participation of children in activities that are feasible for them to care for plants and animals, to preserve and protect nature.
The ecological upbringing of children should be considered, first of all, as a moral upbringing, because humane feelings should lie at the basis of a person's attitude to the world of nature around him, i.e. awareness of the value of any manifestation of life, the desire to protect and preserve nature, etc.
Ecological culture cannot develop without awareness of the current ecological situation. Understanding of global, planetary problems, environmental problems of Russia (of your country) and orientation in the ecological trouble of your region, place of residence create concern and indifference, give the educator a horizon and an incentive to carry out a variety of pedagogical work. This is a universal, general civil foundation - the beginning of the ecological culture of any person, which determines his ideological position and character of behavior. Against this background, it is easy to comprehend the goals and objectives of environmental education of preschoolers.
The development of ecological concepts by children is easier if play learning situations, elements of plot-role play are included in the processes of cognition of nature. Comparison of an animal with an analogue toy and at the same time playing with the latter allows children to form their first ideas about living things and lay the foundations for correct handling of them. The use of literary and fairy-tale characters (Chippolino, Dunno, etc.) introduces a playful core into the learning processes, creates conditions for the fusion of play and educational activities, which increases the mental activity of children.
The works of S.N. Nikolaeva, N.A. Ryzhova, L. D. Bobyleva, V.I. Veresova, V.I. Ashikov and S.G. Ashikova, T.A. Klimova, N.A. Tarankova, J.L. Vasyakina and others.
Such researchers as I.R. Koltunova, N.N. Kondratyeva, L.M. Manevtsova, P.G. Samorukova.
Most of the research on the theory and methodology of environmental education for preschoolers is associated with the development of programs (L.P. Molodova, L.I. Egorenkov, S.N. Nikolaeva, V.N. Veresov, V.G. Ashikov and S.G. Ashikova, S. N. Nikolaeva, N. A. Ryzhova, I. N. Belavina, N. G. Naydenskaya, T. A. Babakova, L. D. Bobyleva, N. M. Chernovoivanova, L. P. Saleeva-Simonova, A.A. Pleshakov, V. I. Zebzeeva, B. T. Likhachev, 3. G. Nigmatov, I. T. Gaisin, 3. A. Khusainov, R. Ya. Dyganov and others).
The problem of this research is to increase the effectiveness of environmental education of preschoolers in the process of using games.
The purpose of the research is to study the influence of play activity on the process of environmental education of preschoolers.
The object of the research is the process of using games in the environmental education of preschool children.
The subject of the research is games as a means of environmental education for children.
Considering the object, the subject, the goal, we focused on solving the following tasks:
to determine the psychological and pedagogical foundations of the content of environmental education;
determine the importance of play in the process of environmental education;
develop and test a methodology for using games in environmental education.
Research methods:
- study of psychological, pedagogical, methodological literature and pedagogical experience on the research problem;
- observation of the activities of preschoolers;
- pedagogical research, analysis of results.
Base of research: senior group of MADOU d / s No. 13 g. Sterlitamak of the Republic of Bashkortostan.
The structure of the work: the final attestation work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix.
CHAPTER 1. THEORETICAL BASIS OF APPLICATION OF GAMES IN ECOLOGICAL EDUCATION OF SENIOR PRESCHOOLERS
1.1. Psychological and pedagogical features of environmental education of senior preschool children

The intrinsic value of preschool childhood is obvious: the first seven years in a child's life are a period of his rapid growth and intensive development, a period of continuous improvement of physical and mental capabilities, the beginning of the formation of a personality.
The achievement of the first seven years is the formation of self-awareness: the child distinguishes himself from the objective world, begins to understand his place in the circle of close and familiar people, consciously orient himself in the surrounding objective natural world, isolate its values.
During this period, the foundations of interaction with nature are laid, with the help of adults, the child begins to realize it as a common value for all people.
All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of mind, feelings and will. KD Ushinsky was in favor of "leading children into nature", in order to inform them of everything available and useful for their mental and verbal development.
The ideas of acquainting preschoolers with nature were further developed in the theory and practice of Soviet preschool education in articles, methodological works (O. Ioganson, A.A. Bystrov, R.M.Bass, A.M.Stepanova, E.I. Zalkind, E I. Volkova, E. Hennings and others). For a long time, the teaching aids of M.V. Lucic, M.M. Markovskaya, recommendations of Z.D. Sizenko; more than one generation of educators studied according to the textbook of S.A. Veretennikova. An important role was played by the work of leading teachers and methodologists, whose focus was on the formation of observation as the main method of acquaintance with the environment, accumulation, clarification and expansion of reliable information about nature (Z.D. Sizenko, S.A. Veretennikova, A.M. Nizova , L.I. Pushnina, M.V. Luchich, A.F. Mazurina and others).
For preschool pedagogy, environmental education is a new direction that appeared at the turn of the 80s and 90s and is currently undergoing a stage of formation. Its basic basis is the traditionally established program section "Familiarizing children with nature", the meaning of which is to orient young children in various natural phenomena, mainly accessible to direct observation: to teach to distinguish between plants and animals, to give them some characteristics, in some cases establish causal relationships. In the last decade, the work of preschool institutions has focused on fostering a careful attitude towards living things in children - acquaintance with nature has taken on an environmental connotation.
In preschool pedagogy, research began on the selection and systematization of natural history knowledge, reflecting the leading patterns of living (I.A. nature. In studies devoted to living nature, as the leading was chosen the pattern to which the life of any organism is subject, namely, the dependence of the existence of plants and animals on the external environment. These works laid the foundation for an ecological approach in introducing children to nature.
The last decade of the twentieth century can be called the time of the development of two processes that are significant from the point of view of ecology: the deepening of the ecological problems of the planet to a crisis state and their understanding by mankind. Abroad and in Russia during this period, a new educational space was formed - a system of continuous environmental education: conferences, congresses, seminars were held, programs, technologies, educational and methodological aids for various categories of students were created.
In our country, a general concept of continuous environmental education has been formed, the initial link of which is the sphere of preschool education.
Nikolaeva S.N. it has been proved that the formation of ecological culture during preschool childhood is possible if:
children will be included in a purposeful, systematic pedagogical process called environmental education, which is based on the leading ideas of ecology (bioecology, social ecology, human ecology) adapted for preschool age, reflecting the natural relationships in nature and the relationship between man and nature;
a system of methods and technologies of environmental education will be used, built on the types of activities typical for the preschool period (practical, cognitive and creative) that evoke an emotional response in children and ensure the assimilation of environmental knowledge, the formation of practical skills to consciously and carefully interact with objects of nature;
an ecological-developing environment will be created in the space of children's vital activity, which will make it possible to organize a systematic ecological-pedagogical process - meaningful interaction of preschoolers with objects of nature;
preschool educators develop a professional ecological culture, including: ideas about the environmental problems of the planet, country, region of residence, understanding the impact of environmental pollution on the health and life of people, civic responsibility and practical readiness to resolve them; motivation for the need for environmental pedagogical activity.
The basics of ecological education are associated with a cognitive interest in objects and phenomena of nature, a systematic understanding of the natural world, the ability to use knowledge about the needs of a living organism for intelligent children's activities and conscious behavior in the natural environment. Cognitive tasks are solved by children in the process of games, examination of materials, experiments; in the process of observing the phenomena of animate and inanimate nature; during the discussion of the observed phenomena, as well as in productive activity, labor and other types of children's activities.
Environmental education is a new category that is directly related to the science of ecology, its various branches.
Environmental education should be continuous at all stages of education. In kindergarten, the scientific foundations for understanding the regular connections in the "Nature - society - man" system are laid. Responsibility for improving and transforming the environment is formed. Continuity of environmental education presupposes the cumulative impact and rational use of various sources of knowledge and the media.
So, ecological education is based on the leading ideas of ecology adapted to school age: the organism and the environment, the community of organisms and the environment, man and the environment. The goal of ecological education of preschoolers is the formation of the beginnings of ecological culture - the basic components of the personality, allowing in the future, in accordance with the Concept of general secondary ecological education, to successfully appropriate in the aggregate the practical and spiritual experience of human interaction with nature, which will ensure its survival and development. This goal is consistent with the Concept of Preschool Education, which, focusing on general humanistic values, sets the task of the child's personal development: to lay the foundation of personal culture in preschool childhood - the basic qualities of the human principle in a person. Beauty, goodness, truth in the four leading spheres of reality - nature, the "man-made world", the people around and oneself - these are the values ​​that preschool pedagogy of our time is guided by. The nature of the planet is a unique value for all mankind: material and spiritual. Material, because in the complex all these components make up the human environment and the basis of his production activity. Spiritual, because it is a means of inspiration and a stimulator of creative activity. Nature, reflected in various works of art, constitutes the values ​​of the man-made world.
The tasks of environmental education are the tasks of creating and implementing an educational and educational model, which achieves the effect - obvious manifestations of the beginnings of environmental culture in children preparing to enter school.
The main tasks of ecological education of preschoolers are:
1. Development in children of the subjective experience of emotional and sensory generalization with nature and the socio-cultural environment, ideas and elementary concepts about the world around, interconnections and relationships in it, as the basis for the development of ecological consciousness and ecological culture of the individual.
2. Education of an emotional-value attitude to the natural and socio-cultural environment.
3. Awareness of one's own "I" as a part of nature, the development of "I-concept" in each child.
4. Development of experience in practical and creative activities for the implementation and consolidation of knowledge and emotional-sensory impressions obtained in interaction with the natural and socio-cultural environment, as well as the reproduction and preservation of the natural environment.
To implement these tasks, it is necessary to highlight the leading principles of preschool environmental education: scientific character, humanization, integration, consistency, regionalization.
The formation of an environmentally educated person in the context of a purposeful pedagogical process presupposes the organic unity of scientific knowledge about the relationship between natural and social factors of the environment and that sensory perception that awakens moral and aesthetic experiences and the desire to make a practical contribution to its improvement. This principle of environmental education and upbringing focuses on the combination of rational knowledge of nature with the influence of artistic-figurative means and direct communication with the natural environment.
So, kindergarten is one of the first links where the foundations of ecological culture are laid. A great legacy in the field of environmental education of children was left to us by the outstanding teacher V.A. Sukhomlinsky. In his opinion, nature is at the heart of children's thinking, feelings and creativity. The famous teacher closely linked the attitude of children to objects of nature with the fact that nature is our native land, the land that raised and feeds us, the land transformed by our labor.
The nature of the relationship between the rational and the emotional, their use in practical activities is dynamic and depends on the age of the students. Obviously, in preschool age, the emotional and aesthetic perception of the environment is more important than the intellectual one.
The immediate environment of a preschooler, everyday communication with the environment provides convincing examples for revealing various aspects of human interaction with nature, equips them with the skills to live in harmony with it.
The importance of the local history approach cannot be overestimated in relation to the implementation of the tasks of environmental education. The natural and social environment has a direct impact on the child and determines the style of his relationship to the environment. A special role in the implementation of the local history approach belongs to the practical activities of pupils, aimed at the development of their ecological culture. However, ecological education cannot be limited only to knowledge of the nature of the native land. When analyzing specific facts of a positive or negative human impact on nature in a given area, it is necessary at the same time to assess the consequences from the state and general planetary positions. The system of representation of children should include data showing the global nature of environmental problems, which do not have state borders, therefore, those many problems of environmental protection can be effective only through close international cooperation. Developing the care of preschoolers for the nature of their native land of their Motherland, the teacher inspires them with the idea that the Earth is a spaceship for all people and that caring for the living conditions on it is the common concern of all mankind.
Thus, we found out that the authors most often understand the formation of ecological culture, ecological consciousness, motivation of certain behavior, respectful attitude and love for nature as the goals and objectives of ecological education.
As for the ecological education of children of senior preschool age, children of the sixth year of life master the main movements, their relationship with adults and peers becomes more complex and meaningful.
Mental abilities are improved: perception becomes more stable, purposeful and differentiated, memory and attention become arbitrary. All this makes it possible to complicate the content of environmental education.
One of the objectives of our study is to identify the features of quality management in environmental education for older preschool children.
In our opinion, the management of the quality of environmental education can be understood as a special management, organized and aimed at achieving pre-predicted (with a possible degree of accuracy) results. Moreover, in this case, we are talking about the highest possible optimal results for a particular child.
Analysis of T.I. Shamova, T.M. Dovydenko, G.N. Shibanova showed that the process of managing the educational process has a very complex structure. Based on the work of these researchers, we have identified four levels of environmental education quality management for senior preschoolers:
The first is the theoretical level of environmental education quality management for seniors. At this level, improving the quality of environmental education for older preschool children is seen as a system and a holistic phenomenon. We single out teachers, parents and children as the main components of this process.
At this level, the process of managing the quality of environmental education for senior preschoolers can be considered as a three-stage system:
- management of the educational process by the educator (organization of direct work with children);
- organization of work with teachers of a preschool educational organization;
- administrative management by the head of the preschool educational organization.
Revealing the managerial role of the teacher-educator, we will focus on two aspects of his managerial activity: planning work on environmental education of preschoolers, as well as their parents, and organizing work to track the results of this activity.
The main purpose of planning is to provide a system in work to improve the quality of environmental education for preschoolers. The basis for planning work to improve the quality of environmental education of preschool children should be considered the main general educational program that is adopted in this educational institution, since it is this program that determines the main range of tasks and the content of work to improve the quality of environmental education for older preschool children.
The senior educator is responsible for organizing work to improve the quality of environmental education with teachers of a preschool educational organization. Its activities are to organize a system of methodological assistance to teachers in organizing work on environmental education of children.
An equally important aspect of the activities of the senior educator is the integration of the efforts of all specialists of the preschool educational organization (teacher-psychologist, head of music education, visual activity, physical education of children) in order to successfully organize work to improve the quality of environmental education of older preschoolers.
The main function of administrative management on the part of the head of a preschool educational organization is control over the implementation of the planned tasks, both with children and with teachers and parents. Equally important is the provision of appropriate material conditions for the optimal organization of the ecological developmental environment of a preschool educational organization. An important area of ​​activity of the head of environmental education quality management for senior preschool children is the establishment of external coordination relations with other institutions and organizations that are involved in solving problems of environmental education of the population.
The second level of environmental education quality management for senior preschoolers is the level of the educational process, which includes an approximate basic general educational program and an additional educational program, which determine the entire range of general developmental tasks and all substantive aspects of educational activities; the main general educational program according to which the preschool institution operates; annual and complex-thematic planning of work to improve the quality of environmental education for senior preschoolers.
The third level of environmental education quality management for older preschool children is the level of creating a project on environmental education for preschoolers in the form of a calendar-thematic plan for a month.
At this level, which is also closely related to planning work to improve the quality of environmental education of preschool children, several different types of planning are used: a long-term development plan or a development program for a preschool educational organization; the annual plan of the preschool educational organization; thematic plans (for the main types of activities); individual plans of specialists and administration; scheduling and long-term planning in a specific age group.
At this level of quality management of environmental education of senior preschoolers, the role of the senior educator is high, who directly develops the complete planning of the kindergarten for the year.
The fourth level is the level of implementation of environmental education for senior preschoolers. Ecological education of preschoolers is carried out by all subjects of the pedagogical process: educators, narrow specialists of a preschool institution (psychologist, music director, head of physical education, etc.) under the guidance of a senior educator. The senior educator organizes, monitors and evaluates the activities of teachers who solve the problems of environmental education, both in regime moments and in direct educational activities with children.
It should be noted that effective management of the quality of environmental education for seniors will be only if all stages of this activity are interconnected and mutually complement each other.
Ecological and pedagogical work with children of senior preschool age has similarities with the system of the last year, and differs from it. Observations are organized, all cycles of observation combine the components of mental and moral education: children, through the sensory-sensory way, acquire specific knowledge that ensures the formation of the only correct, effective attitude towards living beings. The literary core of ecological work is the works of V. Bianchi, whose informative fairy tales correspond to the ecological content and the possibilities of its assimilation by children. The educator of the older group should pay attention to the complex lessons, their developmental value, the change in the types of activities.
The importance of play at this age does not diminish: the teacher conducts classes in the form of travel, uses toys - analogs when looking at pictures, includes favorite game characters in various events.
Thus, ecological-pedagogical work with children of the older group, based on the material of the previous age, develops, complicates it, that is, it is a new round in the general system of ecological education of preschoolers - the formation of a conscious attitude to nature, to human interaction with it.
1.2. The role of games in environmental education of older preschoolers
Play is the main activity of children. With the power of the imagination of play actions, the role, the ability to transform into an image, children create play. In games there is no real conditionality by circumstances, space, time.
Play, the most important type of activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities, the need to influence the world is realized in the game. It causes a significant change in his psyche. The most famous teacher in our country A.S. Makarenko characterized the role of children's games in the following way: “Play is important in a child's life; What a child is like in a game, so in many ways he will be in work. Therefore, the upbringing of the future leader takes place, first of all, in the game. "
Teachers and psychologists pay great attention to play activity, because it performs a number of important functions in the development of a person's personality.
Play, as an independent child's activity, is formed in the course of upbringing and teaching a child, it contributes to their assimilation of experience by human activity. Play, as a form of organizing a child's life, is important in that it serves the formation of the child's psyche, his personality.
The child's play activity is always generalized because the motive is not a reflection of a specific phenomenon, but the action itself, as a personal relationship.
Play is an alternative to reality, used to correct the state and behavior of the child. But still, the main function of the game is developmental: it increases intelligence, contributes to the sensory perception of the world and the emotional well-being of the child.
The game develops and pleases the child, makes him happy. In the game, the child makes the first discoveries, experiences moments of inspiration. In the game, his imagination, fantasy develops, and, therefore, the soil is created for the formation of an initiative, inquisitive personality.
So, among all other activities, play is of paramount importance in preschool childhood. Preschool age is considered the classic play age. During this period, a special type of children's play arises and acquires the most developed form, which in psychology and pedagogy is called plot-role. In such a game, all the mental qualities and personality traits of the child are most intensively formed.
Game activity affects the formation of the arbitrariness of all mental processes - from elementary to the most complex. Thus, voluntary behavior, voluntary attention and memory begin to develop in play. In conditions of play, children concentrate better and memorize more than according to a direct task from adults. The conscious goal - to concentrate, to remember something, to restrain impulsive movement - is the earliest and easiest to distinguish the child in the game.
In the formation of an emotional attitude towards nature in children, the educator uses many types of games. With kids, he conducts very simple in content outdoor games, one way or another based on ideas about nature. These games reinforce the first bits of knowledge that children gain from observation.
For a more effective developmental and enriching effect, it is advisable to use a complex of various games: didactic, creative, role-playing, mobile, etc.
Didactic games are games with ready-made content and rules. In the process of didactic play, children clarify, consolidate, expand their ideas about objects and phenomena of nature, plants, animals. Games enable children to operate with the very objects of nature, compare them, distinguish changes in individual, external signs. Many games lead children to the ability to generalize and classify, evoke an emotional attitude towards nature.
In creative games, an important and complex process of mastering knowledge takes place, which mobilizes the child's mental abilities, his imagination, attention, memory. Playing roles, depicting certain events, children reflect on them, establish a connection between various phenomena. They learn to independently solve game problems, find the best way to implement their plans, use their knowledge, and express them in words.
Creative play cannot be subordinated to narrow didactic goals; with its help, the main educational tasks are solved. In creative games, a wide scope for invention and experimentation opens up.
Play is an independent activity in which children interact with their peers. They are united by a common goal, joint efforts to achieve it, common experiences. Play experiences leave a deep imprint on the child's mind and contribute to the formation of good feelings, noble aspirations, and skills of collective life. Play disciplines children, teaches them to subordinate their actions, feelings and thoughts to a set goal.
A role-playing game is a reproduction of events taking place in life or in a literary work. In these events people or characters of works act. Studies of teachers and psychologists have revealed the structure of a plot-role-playing game, which includes elements such as an imaginary situation, plot, roles, role-playing words and actions, game actions with attributes and toys. In a developed form of independent play activity, all these elements functionally interact in a single play process. The main condition for the game is that children have knowledge about one side or the other of reality, about the activities of people in it, their specific situational behavior. This knowledge serves as a source of building the plot of the game, the implementation of roles, role relationships. Two forms of role-playing games can be distinguished: independent and games organized by the teacher. The widespread use of the latter in the pedagogical process ensures the development of the former.
Great opportunities in fostering environmental feelings in relation to the world around are inherent in games, primarily didactic ones.
In the system of work on environmental education with preschool children, games with an environmental focus are of particular importance, i.e. ecological games, which can be considered as an important means of forming elementary ecological knowledge and ecological culture in general.
The more varied the content of the game actions, the more interesting and effective the game techniques. When inventing them, the teacher focuses on the knowledge of the children of life situations and the characteristics of human and animal behavior. Game teaching techniques, like other pedagogical techniques, are aimed at solving didactic problems and are associated with the organization of the game in the classroom. The teacher plays with children, teaches them how to play and how to follow the rules of the game as a leader and as a participant. The game requires the child to be involved in his own rules: he must be attentive to the plot that develops in joint play with his peers, he must remember all the designations, he must quickly figure out how to act in an unexpected situation, from which he must get out correctly.
Possessing specific features (a combination of cognitive and entertaining principles), environmental games provide children with the opportunity to operate with the knowledge contained in their content, thus contributing to the clarification, consolidation and generalization of previously acquired knowledge and broadening their horizons. While playing, the preschooler learns to establish the relationships existing in nature between objects and phenomena, the habitat and dietary habits, behavior and habits, animals to the conditions of this environment, the sequential change of seasons and adequate changes occurring in animate and inanimate nature. Environmental games help the child to see the uniqueness and integrity of not only a certain living organism, but also the ecosystem, to realize the impossibility of violating its integrity, to understand that unreasonable interference with nature can entail significant changes both within the ecosystem itself and outside it.
In the process of communicating with nature in a playful way, the emotional responsiveness of children is formed, the desire to actively protect and protect nature, i.e. to see living objects in all the variety of their properties and qualities, features and manifestations, to participate in creating the necessary conditions for the normal life of living beings in the sphere of children's reach, to understand the importance of nature protection, to be aware of the norms of behavior in nature.
Thus, great opportunities in education and the formation of environmental knowledge are inherent in games. It is the game that allows to satisfy the child's curiosity, to involve the child in the active assimilation of the world around him, to help him master the methods of cognizing the connections between objects and phenomena. The whole complex complex of practical and mental actions is performed by the child in the game unconsciously by him as a process of deliberate learning - the child learns by playing.
In recent years, questions of the theory and practice of the game have been and are being developed by many researchers: A.P. Usova, A.I. Sorokina, E.I. Radina, N.R. Bleher, B.N. Khachapuridze, Z. M. Boguslavskaya, E.F. Ivanitskaya, E.I. Udaltsova, V.N. Avanesova, A.K. Bondarenko, V.A. Dryazgunova and others. In all studies, the relationship between learning and play was asserted, the structure of the game process, the main forms and methods of managing games were determined.
If we analyze the games presented in different collections of V.A. Dryazgunova, A.K. Bondarenko, A.V. Artemova, A.A. Wenger, A.I. Sorokin, P.G. Samorukov, you can see that they often have a one-sided orientation, that is, games of natural history are present, undoubtedly, in all these collections, but most of them solve only a narrow range of tasks: the formation of knowledge, generalization, systematization of knowledge, improvement of sensory perception, etc. .P.
Thus, the tasks of the ecological content are not presented in them in full, i.e. these games do not allow children to be involved in environmental activities, do not set the task of fostering love and respect for nature, and some others. However, thanks to the research and development of these authors, the question of creating games with ecological content is based on a scientific basis. Researchers were among the first to raise the issue of the use of play activity in the formation of ecological ideas of preschoolers.
So V.A. Dryazgunova in her collection "Didactic games for acquainting preschoolers with plants" notes that play is of particular importance in the formation of this knowledge. She also recommends using play activities to get acquainted with pets. The author pays great attention to games with natural material. In this collection, the tasks of using play activities at different preschool ages are highlighted.
The collection also presents variants of games that can be used during this period of preschool childhood: "Tops and roots", "Guess, we will guess", "Guess what is in the bag", "Ripe - not ripe", "Edible - inedible" , “Shop“ Seeds ”,“ Guess what kind of plant ”,“ Where is the plant hidden? ”,“ Who lives where? ”,“ Travel ”,“ Forester ”,“ Find a tree by seeds ”.
In the collection of P.G. Samorukova "Games for Children" presents a description of role-playing, didactic and outdoor games with recommendations for their use in working with children. The author has also developed various games that can be used, among other things, to get acquainted with nature. Examples of such games are: "Tops and Roots", "Confusion", "Wonderful Sack", "Know the Taste", "Zoological Lotto", "Four Seasons", "Pick a Leaf", "Who Flies, Runs , jumping ”,“ What kind of bird? ”,“ In the water, in the air, on the ground ”, etc. But of these works, the collection of A.V. Artemova. In it, games are closer to solving the problems of environmental education, as they allow children to understand the dependencies that exist in nature (games like "food chains"), to express their emotional attitude to nature.
Thus, from the above, it can be noted that the place of ecological games in these collections is occupied by games of a natural nature, aimed mainly at obtaining specific knowledge, their systematization.
But in recent years, this issue has become even more widespread in various publications, publications, teaching aids, where the authors present their options for using games in the environmental education of preschoolers. O. Gazina offers several different options for environmental games aimed at solving problems in the formation of environmental knowledge and environmental culture of the child. In playing activities, solving the problems of environmental education in preschool children is most effective, this allows, first of all, to form a system of knowledge about nature, to teach children to understand and establish significant connections and dependencies in it, to act in accordance with the knowledge gained.
The developed versions of games allow: to establish relationships existing in nature between objects and phenomena, habitat and nutritional habits, behavior and habits of animals, ecosystem and adaptation of plants and animals to the conditions of this environment, sequential change of seasons and adequate changes occurring in animate and inanimate nature ...
Examples of games developed by O. Gazina are the following: "Guess what kind of animal you are", "Name me", "Predator-prey", "Food chains", "Making copies", "Lima and the hares", "Hare path" ...
L.P. Molodova makes extensive use of a variety of games in environmental studies. She notes that since play is the most natural and joyful activity that forms the character of children, it should be used in the formation of ecological ideas. She selected from the already known games those in which, if possible, there would be an active, ecologically correct or developing play activity in accordance with the set educational tasks.
Games add emotional color to activities, make them lively, and therefore more interesting for children. Games and playful elements allow children to develop a wide variety of positive qualities and facilitate the perception of the stated problems and knowledge. The author has developed 54 lessons for children. The content of the lessons provides ample opportunities for improvisation.
I. Tokmakova in her article "Life-giving keys" suggests using ecological games in work with preschool children. She notes that in a playful, emotional form, it is easier to lay in a person an ecological perception of the world. Her games are distinguished by the fact that folklore, mainly a fairy tale, is woven into the ecological game content. She emphasizes that environmental activities with preschoolers should be emotional, fabulous. Children should feel that the world is filled with living, rejoicing and suffering creatures that require careful and respectful treatment.
G. Kirike in his article "Child and Nature" emphasizes that play is the most important method for solving the problems of environmental education. Carrying out his research to familiarize children with birds, the author relies on the pedagogical and psychological work of many scientists (T.A. Kovalchuk, P.G. Samorukova, L.E. Obraztsova, I.A. F. Terentyeva and others) and emphasizes that games of ecological content effectively influence not only the formation of elementary ecological ideas, but also contribute to the effective development of the motivational, emotional and moral sphere of the child. G. Kirike recommends using games of ecological content after observing in nature, combining them with reading fiction - the works of K. Ushinsky, V. Bianchi, M. Prishvin, N. Sladkov.
The author analyzed the methodology of using games, in order to identify the most effective, created a number of new games that contribute to the formation of environmental ideas of preschoolers and their systematization. These include games such as "Birds on Feeders", "Pyramids", "Guess the Rule", etc.
L. Pavlova in her article "Games as a means of ecological and aesthetic education" sets the task of bringing children to worldview conclusions: about the unity and diversity of nature, connections and relationships between different objects of nature, constant changes in nature and its development, the expediency of relationships between living things in nature, rational use of nature and its protection. In parallel with this, children should develop the ability to aesthetically relate to the world, perceive and evaluate the beautiful, multiply the beauty of the environment with their activities, encourage them to think about the relationship between man and nature.
Great opportunities in the upbringing of ecological and aesthetic feelings in relation to the surrounding world are inherent in games. It is the game that allows to satisfy the child's curiosity, to involve the child in the active assimilation of the world around him, to help him master the methods of cognizing the connections between objects and phenomena.
In this way, play that elicits an emotional response will form a positive attitude towards nature in children. Moreover, the emotional response provides an opportunity for the assimilation of the necessary knowledge. The root of play activity is learning, in the process of which preschoolers acquire the necessary knowledge about the surrounding reality and master patterns of building any type of play.
The play function of the educator is extremely responsible. For only her entire process depends on him. Otherwise, the plan will remain unfulfilled.
Scientific and methodological search in the study of the possibilities of games led to an attempt to introduce elements of plot-role-playing games in the process of teaching children. Scientific and methodological search for a number of years, testing of abstracts in different age groups made it possible to combine the game with the process of familiarizing children with nature.
The results of the work were published in the book "The Place of Play in the Environmental Education of Preschoolers". The author raises the question of how play can be used in the pedagogical process of ecological education, what are its functions and place in a number of methods and techniques that ensure the formation of elements of ecological ideas of preschoolers.
A joint study with I.A. Komarova, who showed that the optimal form when introducing a role-playing game into the process of acquaintance with nature is playing training situations. They are created by the teacher to solve specific didactic problems in environmental education.
The authors identified three types of game learning situations. These are game educational situations, built with the involvement of analog toys, dolls depicting literary characters, various versions of the "Journey" plot. This book describes the practice of creating and using game learning situations of all three types. In this manual, the problem of using the game in the formation of elementary ecological concepts is considered from two positions: theoretical and practical.
In addition, S.N. Nikolaeva draws attention to the expediency and necessity of using games in the “family circle”. Adult family members can be direct and indirect participants in the child's play. In the book "How to introduce a child to nature" in the section "Play helps to raise children's interest in nature" specific recommendations are given on organizing games in the family, advice to parents and teachers.
Playing games in natural conditions has its own difficulties: children are easily distracted, turn their attention to foreign objects, to people, etc. Therefore, in such games, it is advisable to use visual, artistically designed material, to come up with interesting game moments, actions, to engage all children with a solution to a single problem. Children really like games, by participating in which they can win based on their knowledge.
Transformation games, aimed at developing empathy for animals, plants, and objects of inanimate nature, help the child to develop positive emotions in relation to nature.
In physical education classes, children are taught various types of movements and game exercises in the form of imitative-imitative movements and games in which the child must reproduce the familiar images of animals, birds, insects, trees, etc. Imitative-imitative movements develop in preschoolers creative motor activity, creative thinking, orientation in movements and space, attention, fantasy, etc.
The knowledge gained in the classroom in the form of a game is "tested" by children in independent experimental activity based on the trial and error method. Gradually, elementary experiments become games-experiences, in which, as in a didactic game, there are two principles: educational-cognitive and play-entertaining. The play motive enhances the emotional significance of this activity for the child. As a result, the knowledge of the connections, properties and qualities of natural objects fixed in the games-experiences becomes more conscious and durable.
Ecological education of older preschool children must be built on a play basis - with greater inclusion of different types of games in the pedagogical process.
It is very important that educators use the elements of the role-playing game as much as possible: an imaginary situation, role-playing actions and dialogues, simple plots in which any toys are played. In independent play of preschoolers, these elements are interconnected in a single game process. Researchers have proved that at the first stage of children's play activity, the necessary knowledge about the surrounding reality should be formed. The teacher teaches them to carry out game actions with objects, build role relationships, develop the storyline of the game.
The use of role-playing games in the ecological education of children is based on a number of theoretical propositions expressed by well-known researchers, educators and psychologists. So, according to A.V. Zaporozhets, play is an emotional activity, and emotions affect not only the level of intellectual development, but also the mental activity of the child, his creative abilities. The inclusion of elements of role-playing games in the process of forming ideas about nature in children creates an emotional background, thanks to which preschoolers will quickly learn new material.
It is known how multifaceted the game is, it teaches, develops, educates, socializes, entertains and gives rest. But historically one of its first tasks is teaching. There is no doubt that from the very first moments of its inception, play acts as a form of education, as a primary school for the reproduction of real practical situations with the aim of mastering them, with the aim of developing the necessary human traits, qualities, skills and habits, and developing abilities.
Playful learning has the same features as play:
free developing activity undertaken at the direction of the teacher, but without his dictate and carried out by students at will, with pleasure from the very process of activity;
creative, improvisational, active in nature activity;
emotionally tense, upbeat, competitive, competitive activity;
activities that take place within the framework of direct and indirect rules that reflect the content of the game and elements of social experience;
an activity of an imitative nature, in which the professional or social environment of a person's life is modeled.
activity, isolated by the place of action and duration, by the framework of space and time.
The most important properties of play include the fact that in play, children also act as they would in the most extreme situations, at the limit of their strength to overcome difficulties. Moreover, such a high level of activity is achieved by them, almost always voluntarily, without coercion.
Thus, the essence of play as a leading type of activity lies in the fact that children reflect in it various aspects of life, the peculiarities of relationships between adults, and refine their knowledge of the surrounding reality. Play is, in a way, a means of a child's cognition of reality. Play as a method of environmental education is a game specially organized by the educator and introduced into the process of learning about nature and interacting with it.
CHAPTER 2. METHODS OF USING GAMES AS A MEANS OF ENVIRONMENTAL EDUCATION FOR SENIOR PRESCHOOLERS
2.1. Methodology for improving work on the education of environmental culture in older preschoolers through the organization of games

Environmental knowledge is, first of all, knowledge about the relationship between plants and animals and their habitat; between people, animals and plants; and the ways in which natural resources are used. Knowledge and skills are an indispensable component of the process of forming an ecological culture, and the end result is an appropriate attitude towards the surrounding world.
To check the effectiveness of the developed methodology, a pedagogical experiment was carried out, which took place in the senior group of MADOU d / s № 13 g. Sterlitamak of the Republic of Bashkortostan.
The methodology is based on the principles of developmental education and is aimed at developing the child's personality, the ability to compare and generalize their own observations, see and understand the beauty of the world around them, to improve the speech of preschoolers, their thinking, creativity, and culture of feelings. Priority in teaching is given not to simple memorization and not mechanical reproduction of knowledge, but to understanding and assessing what is happening, elements of system analysis, joint practical activities of the educator and children.
One of the effective ways of environmental education for preschoolers is classes to familiarize themselves with the world around them and play activities.
Every day of the children’s stay in kindergarten should be interesting and eventful, therefore, the implementation of the methodology assumed an integrated approach to teaching with the inclusion of various types of games.
Didactic games are an effective means of environmental education. The process of play activity, in which older preschoolers feel an increased need, makes it possible to: ensure the possibility of assimilating ecological ideas; to awaken interest in nature and develop a valuable attitude towards it; to form motives and practical skills of environmentally sound activities; provide opportunities for the manifestation of independence, initiative, cooperation, responsibility and the ability to make the right decisions; monitoring and evaluating the results of our own environmentally oriented activities.
When conducting various environmental education classes, the following types of games were used: didactic games, the game "Journey to the world of nature", "Unusual journey", "Ambulance", "Mushroom meadow", "Build your own house", etc. enrichment of knowledge, formation of relationships, development of skills.
Children acquire ecological knowledge not only during specially organized classes, but also during walks, excursions, labor, play and research activities.
During the walks, outdoor games were held: "At the Bear's House", "One, two, three, run to the tree." Children already know the features of "their" tree (there are high, low, thin, thick; one has a spreading crown, others have dropped or raised branches).
Game options:
1. It is proposed to portray your new friends. It was previously indicated that a child has body parts that can be compared to parts of a plant: the legs are like roots, the body is like a trunk, arms are like branches, fingers are like leaves. So, depicting an old oak tree with large thick roots, the child spreads his legs wide, showing a weeping willow, lowers his arms, etc. Let preschoolers remember how the foliage makes noise in windy weather, reproduce these sounds, imagine that birds are sitting on the branches, it is raining or the sun is shining. Situations can be thought up of the most varied with previous observations. The task of children is to reflect the features of the tree in the situations suggested by the teacher.
2. Imagine that the trees have learned to walk (it is appropriate to play this game after reading and discussing B. Zakhoder's poem "Why Do Trees Don't Walk?"). Objective: to show how a tree could walk - with a heavy or light step. Let the children explain their movements (as a rule, in their comments they refer to the peculiarities of the appearance of the plant).
From time to time, their favorite characters - "Little Red Riding Hood", "Doctor Aibolit", Chippolino, may come to visit the children. They participate in observations, in practical affairs in a corner of nature, in conversations. Each character continues his line of behavior: Dr. Aibolit takes care of the health of children and gives advice; Chippolino asks if there is a vegetable garden in the kindergarten, what grows there, etc., Little Red Riding Hood tells how she went to her grandmother, what she saw in the forest, etc.
Didactic games are used in a specific sequence. Their complication is determined by the development of children's skills - from the ability to determine the mode of action of specific objects, to the ability to name the method of their use and purpose, to the ability to independently guess a riddle about an object with a description of its function and purpose, and, further, to the ability to establish cause-and-effect relationships between the object and the benefit from it, between man and nature, orientation in the diversity of the man-made world, towards its transformation.
Games were included in the cognitive activity of children, "turned" into an element of the developing environment.
In the older group, didactic play should become one of the most important steps in preparing children for school. Children of this age are able to come up with didactic games on their own (loto, dominoes, cut pictures). In the game "Rainbow" children select object pictures according to the colors of the rainbow. In the game "Fish swim in a pond" children pick up fish that match the color of the stream, to the pond. Such games are especially loved by children, according to T.S. Komarova, participating in the creation of such a game, children, in an active form, learn and reflect the objects of nature and their properties.
A didactic game can present a situation comically, fantastically, or even absurdly (fables).
If you put the mood of these games on the music, then the children will be able to determine which music is more suitable for fables. It can be humorous, playful music that will help emphasize intonation, create the right mood.
You can pick up music from some of the works of S. Prokofiev, V. Gavrilin, D. Shostakovich. The teacher, listening attentively to the lines of fiction, can pick up music in which, for example, a loud howl of bears flying across the sky and the joyful squeal of pigs, and the whistle of the wind, and the laughter of spectators pointing with their fingers are heard:
The cubs are flying, the fat-heeled ones are shouting: "Ooh, we are flying to Moscow!"
The pigs are flying, shouting even more: "Oink-oink-oink, let's fly to the moon!"
Interest in such games does not fade away for a long time if the teacher has a good imagination and not only examines with the children all the situations that come from the semantic content of the fable, but also tries to dramatically portray each scene so that the children are interested in playing.
Clamshell games are aimed at developing the ability to define. Which world - natural or man-made - the subject belongs to: "Wonderful bag", "Help Dunno", "Determine a place for the object", etc. For example, in the game "Help Dunno", children, at the request of the hero, put objects of the man-made world in envelopes with the appropriate symbols ("man", "butterfly"), ie perform an action - unfolding. Children are offered other games with the same actions, but with different storylines. Then the task becomes more complicated: you need not only to decompose, but also to justify your choice.
Games - Definition - Define the way you use items. In the games "What is superfluous", "Tell me how to use the object" children are encouraged to name the function of the thing. In other games, for example, "Find a Pair", the actions become more complicated: you need not only to know the way of using the named object, but to choose an object with a similar function for it. This task requires the inclusion of thought processes and reliance on previous experience.
Of particular importance are games-riddles, answers: "Find a given object", "Guess which object is hidden", "Which of which object". The main sign of a riddle is an intricate description that needs to be deciphered. The content of the riddles is the surrounding reality: natural phenomena, objects of labor and everyday life, flora and fauna. Solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions, inferences.
The game "Guess the riddle and explain the answer" requires a great understanding of the meaning of the riddle, the ability to make comparisons, and provide evidence. It is necessary to create an interesting "prelude to the game" - the beginning of the game.
The older group has a wonderful mailbox - "Wonderful mailbox". Children make it smart and every season in different ways: with the beginning of winter, they paste pictures of winter content, in the fall - with yellow-red leaves, in the spring - with the image of the first flowers. The key from the box is kept in a special box. Children, in turn, are given the opportunity to open it and find out what is there. There are envelopes with riddles in the box. The teacher reads, and the children guess. The teacher encourages children. At the end, the cards are folded into envelopes, and the children compose a letter to the "Magician" with a request to send new riddles.
An important aspect of the teacher's activity is the gradual expansion of the game experience through the development of varieties of play-dramatization. Realization is achieved by consistently complicating the play tasks in which the child is involved.
- Game - imitation of individual actions of a person, animals and birds (children, waking up, stretched, sparrows waving their wings), imitation of the basic emotions of a person (the sun peeped out - the children were delighted, smiled, clapped their hands, jumped on the spot).
- A game that imitates the images of well-known fairy-tale characters (a clumsy bear goes to the house, a brave cockerel walks along the path).
- Game-improvisation to music ("Happy Rain", "Leaves fly in the wind and fall on the path", "Round dance around the tree").
- Game-improvisation based on the texts of fairy tales, stories, poems (Z. Aleksandrova "Yolochka", K. Ushinsky "Cockerel with a family", N. Pavlova "Strawberry", E. Charushin "Duck with ducklings").
- Role-based dialogue of the heroes of fairy tales ("Mitten", "Zayushkin's hut", "Three bears").
- Dramatization of fragments of fairy tales about animals ("Teremok", "Cat, Rooster and Fox").
In the upbringing of the ecological culture of older preschoolers, the labor activity of ecological content is of great importance. It should be organized systematically, with increasing complexity. Each child should show his strength and abilities, gain experience and translate it into practical deeds. Such activity teaches to think and really take care of the "smaller brothers" who are in the same living space with the children. It is advisable to combine the work of preschoolers with environmental games, observations, and conversations.
A series of didactic games for introducing older preschoolers to feasible environmentally-oriented activities is dynamic (some games contain elements of outdoor games) and less stress in mental activity. The main goal of these games is to form preschoolers' motivation for environmental protection: to arouse their interest and desire to take care of natural objects, to emotionally tune children to one or another type of work, to activate them in the process of completing assignments.
These are games such as: “Search for good deeds”, “Let's help Dunno water the flowers”, “Ambulance.
Games will help consolidate the knowledge of preschoolers, teach them to use them at the right time. The work uses puzzle games. They develop the imagination, thinking of children.
In order to form the ecological culture of children of senior preschool age, a system of musical games has been developed that reflects the connection between the living and the inanimate. Pick up music and come up with a plastic sketch: a seed (alive) fell to the ground, it was rained, the sun warmed it (inanimate nature), it began to sprout and turned into a real tree.
Invite the children with the help of movements (with musical accompaniment) to show the signs of living nature, which were mentioned earlier: how a houseplant grows (it was small, time has passed - it has become large) - we gradually rise and stretch our arms up; how a sunflower turns after the sun (a child in a crown with a picture of the sun moves around the room, and sunflower children turn their heads after him); how a plant that was being watched stretched its leaves towards the sun, changing its position (leaves can be depicted with the help of palms); how the plant-mother had children (one child depicts "mother", others - children who first stand next to her, and then move away in turn).
By the end of preschool childhood, children accumulate quite a lot of experience in playing. Playing on their own, they can teach each other unfamiliar games, introduce new rules and conditions in a well-known game. To teach a new game, the educator does not always have to involve the entire group of children. At the same time, the teacher makes sure that the children who own the game can clearly explain the game to the rest of the children. Mutual education plays an important role in the formation of the activity of children, the development of their intellectual sphere.
2.2. Research work on the use of games in environmental education of senior preschoolers
Experimental work was carried out on the basis of MADOU d / s No. 13 g. Sterlitamak of the Republic of Bashkortostan.
The experimental and control groups consisted of children of two older groups, approximately equal in terms of the level of development and the level of pedagogical skills of educators.
Conditions: in a normal environment during the day.
At the stage of the ascertaining experiment, a number of tasks were set:
1. To reveal the level of knowledge of children about the world of animals and flora, about inanimate nature, about the seasons.
2. Determine the moral and value attitude to nature in older preschool children.
3. To reveal in children the practical skills of respecting the objects of nature.
The purpose of the ascertaining experiment was to identify indicators of the upbringing of ecological culture in older preschool children.
Tasks of this stage.
The following types of tasks were selected for the experiment:
1. Tasks for determining the level of formation of ecological knowledge of preschoolers.
2. Problematic situations for determining the moral and value attitude towards nature.
3. Special situations for revealing in children practical skills of respect for nature.
Exercise 1
Target. Determine the level of knowledge of the characteristic features of the representatives of the animal world.
Equipment. Three large maps: the first is divided into three parts (utility yard, forest, landscape of hot countries); the second card depicts blue skies, tree branches, and earth; the third map shows the sky and the meadow. Figures of animals: horses, cows, pigs, goats, rams, dogs; wolf, fox, bear, hare, deer, tiger, elephant, giraffe, zebra. Figures of birds: dove, titmouse, sparrow, woodpecker, magpie, crow, bullfinch, owl. Insect figurines: butterflies, bees, ladybugs, dragonflies, ant, grasshopper, fly, mosquito, spider.
Methodology of carrying out.
The child is invited to take the first card, choose animals from all the figures and place them on the card, taking into account the place of residence. Then it is proposed to take the second card, select birds from the remaining figures and place them on the card at your discretion. Then the third card is taken and from the remaining figures the child chooses insects and places them on the card. If there are any figures left on the table, I suggest the child once again be asked to think and place them in accordance with the instructions. It turns out on what grounds he placed animals on the map. After the child has completed the task, he is asked to select two images of animals, three images of birds and three images of insects and answer the following questions:
- What is the name of the animal (bird, insect)?
- What can you tell us about him?
- Your attitude towards them.
Task 2.
Target. Determine the level of knowledge about the characteristic features of the flora.
Equipment. Houseplants: geranium (pelargonium), tradescantia, begonia, aspidistra (friendly family) and Sultan balsam (light); watering can for watering indoor plants; water spray; loosening stick; rag and pallet, pictures with trees, berries and mushrooms, forest flowers and garden flowers, shrubs,
Methodology
They call the child five indoor plants, offer to show them.
- What conditions are necessary for the life, growth and development of indoor plants?
- How to properly care for indoor plants?
- Show me how to do it correctly (using one plant as an example).
- Why do people need indoor plants?
- Do you like indoor plants and why?
Then it is proposed to choose from the presented ones (given in brackets):
A) trees first, then shrubs (poplar, lilac, birch);
B) deciduous and coniferous trees (spruce, oak, pine, aspen);
C) berries and mushrooms (strawberries, brown birch, strawberries, chanterelles);
D) garden flowers and forest flowers (aster, snowdrop, lily of the valley, tulip).
Assignment 3
Target. Determine the level of knowledge of the characteristic features of inanimate nature.
Equipment. Three jars (with sand, with stones, with water).
Methodology
The child is asked to determine the contents of the jar. After he names the objects of inanimate nature, I propose to answer the following questions.
- What properties of sand do you know?
- Where and for what does a person use sand?
- What properties of stones do you know?
- Where and for what does a person use stones?
- What properties of water do you know?
- Where and for what does a person use water?
Assignment 4
Target. Determine the level of knowledge about the seasons.
Equipment. Scrapbook sheet of paper, colored pencils and felt-tip pens.
Methodology
They ask the child:
- What time of year does he like best and why?
- Favorite games in winter;
- Favorite summer activities.
They suggest drawing a picture showing your favorite season.
What time of year will come after your favorite season, what will follow it?
Game: "When does this happen?":
- The sun is shining, children are swimming in the river.
- The trees are covered with snow, the children are sledding downhill.
- Leaves fall from trees, birds fly away to warm regions.
- Leaves bloom on the trees, snowdrops bloom.
Assignment 5
Target. Determine the level of attitude to the natural world.
Methodology
Children are encouraged to answer the following questions.
- How do you help adults take care of pets (if any)? (If the child does not have pets, I ask: “If you had a cat or a dog at home, how would you take care of them?”)
- How do you help adults look after the inhabitants of the Nature Corner in kindergarten?
- What can you do together with adults so that plants always grow on the site of the kindergarten?
- How can you help wintering birds?
Task 6. Problem situation
“Imagine that your mom gave you money for ice cream and warned you: the store is about to close, so hurry up. If you stop to help him, you won't have time to buy ice cream, but if you go, the beetle will die. What will you do: will you go for ice cream or will you help the beetle? "
Task 7. Specially created situations to reveal in children the practical skills of respecting the objects of nature.
Animals of the corner of nature were left without food for a short time, their water was polluted with harmless additives, and a flower pot with dry soil was placed in a living corner. Each child was individually offered to take care of the inhabitants of the corner of nature.
The children took to work, but only a few of the children cared about food. The dry plant and dirty water remained unattended by the children. These data testify to the insufficient work of adults on the formation of a respectful attitude towards nature in children.
Diagnostic results.

Table 1
Children's environmental knowledge levels

Low level (1)
Intermediate (2)
High level (3)

Knowledge
Unstable ideas about some of the features of living things - essential and insignificant. They are classified as living animals according to essential and non-essential characteristics. Plants are not classified as living. The non-living is classified according to characteristics similar to living ones.
Know the most essential Signs of the living (movement, nutrition, growth). According to them, most of the animals and plants are classified as living. They call different signs in animals and plants.
Know most of the essential signs of a living. Animals and plants are correctly classified as living. Knowledge about the living is of a generalized nature: it characterizes the entire group of living things as a whole.

Relationship
Weak emotional manifestations or none at all. Observes at the suggestion of an adult. Moves quickly from one object to another.
Instability in the manifestation of interest, its selectivity, situationality: only familiar animals are of interest. The attitude is shown emotionally, they strive to actively express the attitude at the suggestion of the adult.
Strong emotional manifestations, the joy of communicating with animals and plants. Interest in knowing the living. They show sympathy for those in trouble, strive to help on their own, showing awareness, correctly determine the state of the object, and establish the necessary connections. They strive to satisfy the needs of a living organism. Show humane feelings for living things.

Skills
In the labor process, only labor actions can be performed. The quality of labor is low. Do not achieve results.
The labor process of caring for a living organism is performed with a little help from an adult. Achieve the result.
They independently and efficiently carry out familiar work processes

Children who knew the representatives of the animal world and divided them by species were attributed to a high level of development. They gave reasons for their choice. The representatives of the animal world were correlated with the habitat, their characteristic features were named. They showed interest and emotionally expressed their attitude towards them. They knew how to take care of pets and inhabitants of the corner of nature. They understood the relationship between human activity and the life of animals, birds, plants. They easily expressed their attitude towards the representatives of the animal world.
Children classified plants by species, knew their characteristic features. They named the conditions necessary for the life, growth and development of indoor plants. They knew how to properly care for them. The children have developed practical skills and abilities to care for them. Children show interest and emotionally express their attitude towards them. They knew objects of inanimate nature, correctly named their distinctive characteristics. They named the seasons correctly, knew the characteristic features of each season. They found the right solution in a problem situation - without hesitation they decided to save the beetle's life. They have formed a respectful attitude towards nature, because children correctly found a way out of the created situations.
The least number of mistakes was made - 2 people.
Luda S., Yulia K. completed the assignments correctly. Lida S. without much difficulty distributed the representatives of the animal world by species, coherently and consistently answered the questions posed. The child independently named different types of plants. Without the help of an adult, he named the conditions necessary for the life, growth and development of indoor plants. Lida S. knows how to take care of pets and inhabitants of the Nature Corner.
Julia K. easily identified the contents of the jars, correctly named the distinctive characteristics of objects of inanimate nature. She spoke on her own about why people use objects of inanimate nature. When answering the questions posed, she showed creativity and imagination. The child correctly named the seasons. From memory, he reproduced the seasonal characteristics of a particular season. Expressed an aesthetic attitude to nature. The children reacted with full responsibility to solving the problem situation and correctly found a way out of specially created situations.
The average level included children - 5 people in the control group - 4 people in the experimental group.
Kira sometimes made minor mistakes in the distribution of representatives of the animal world by species; did not always give reasons for her choice. The child basically correctly identified the contents of the jars when the level of knowledge of the characteristic features of inanimate nature was determined. After additional questions from the adult, he gave examples of how people use objects of inanimate nature. Anton M. sometimes made minor mistakes in the names of plant species: trees, shrubs and flowers. Practical skills for caring for indoor plants are not sufficiently developed.
Children were assigned to a low level of development - in the control group - 4 people and in the experimental group - 5 people.
Lena F. often made mistakes in the distribution of representatives of the animal world by species. She found it difficult to answer the questions posed, and if she did, it was mostly incorrect. Anya Zh. Did not always correctly name the seasons, she found it difficult to name them in the required sequence. The drawing cannot reflect the characteristic features of a particular season. Has no idea how to care for pets and inhabitants of the corner of nature.
The results of the ascertaining experiment in the control and experimental groups are shown in Tables 1 and 2.
Based on the results of the completed task, all children were divided into 3 groups according to the levels of formation of environmental knowledge: high, medium, low.
The results of the ascertaining experiment in the control and experimental groups are shown in tables 2 and 3.
table 2
Results of the ascertaining experiment in the control group
№
F.I.

Knowledge
Attitude
Skill

about animals, birds, insects
about the plant world
about inanimate nature
about the seasons
problem situations

1.
Sasha
WITH
WITH
WITH
WITH
WITH
+
+

2.
Albina
WITH
WITH
WITH
WITH
WITH
+
+

3.
Peter
N
N
N
N
N
-
-

4.
Adeline
WITH
WITH
WITH
WITH
WITH
+
+

5.
Misha
V
V
V
V
V
+
+

6.
Nina
N
N
N
N
N
-
-

7.
Ruslan
WITH
WITH
WITH
WITH
WITH
+
+

8.
Kseniya
N
N
N
N
N
-
-

9.
Liana
N
N
N
N
N
-
-

10
Rustam
WITH
WITH
WITH
WITH
WITH
+
+

High level - 1 person, middle level - 5 people, low level - 4 people.

Table 3
Results of the ascertaining experiment in the experimental group
№
F.I.
Levels (low - H, medium - C, high - B)

Knowledge
Attitude
Skill

about animals, birds, insects
about the plant world
about inanimate nature
about the seasons
problem situations

1.
Sasha
WITH
WITH
WITH
WITH
WITH
+
+

2.
Albina
N
N
N
N
N
-
-

3.
Peter
N
N
N
N
N
-
-

4.
Adeline
N
N
N
N
N
-
-

5.
Misha
WITH
WITH
WITH
WITH
WITH
+
+

6.
Nina
N
N
N
N
N
-
-

7.
Ruslan
V
V
V
V
V
+
+

8.
Kseniya
WITH
WITH
WITH
WITH
WITH
+
+

9.
Liana
N
N
N
N
N
-
-

10
Rustam
WITH
WITH
WITH
WITH
WITH
+
+

High level - 1 person, middle level - 4 people, low level - 5 people.
Table 4
Levels of formation of ecological knowledge (ascertaining section)
Level
Group

control
experimental

High
10 %
10 %

Average
50 %
40 %

Short
40 %
50 %

In the control (10%) and in the experimental (10%) groups, there are few children with a high level of ecological culture formation. The average level is possessed by 50% of children in the control group and 40% of children in the experimental group. Low level of formation of ecological knowledge 40% and 50% of children, respectively.
Both groups are at approximately the same level of development, since the differences in percentage are very small. The level of development revealed in the course of the study is insufficient, because very few children, both in the control and in the experimental groups, have a high level of formation of ecological knowledge, and hence a low ecological culture.
Based on the results obtained, it can be concluded that the work on the education of ecological culture in children was not carried out systematically, the pedagogical process was not sufficiently equipped, little space was allotted to observations, practical activities, games and other types of activities of an ecological nature.
Thus, the task arose to outline a methodology for improving the work on the education of ecological culture in older preschool children, which led to the conduct of a formative experiment in the experimental group. At the stage of the formative experiment, a method of work was developed to foster ecological culture in older preschool children. The methodology is based on the principles of developmental education and is aimed at developing the child's personality, the ability to compare and generalize their own observations, see and understand the beauty of the world around them, to improve the speech of preschoolers, their thinking, creativity, and culture of feelings. Priority in teaching is given not to simple memorization and not mechanical reproduction of knowledge, but to understanding and assessing what is happening, elements of system analysis, joint practical activities of the educator and children.
In the formative experiment, the methodology for improving the implementation of the research goal is shown, the means of work on the education of environmental culture in older preschool children and its content are indicated.
To verify the effectiveness of the used formative experiment, a control experiment was carried out using the same diagnostic technique.
The results of the control experiment are drawn up and displayed in tables 5 and 6.
Table 5
The results of the control experiment in the control group
№
F.I.
Levels (low - H, medium - C, high - B)

Knowledge
Attitude
Skill

about animals, birds, insects
about the plant world
about inanimate nature
about the seasons
problem situations

1.
Sasha
WITH
WITH
WITH
WITH
WITH
+
+

2.
Albina
WITH
WITH
WITH
WITH
WITH
+
+

3.
Peter
N
N
N
N
N
-
-

4.
Adeline
WITH
WITH
WITH
WITH
WITH
+
+

5.
Misha
V
V
V
V
V
+
+

6.
Nina
N
N
N
N
N
-
-

7.
Ruslan
WITH
WITH
WITH
WITH
WITH
+
+

8.
Kseniya
N
N
N
N
N
-
-

9.
Liana
WITH
WITH
WITH
WITH
WITH
+
+

10
Rustam
WITH
WITH
WITH
WITH
WITH
+
+

High level - 1 person, middle level - 6 people, low level -3 people

Table 6
The results of the control experiment in the experimental group
№
F.I.
Levels (low - H, medium - C, high - B)

Knowledge
Attitude
Skill

about animals, birds, insects
about the plant world
about inanimate nature
about the seasons
problem situations

1.
Sasha
V
V
V
V
V
+
+

2.
Albina
WITH
WITH
WITH
WITH
WITH
+
+

3.
Peter
WITH
WITH
WITH
WITH
WITH
+
+

4.
Adeline
WITH
WITH
WITH
WITH
WITH

5.
Misha
V
V
V
V
V
+
+

6.
Nina
WITH
WITH
WITH
WITH
WITH
+
+

7.
Ruslan
V
V
V
V
V
+
+

8.
Kseniya
V
V
V
V
V
+
+

9.
Liana
WITH
WITH
WITH
WITH
WITH
+
+

10
Rustam
WITH
WITH
WITH
WITH
WITH
+
+

High level - 4 people, middle level - 6 people, low level - 0.
Table 7
Levels of formation of ecological knowledge (control section)
Level
Group

control
experimental

High
10 %
40%

Average
60 %
60 %

Short
30 %
–

The results of the control experiment in the control and experimental groups are reflected in the pie chart.
A comparative analysis of the indicators of both groups showed that in the children of the experimental group, during the experiment, the level of formation of ecological knowledge significantly increased.
During the work in the experimental group, the following changes were noticed:
children have noticeably expanded their ecological concepts, their ability to establish cause-and-effect relationships in nature;
they have an increased interest in objects and phenomena of the natural-objective world, as well as an emotional reaction to "disorder" in their use, value judgments about them;
there was a desire to comply with the norms and rules of behavior in the environment, aimed at preserving the values ​​of the natural world.
Children have become kinder, have learned to empathize, rejoice, worry, have mastered the skills of caring for animals and plants.
Thus, purposeful work on the environmental education of children will be successful if a variety of environmental games are used in the process of this education, has been experimentally proven.
CONCLUSION

Raising an ecological culture includes the following: proper attitude to the environment, correct understanding and vision; humane attitude to nature (moral education).
A humane attitude towards nature arises in the process of realizing that the world around us is unique and inimitable. He needs our care. This attitude is consolidated in the process of practical activities for caring for indoor plants, inhabitants of a living corner.
The child must understand that man and nature are interconnected, therefore, caring for nature is caring for man, his future. And what harms nature harms humans.
It is very important to show children that in relation to nature they take the position of a stronger side and therefore should patronize it, should take care of it and take care of it, be able to notice the actions of other people, peers and adults.
A person who has mastered an ecological culture subordinates all types of his activities to the requirements of rational nature management, takes care of improving the environment, and does not allow its destruction and pollution. In other words, ecological culture considers a set of views on nature and a conscious attitude towards it, in proper behavior and in all practical activities.
In the formation of ecological consciousness and ecological culture in preschool children, play plays an important role.
While playing, the kid learns the many-sided world of nature, learns to communicate with animals and plants. Interact with objects of inanimate nature, learns a complex system of relations with the environment. As a result, the child's intellectual and volitional skills, his moral and aesthetic feelings, are improved, and physical development occurs.
Play is a way of understanding the world around you and your place in it, mastering the behavior corresponding to different situations of people. In the game, the child is given the opportunity to solve many problems without fatigue, overexertion, emotional breakdowns. Everything happens easily, naturally, with pleasure, and most importantly, in a situation of heightened interest and joyful excitement.
In playing activities, children learn the rules of behavior in nature, moral norms, responsibility, selfless help and compassion develop.
Collective play plays an important role. This gives the educator the opportunity to make a diagnosis of children's attitudes towards nature, towards other children, towards adults, as well as conditions for understanding the degree of formation of the ethical qualities of a person.
In the game, trying on the roles of animals and plants, recreating their actions and states, the child is imbued with a sense of empathy for them, which contributes to the development of environmental ethics in the child.
Among the educational tasks that teachers solve with the help of play, the creation of favorable psychological conditions for immersion in the natural world is of no small importance.

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Salimova M.I. Classes in ecology: a guide for kindergarten teachers. - Minsk: Amalfeya, 2004 .-- 126 p.
APPENDIX
Eco games for preschoolers
Game "Guess by the description".
Purpose: To educate children in the ability to take into account the named signs of the subject; develop observation skills.
Description: The teacher has five houseplants on the table, on which clear signs of difference are visible (the plant is flowering and non-flowering, with large and small leaves, with smooth and rough leaves). The teacher, in turn addressing each child, gives a verbal description of the plant, and the child finds it among the rest. (For example, this plant blooms, it has large leaves, and this plant has a thick stem).
Game "Describe, we will guess."
Purpose: to teach to describe the subject and find it by description.
Description: An educator or some fairy-tale character shows vegetables "What is this?" Suggests to consider and play the game "Describe, we will guess." The teacher invites one child to make a riddle - to describe a vegetable, for example, beets, so that the children know what he is talking about.
The sequence of the description should be recalled, first you need to talk about the form, its details, then about the density, color, taste (you can offer a reference model-scheme).
Game "In the winter dining room".
Purpose: To consolidate the knowledge of children about wintering birds and their names. Develop the ability to imitate their habits.
Material: Silhouettes of birds, a branch on a stand, a feeder.
Description: The teacher fixes the silhouettes of the birds on a branch, draws the attention of children to which bird has flown to the feeder. He offers to name her and show how she screams. Children name birds, imitate their sounds, depict how they fly, jump.
The game "What kind of bird is it?"
Purpose: To consolidate the knowledge of children about what sounds the birds make, to teach clearly pronounce the sound "R".
Material: Colorful images of birds.
Description: The teacher, imitating the cry of a bird, asks who is how to cry. Children, guessing, choose the appropriate picture and put it on the panel. For instance:
- Who shouts "Kar-kar"? Come, Olya, show this bird.
- We'll all shout like a crow.
- Who shouts "Tweet-tweet"?
- Let's shout like a sparrow.
Game "Birds".
Purpose: To exercise children in the ability to coordinate their words and actions, to activate the speech of children.
Description: The teacher recites a poem:
Two birds flew
Small by itself.
How they flew
All the people looked.
How they sat down-
All the people were amazed.
The teacher invites two children to play the role of birds. Everyone sits on chairs and listens to the words of the nursery rhyme, which the teacher reads, and the selected "birds" imitate the movements of real birds. Then new birds are selected, and the exercise is repeated again.
Game "Yes and no".
Purpose: To consolidate knowledge about the parts of the kitten's body and what sounds it makes.
Material: toy kitten.
Description: The teacher asks to show where the kitten has a nose, eyes, tail, etc. Children show. After that, the teacher invites the kids to answer with the words "yes" or "no" to such questions.
- Does the kitten have a nose?
- Does the kitten have ears?
- Does the kitten have horns? etc.
Game: "Where is the matryoshka hidden."
Purpose: To consolidate the names of plants, to educate curiosity, resourcefulness.
Description: Plants in a group are positioned so that they are clearly visible and can be easily approached. One of the children is blindfolded with a handkerchief. The teacher hides the matryoshka under the plant. The child is freed from the scarf, he finds the matryoshka and says the name of the plant.
Game "Where the fish hid."
Purpose: To develop the ability of children to analyze, consolidate the names of plants, expand vocabulary.
Material: blue cloth or paper (pond), several types of plants, pebbles, shells, sticks, driftwood.
Description: children are shown a small fish (drawing, toy), which "wanted to play hide and seek with them." The teacher asks the children to close their eyes and at this time hides the fish behind a plant or any other object. Children open their eyes. “How can you find a fish? - Asks the teacher. - Now I will tell you where she hid. " And he says what the object, behind which the fish "hid", looks like. Children guess.
The game "Sparrows and the car".
Purpose: To develop in children auditory attention, the ability to move in accordance with the words of the educator.
Material: toy steering wheel.
Description: The teacher, addressing the children, says: “Look at my steering wheel. I will be a car and you will be birds. You will fly and jump across the clearing. "
The birds have arrived.
The birds are small.
They rode merrily
The grains were pecking.
Children - birds fly and jump - squat down, knock their fingers on the floor. The teacher turns the steering wheel in his hands, buzzes and says: "The car runs down the street, puffs, hurries, the whistle hums:" Tra-ta-ta, beware, step aside ".
Game "Guess what's in hand".
Purpose: To teach to recognize the named subject using one of the analyzers.
Material: dummies of vegetables and fruits.
Game action: running to the teacher with an object recognized by touch.
Game rule: you cannot look at what is in your hand, the object must be recognized by touch.
Description: Children stand in a circle with their hands behind their backs. The teacher puts vegetables and fruits in the hands of the children. Then he shows one of the vegetables, fruits. Children who have identified the same vegetable or fruit at a signal run up to the teacher.
The game "Wonderful bag".
Purpose: to teach to recognize the subject using one of the analyzers, to fix the names of vegetables.
Description: The teacher shows the children a wonderful bag and offers to determine what is there; taking it by touch, without looking into the bag, say that you took it. When the children take turns completing the task, the teacher asks: "Where do the vegetables grow?"

Game "Guess whose tail".
Purpose: to develop the ability to analyze, consolidate the ability to distinguish and name animals.
Material: Images of muzzles and tails of various animals cut out of cardboard.
Description: The teacher distributes the drawn animal faces to the children, and then shows the drawn tails one by one. Children should name "their" animal and choose the right tail for it.
Lotto with elements of modeling “Who is wearing what”.
Purpose: To consolidate the ability of children to systematize animals according to the integument of the body (feathers, scales, wool). Form the skill of using models.
Material: Large cards depicting models of the animal's body cover (feather, scales, wool). Then the presenter takes out one small picture with the image of birds, fish, animals. Children cover empty squares with them in accordance with the model on their card. Whoever covers all the squares on his card first wins.
The game "Through the Stream".
Purpose: To develop in children a sense of balance, attention.
Material: Board (width 25-30 cm, length 2 m), colored shreds, colored cubes.
Description: A board is placed on the floor (ground). This is a bridge over a stream.
The child is invited to carefully walk along the bridge to the other side, reminding that the stream is deep and one must walk very carefully so as not to get his feet wet. Children cross to the other side and find themselves in a beautiful fairy glade, where they play and pick flowers (colorful cubes located on the floor, colored shreds). At the signal "Home", the children run across the bridge one at a time. First, the baby needs to be helped to pass, and then he walks on his own.
Game "Crows".
Purpose: Development of auditory attention, the ability to move in accordance with the spoken words; practice the correct pronunciation of the sound "R"; teach children to speak loudly and softly.
Description: Children - crows stand in the middle of the room and perform movements in accordance with the text, which the teacher says in a chant. The words "Kar-kar-kar" are pronounced by all children.
Here under the green tree
The crows gallop merrily
Children run around the room, flapping their arms like wings

"Kar-kar-kar" (loudly)
All day they screamed
The guys were not allowed to sleep:
Children speak loudly, repeating after the teacher.

"Kar-kar-kar" (loudly)
they fall silent only towards night
And they all fall asleep together:
Also

"Kar-kar-kar" (quietly)
Children speak softly. Squat down. Hand under the cheek - fall asleep.

The game is played after observing the crow.
The game "Sparrows and a cat".
Purpose: Teach children to jump softly, bending their knees, run without touching each other, dodge the catch, quickly run away, find their place. Teach children to be careful not to push when taking a seat.
Description: children stand on high benches or cubes (10-12 cm high) laid on the floor in one side of the playground or room - these are sparrows on the roof. On the other side of the playground, away from the children, a sly cat sits - he is sleeping. "Sparrows fly out on the road!" - says the teacher, and the children jump off the benches, scatter in different directions.
The cat wakes up - he stretches himself, - says "meow meow" and runs to catch the sparrows that are hiding on the roof. The cat takes the caught sparrows to his house.
Directions for carrying out: Benches and cubes should be laid out farther from one another, so that it is convenient for children to stand and jump off without interfering with each other. The teacher makes sure that the children, jumping off, land softly, show how to do this.
The game "Sun and Rain".
Purpose: To teach children to walk and run scattered, without bumping into each other; train them to act on the signal of the teacher.
Description: Children sit on high chairs. The teacher says: “Sunny! Go for a walk. " Children walk and run all over the playground. After the words “Rain! Hurry home! " they run to their places. When the teacher says “Sunny!” Again, the game is repeated.
Direction for carrying out: At first a small number of children participate in the game, then 10-12 people can be involved. Instead of houses-chairs, you can use a large colorful umbrella, under which children hide at the signal "Rain!" During a walk, you can invite children to pick flowers, jump, walk in pairs. With repetition, the game can be made more difficult by placing houses in different places of the site (room). Children should remember their house and, upon a signal, run to it.
The game "Shaggy Dog".
Purpose: To teach children to move in accordance with the text of the poem, quickly change the direction of movement, run, trying not to get caught by the catch and not to push.
Description: Children stand on one side of the hall or playground. One child on the opposite side, on the carpet, is a dog. Children in a crowd are slowly approaching him, and the teacher at this time says:
Here lies a shaggy dog
Burying my nose in my paws.
Quietly, calmly, he lies,
Either asleep, or asleep.
Let's go to him, wake him up
And let's see what happens?
Children approach the dog. As soon as the teacher finishes reading the poem, the dog jumps up and barks loudly. Children scatter, the dog chases after them and tries to catch someone and take them to him. When all the children hide, the dog returns to its place and again lies down on the mat.
Directions for carrying out: The space between the dog and the children should be large. The teacher makes sure that the children do not touch the dog when approaching him and do not push each other, running away from him.
Game "Birds in their nests".
Purpose: To teach children to walk and run scattered, without bumping into each other. Train them to act quickly, at the signal of the teacher, to help each other.
Description: Children sit on chairs placed in the corners of the room - these are nests. At the signal of the teacher, all the birds fly to the middle of the room, scatter in different directions, crouch, looking for food, fly again, waving their arms - their wings. At the signal of the teacher "Birds in their nests!" children return to their seats.
Instructions for conducting: The teacher makes sure that the children - birds act on a signal, fly away from the nest as far as possible and return only to their nest. For the nests, you can use large hoops placed on the floor, and outdoors, these can be circles drawn on the ground in which the children squat down. The teacher teaches children to be attentive while running, to give way to the one running towards them, so as not to collide.
The game "Duck".
Purpose: to consolidate knowledge about the habits of a duck. Learn to imitate the movements of ducklings.
Description: The teacher shows toys - a large duck and little ducklings, examines them with the children, talks about how ducks love to swim. A duck always swims in front, and ducklings behind it. Reads a poem about a duck:
Meadow duck,
Gray, field,
Where did you spend the night?
Under a bush, under a birch.
Itself, duck, I walk,
I drive my children
Itself, duck, I will swim,
I will lead my children.
After these words, the ducklings follow the duck in a column and, waddling from foot to foot, swim around the room.
Game "Find what I will show".
Purpose: To teach children to find objects by similarity.
Description: The teacher brings two trays with the same set of vegetables. Shows one of the items and puts it under a napkin, offers to find the same on another tray, remember what it is called.
Game "Guess what you ate".
Purpose: To teach children to guess fruits and vegetables by taste, to stimulate the development of imagination.
Description: The teacher offers to taste (with closed eyes) a magic treat - a piece of carrot, apple, lemon, onion, etc. and say what you ate. Find the same on the table.
Game "Find a piece of paper, which I will show."
Purpose: Find objects by similarity; their difference in size6 is longer, shorter; wide narrow.
Description: During a walk, the teacher shows the children a sheet and suggests finding the same one. The selected leaves are compared in shape, how they are similar and how they differ. The teacher leaves each a leaf from different trees and says: “The wind has blown. Here are the leaves flew. Show how they flew! " Those children who are holding the same leaf as the teacher are running to the teacher.
The game “What is gone”.
Purpose: to develop visual memory, to consolidate knowledge about indoor plants.
Description: Place 2-3 indoor plants well known to children on the table; children look and name them, then close their eyes, and the teacher removes one plant. Children must guess which plant is gone.
The game "What is it for".
Purpose: to consolidate the knowledge of children about the tools of labor.
Description: Each child has a picture on the table depicting garden tools (bucket, watering can, rake, pitchfork, hoe, etc.). The child takes the picture and tells what it is for.
Game "The postman brought the package."
Purpose: to develop the ability to describe objects and recognize them by description.
Game action: Composing riddles about vegetables.
Material: The caregiver puts vegetables and fruits one at a time in paper bags and then places them in a box.
Description: the teacher brings a box to the group and says that the postman brought the package. The parcel contains various vegetables and fruits. Children take packages out of the box, look into them and describe what the postman brought them. The rest of the children guess.
Game "Where that matures".
Purpose: To learn to use knowledge about plants, to compare the fruits of a tree with its leaves.
Description. Two branches are laid out on the flannelegraph: on one - the fruits and leaves of one tree (apple tree), on the other - the fruits and leaves of different plants (for example, gooseberry leaves, and the fruits - pears).
The teacher asks the question: "Which fruits will ripen and which ones will not?" Children correct mistakes made in drawing up.
The game "Who will most likely collect." (Models - garden bed, garden).
Purpose: To teach children to group vegetables and fruits, to develop quick reaction to the teacher's word, endurance, discipline.
Game rule: Collect vegetables and fruits only in accordance with the mark - the icon on the basket (on one glued picture "Apple", on the other - "cucumber"). The winner is the team that collects all the items in the basket faster and does not make a mistake.
Game actions: Search for objects, team competition.
Description. Addressing the children, the teacher reminds them that they already know many vegetables and fruits.
“And now we will compete - whose team will most likely harvest. Here in this basket (points to the basket "Apple" or model "Garden") you need to collect fruits, and in this (where a cucumber is drawn - model "Garden") vegetables. Whoever thinks that they have collected everything, will raise the basket like this. We will all check later to see if they have forgotten anything in the garden or in the vegetable garden. "
The teacher and the children lay out the vegetables and fruits on the floor (or on the plot). Two teams are selected: vegetable growers and gardeners (two or three people). At the signal of the teacher (cotton), the children collect vegetables and fruits in the appropriate baskets. The team that first picks up the basket wins (you need to check if the players made a mistake, if the wrong vegetable or fruit got into the basket).
After that, the winning team is announced. The game continues with other teams.
The game "Run to the tree!"
Purpose: To consolidate the knowledge of children about the trees that grow on the site of the kindergarten; learn to quickly navigate in them, find the right tree.
Game rule: You can run up to a tree only at the signal of the driver: "One, two, three - run to the tree!" Whoever made a mistake and ran to the wrong tree gives back his phantom, which must win back at the end of the game.
Description. Going out for a walk on the site, the teacher reminds the children that there are many trees here. Then he says: “Do you guys know what the trees that grow on our site are called, and how they differ from each other? We will find out about this when we play the game "Run to the tree!" Whoever makes a mistake and runs up to the wrong tree, he gives the phantom, and then at the end he must win it back.

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·14 "( [email protected] and Heading 1 Heading 2 ”ђ Heading 415

"Environmental education of preschoolers through play activities"

Prepared by the teacher: V.A. Anisakharova

The multifaceted world of nature awakens interest in preschoolers and is surprising.“Sincere amazement at the revealed secret of nature,” notes Sukhomlinsky, “is a mighty impetus for a rapid flow of thought. The child's inquisitiveness, his curiosity are manifested in cognitive issues that help him navigate in the world around him, to discover existing connections and dependencies. Therefore, educators, directing the activities of children, should stimulate their cognitive activity, the appearance of questions, the desire to find answers to them, try to strengthen and deepen their interest in nature, its knowledge. At the same time, they teach children to correctly name objects, natural phenomena, their properties, qualities, develop the ability to express their impressions in words "

Today, environmental education in the world is considered a priority in the training and education of preschool children. Planet Earth is our common home, every person living in it should take care and respect for it, preserving all its values ​​and wealth.

At this time, a positive attitude towards nature, towards the "man-made world", towards oneself and the people around is laid.

Preschool childhood is such an age period when the foundations of a child's worldview are actively formed: his attitude towards himself, other people, and the world around him.

Just at preschool age, when a child first becomes familiar with the natural world, the richness and variety of its colors and forms, it is necessary to form the first ideas about ecology, to cultivate a respectful attitude and love for the living world around us, of which we are a part. It was at an early age that the first ideas and landmarks in the natural world were laid.

Without a system of continuous environmental education, it is impossible to solve environmental problems. Children should know that plants and animals are living beings, they breathe, drink water, grow, and most importantly, they feel pain.

Education will not become ecological if at a young age children do not understand: indoor plants need water; bird - seeds, water; for animals - food and water; and for sparrows and tits in winter - crumbs of bread.

The correct attitude towards living beings is the final result and it is brought up in joint activity, play, with an adult. If a child does not know anything about what is happening outside his apartment and kindergarten, he cannot have anything to do with this world.

In children in the period of preschool childhood, intensive social development occurs, which is carried out during his interaction with others, adults and peers. To preserve himself, man must preserve nature, but in order to be able to do this, he must develop himself. As a person is, such is his activity, such is the world that he creates. Therefore, environmental education should be aimed at creating a more perfect person, able to live in harmony with the environment. A child needs to be taught from an early age that to love nature means to do good, to make you think about it. What can be done. To make our House more beautiful and richer.

Environmental education is a new direction that differs from the traditional one - acquainting children with nature. Currently, one of the priority pedagogical problems is the formation of the ecological culture of children, and this is possible only if the idea of ​​continuous ecological education and upbringing is implemented, which can be provided by the creation of a certain system.

Play is undoubtedly the preschooler's leading activity. It is through play that the child learns the world, prepares for adulthood. The game is based on the perception of the presented rules, thereby orienting the child to comply with certain rules of adulthood. Play attracts a child more than any other activity. In it, the development of the emotional sphere takes place, which is directly related to relationships. Consequently, the situation experienced in play becomes the child's own emotional experience. Play has a developing effect on the child. In addition, in the game, children learn to build relationships with peers, obey the established rules, learn the necessary behavior.

Playing with plants and animals, preschoolers learn to recognize the mood of a living creature, its originality, he exercises the skills of behavior and communication with them. The preschooler does not notice that he is learning, because here he solves his game problem, and not the educational problem set by the adult. It is best for children to receive and master various knowledge through play activities. The game promotes the development of a positive attitude towards the natural environment, children show sympathy, help everyone in need of help, take care of the flora and fauna, perceive the beauty of nature, learn to preserve and preserve what surrounds them.

Environmental games can be roughly divided into several types:

1. Role-playing ecological games (creative games) .

They are based on modeling the social content of environmental activities, for example, "Building the City of the Future" (its participants play the roles of builders, architects, city residents; the goal of the game is to form the idea that, subject to environmental norms and rules, it is necessary to construct buildings without violating balance of the natural zone).

I conduct conversations on this topic in advance, I draw attention to the fact that the city should be environmentally friendly, beautiful, so that one would like to live in it. Then we look at albums, magazines, paintings, illustrations. We draw up cards - diagrams, work according to drawings, analyze buildings, look for solutions.

Vivid impressions received by a child during a visit to the zoo are likely to be transformed into a game. He will begin to build cages for animals and birds from cubes, bricks or other material, and populate them with toy animals. Seeing how the kid is fascinated by the game, the adult supports her with new play actions. By car (or by plane, train, boat) a new batch of new animals arrives at the zoo, for example, African elephants, monkeys, crocodiles (animals not yet involved in the game). An adult, taking on the role of a driver who delivered the animals, asks for a child - “The director of the“ zoo ”take the load, sign the receipt and arrange the animals better (in spacious and light cages, as they rode for a long time in cramped conditions and were tired. Such inclusion in the game will take an adult a little time, but will give the child an impetus for the development of the plot. Now he himself will bring new animals and arrange them in the zoo. Where will the crocodile live? What kind of aquarium should be built? How much water do you need? What to feed? In what cage should the elephant be placed? What vegetation should be near the fenced-off area of ​​the zoo, if possible how to keep the cells clean, what means to wash them, what material should the cells be made of? What should be in the glue weft? (hemp, twigs, nests, straw and so on). Then bring the children to the one who will bring food and food. What should be the food? (meat, fish, grain, water, vitamins). Then ask the children where the food should be stored. Children have a new plot, they need to be fed correctly, take care of their lives. Children receive not only knowledge about the life of animals, about their appearance, their habitat, but also learn to take care of them and take care of them. They build beautiful, large, comfortable cages, feed them, wash the cages. Distribute responsibilities, control each other's work (director, watchman, driver, and so on).

Also, children can first draw up plans for the construction of a pool or park, in which they build a fountain, swing, "plant" vegetation, and so on.

Taking on a role in the game, the child needs to be able to respond appropriately to the actions and speech of visitors to different roles, meaningfully related to his role. In the process of observing others, it is necessary to provide for different situations, the assumed different interactions of people with nature.

Introducing children to animals living next to humans, to enable the child to take an active part in caring for the animals (feed, clean the cage, involve them in creating conditions for them to protect them from the cold.

To make it interesting for children to play, it is necessary to create the necessary situations, for example, "The chicken got lost." Children find a small, yellow chicken (a toy that cries and says that he is lost. Children find out how he got lost. Who is his mother, help him cross the road, feed him or offer to live with them and create the necessary conditions for him. the way you can sing songs, read nursery rhymes or poetry.

2. Simulated environmental games.

These games are based on environmental simulation.

So, the game "Ecosystem of a reservoir" allows you to trace the role of each component of this system, to simulate the consequences of anthropogenic impact on biocenoses, and the game "Ecological pyramid" helps to show food chains (the child clearly sees that the violation of one link in the food chain leads to the death of the rest).

For example, fish. Rivers and seas dry up - fish will die. If there is no light, heat, water, plants and animals will die. There will be no insects, the birds will die, and so on.

3. Competitive ecological games.

Such games stimulate the activity of their participants in the acquisition and demonstration of biological knowledge, skills and abilities. These include: competition - auction, competition - marathon, KVN, environmental quiz, "Field of Miracles" and so on.

These are games in which children demonstrate their knowledge. Think logically, make decisions quickly. They also carry out practical activities.

4. Games - travel.

These games are widely used in practice, in which children with the help of TCO get to the North Pole, to the bottom of the ocean or sea, to the solar planet. These games also contribute to the expansion of knowledge about the world, the right attitude to the objects of the environment and the desire to learn more. Promote environmental education: do not pollute the air, seas and oceans, take care of animals and create natural conditions for their habitat.

5. Didactic games.

These games are of a varied nature: speech games, developmental, mathematical. For example, “Who lives where? ". Children should correctly determine the location of animals and birds according to their habitat and provide arguments to accompany their answer. The fox lives in the forest, she digs a hole for herself, she does not hibernate, as she changes her fur coat (the wool becomes warmer and thicker, she gets food herself, she is a forest orderly (destroys mice, sick animals).

Children also classify birds, animals, flowers, plants according to a given criterion. Various desktop - printed and educational games allow not only to recognize by external signs, but also to get acquainted with the habitat, children learn to treat the natural environment correctly.

6. Games with natural material.

Children really like games in which they are directly related to nature. They prepare the material themselves, without harming nature, and learn to apply it in practice. Also, children love to play with sand, water, they determine the properties, qualities of the material, conduct experiments.

In the process of play activities, children develop the ability to recognize themselves as part of the world, form and deepen the system of children's perception of phenomena and objects of inanimate nature as factors of environmental well-being, generalize knowledge of nature conservation, form the foundations of planetary ecological consciousness, give the concept that we live on planet Earth and we are the masters. All people, whatever their nationality, whatever country they live in, they have one concern - to preserve our planet for future life.

At the stage of preschool childhood, an initial feeling of the world around is formed: the child receives emotional impressions about nature, accumulates ideas about different forms of life. Thus, already during this period, the fundamental principles of ecological thinking, consciousness, and ecological culture were formed. But only on one condition - if the adults raising the child themselves have an ecological culture: they understand the problems common to all people and worry about them, show the little person the wonderful world of nature, help to establish relationships with him.

Introduction

environmental education preschool age

The foundations of ecological culture are laid at an early age, when a child first enters the world of knowledge about nature. The further attitude of children to nature will largely depend on whether they realize its value, how deeply aesthetic and moral attitudes towards natural objects will be brought up. Forming a responsible attitude towards nature in children is a complex and lengthy process.

Ecological culture cannot develop without awareness of the current ecological situation. Understanding of global, planetary problems, environmental problems of Russia creates concern and indifference, gives the educator the outlook and incentive to carry out a variety of pedagogical work. Against this background, it is easy to comprehend the goals and objectives of environmental education of preschoolers.

Numerous studies of outstanding teachers and psychologists have long proved that purposeful work on the environmental education of children will be successful if a variety of environmental games are used in the process of this education.

The purpose of the abstract is to study play as a means of environmental education for preschoolers. To achieve it, it is proposed to solve the following tasks:

Determine the psychological and pedagogical foundations of environmental education for preschool children;

Determine the role of play in the environmental education of preschoolers;

To investigate the methodology of using games as a means of environmental education for preschoolers.

1. Psychological and pedagogical foundations of environmental education of preschool children

The intrinsic value of preschool childhood is obvious: the first seven years in a child's life are a period of his rapid growth and intensive development, a period of continuous improvement of physical and mental capabilities, the beginning of the formation of a personality.

The achievement of the first seven years is the formation of self-awareness: the child distinguishes himself from the objective world, begins to understand his place in the circle of close and familiar people, consciously orient himself in the surrounding objective natural world, isolate its values.

During this period, the foundations of interaction with nature are laid, with the help of adults, the child begins to realize it as a common value for all people.

As evidenced by psychological and pedagogical studies of recent decades (A.V. Zaporozhets, N.N. Poddyakov, S.N. Nikolaeva, I.T.Suravegina, etc.), it is possible to form the foundations of ecological culture in preschool age.

The initial link in its formation is a system of specific knowledge that reflects the leading laws of living nature. The possibility of assimilating such knowledge by children of 6-7 years old was proved by the pedagogical research of L.S. Ignatkina, I.A. Komarova, N.N. Kondratyeva, S.N. Nikolaeva, P.G. Samorukova, P.G. Terentyeva, etc.

As studies by domestic and foreign scientists (L.S.Vygotsky, A. Maslow, J. Piaget, B.D. Elkonin) show, the period that marks the transition from preschool to primary school age is especially favorable for the formation of basic personality traits.

This is due to both the high susceptibility of children of this age, and the development of elements of arbitrariness, self-awareness and self-control, which provides the preschooler with a certain level of consciousness and independence of actions.

All outstanding thinkers and teachers of the past attached great importance to nature as a means of raising children: Ya. A. Komensky saw in nature a source of knowledge, a means for the development of mind, feelings and will. KD Ushinsky was in favor of "leading children into nature", in order to inform them of everything available and useful for their mental and verbal development.

The ideas of acquainting preschoolers with nature were further developed in the theory and practice of Soviet preschool education in the teaching aids of M.V. Lucic, M.M. Markovskaya, recommendations of Z.D. Sizenko; more than one generation of educators studied according to the textbook of S.A. Veretennikova. An important role was played by the work of leading teachers and methodologists, whose focus was on the formation of observation as the main method of acquaintance with the surrounding world, accumulation, clarification and expansion of reliable information about nature (Z.D. Sizenko, S.A. Veretennikova, A.M. Nizova, L.I. Pushnina, M.V. Luchich and others).

Of great importance in the scientific substantiation of the method of acquaintance with nature was the research that began to be carried out in the 1950s at the departments of preschool pedagogy of pedagogical institutes. One of the first is the study by E.I. Zalkind, dedicated to familiarizing preschoolers with birds, showed how important the correct organization of sensory perception of natural objects is: thoughtful guidance of observations gives children a lot of impressions that are converted into concrete and generalized ideas, contribute to the development of speech.

In the early 1970s, pedagogical research began to be carried out, which later entered the core of the theoretical and experimental substantiation of the methodology of environmental education of preschoolers. This was due to new ideas initiated by the Academy of Pedagogical Sciences. Child psychologists (V.V.Davydov, D.B. Elkonin and others) proclaimed the need:

complicating the content of training - introducing theoretical knowledge into it that reflects the laws of the surrounding reality;

building a system of knowledge, the assimilation of which would ensure the effective mental development of children.

The implementation of this idea in the field of preschool education, which was supposed to ensure good preparation of children for school, was carried out by A.V. Zaporozhets, N.N. Poddyakov, L.A. Wenger (Research Institute of Preschool Education APN). Psychologists substantiated the proposition that preschool children can learn a system of interrelated knowledge that reflects the laws of one or another area of ​​reality, if this system is available to visual-figurative thinking, which prevails at this age.

In preschool pedagogy, research began on the selection and systematization of natural history knowledge, reflecting the leading patterns of living (I.A. nature. In studies devoted to living nature, as the leading was chosen the pattern to which the life of any organism is subject, namely, the dependence of the existence of plants and animals on the external environment. These works laid the foundation for an ecological approach in introducing children to nature.

The last decade of the twentieth century can be called the time of the development of two processes that are significant from the point of view of ecology: the deepening of the ecological problems of the planet to a crisis state and their understanding by mankind. Abroad and in Russia during this period, a new educational space was formed - a system of continuous environmental education: conferences, congresses, seminars were held, programs, technologies, educational and methodological aids for various categories of students were created.

In our country, a general concept of continuous environmental education has been formed, the initial link of which is the sphere of preschool education.

Nikolaeva S.N. it has been proved that the formation of ecological culture during preschool childhood is possible if:

 children will be included in a purposeful, systematic pedagogical process called environmental education, which is based on the leading ideas of ecology adapted for preschool age, reflecting the natural relationships in nature and the relationship between man and nature;

• a system of methods and technologies of environmental education will be used, built on the types of activities typical of the preschool period (practical, cognitive and creative) that evoke an emotional response in children and ensure the assimilation of environmental knowledge, the formation of practical skills to consciously and carefully interact with objects of nature;

 an ecological-developing environment will be created in the space of children's vital activity, which will allow organizing meaningful interaction of preschoolers with objects of nature;

 educators develop a professional ecological culture, including: ideas about the environmental problems of the planet, country, region of residence, understanding the impact of environmental pollution on people's lives, civic responsibility and practical readiness to resolve them.

The basics of ecological education are associated with a cognitive interest in objects and phenomena of nature, a systematic understanding of the natural world, the ability to use knowledge about the needs of a living organism for intelligent children's activities and conscious behavior in the natural environment. Cognitive tasks are solved by children in the process of games, examination of materials, experiments; in the process of observing the phenomena of animate and inanimate nature; during the discussion of the observed phenomena, as well as in productive activity, labor and other types of children's activities.

Environmental education should be continuous at all stages of education. In kindergarten, the scientific foundations for understanding the regular connections in the "Nature - society - man" system are laid. Responsibility for improving and transforming the environment is formed.

The tasks of environmental education are the tasks of creating and implementing an educational and educational model, which achieves the effect - obvious manifestations of the beginnings of environmental culture in children preparing to enter school.

The main tasks of ecological education of preschoolers are:

1. Development in children of the subjective experience of emotional and sensory communication with nature, ideas and elementary concepts about the world around, interconnections and relationships in it, as the basis for the development of ecological consciousness and ecological culture of the individual.

Fostering an emotional-value attitude towards the natural environment.

Development of experience in practical and creative activities for the implementation and consolidation of knowledge and emotional-sensory impressions obtained in interaction with the natural environment, as well as for the reproduction and preservation of the natural environment.

To implement these tasks, it is necessary to highlight the leading principles of preschool environmental education: scientific character, humanization, integration, consistency, regionalization.

So, kindergarten is one of the first links where the foundations of ecological culture are laid. A great legacy in the field of environmental education of children was left to us by the outstanding teacher V.A. Sukhomlinsky. In his opinion, nature is at the heart of children's thinking, feelings and creativity. The famous teacher closely linked the attitude of children to objects of nature with the fact that nature is our native land, the land that raised and feeds us, the land transformed by our labor.

V.A. Sukhomlinsky assessed nature as an “eternal source of thought” and good feelings of children. Known "lessons of thinking in nature", which was conducted by this wonderful teacher. "Go to the field, park, drink from the source of thought, and this living water will make your pets wise researchers, inquisitive people and poets."

The immediate environment of a preschooler, everyday communication with the environment provides convincing examples for revealing various aspects of human interaction with nature, equips them with the skills to live in harmony with it.

Thus, we found out that the authors most often understand the formation of ecological culture, ecological consciousness, respectful attitude and love for nature as the goals and objectives of ecological education.

2. The role of play in environmental education of preschoolers

Play, the most important type of activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities, the need to influence the world is realized in the game. It causes a significant change in his psyche. The most famous teacher in our country A.S. Makarenko characterized the role of children's games in the following way: “Play is important in a child's life; What a child is like in a game, so in many ways he will be in work. Therefore, the upbringing of the future leader takes place, first of all, in the game .. ".

Teachers and psychologists pay great attention to play activities and believe that the main function of play is developmental: it increases intelligence, contributes to the sensory perception of the world and the emotional well-being of the child.

The game develops and pleases the child, makes him happy. In the game, the child makes the first discoveries, experiences moments of inspiration. In the game, his imagination, fantasy develops, and, therefore, the soil is created for the formation of an initiative, inquisitive personality.

So, among all other activities, play is of paramount importance in preschool childhood. Preschool age is considered the classic play age. During this period, a special type of children's play arises and acquires the most developed form, which in psychology and pedagogy is called plot-role. In such a game, all the mental qualities and personality traits of the child are most intensively formed.

Game activity affects the formation of the arbitrariness of all mental processes - from elementary to the most complex. Thus, voluntary behavior, voluntary attention and memory begin to develop in play. In conditions of play, children concentrate better and memorize more than according to a direct task from adults. The conscious goal - to concentrate, to remember something, to restrain impulsive movement - is the earliest and easiest to distinguish the child in the game.

In the formation of an emotional attitude towards nature in children, the educator uses many types of games. With kids, he conducts very simple in content outdoor games, one way or another based on ideas about nature. These games reinforce the first bits of knowledge that children gain from observation.

Great opportunities in fostering environmental feelings in relation to the world around are inherent in games, primarily didactic ones.

Carrying out games in natural conditions has its own difficulties: children are easily distracted, turn their attention to foreign objects, to people, etc. Therefore, in such games it is advisable to use visual artistically designed material, come up with interesting game moments, actions, take all children with a single solution. tasks. In their practice, educators resorted to the help of a fairy-tale hero - the Forestry Mushroom, in whose outfit the teacher was dressing up. With the help of a fairytale hero, you can play any game, for example, "Mushroom meadow", "Autumn forest", "Build a house for an animal", "Prepare medicine", etc. The game can be decorated with musical accompaniment. Children really like games, by participating in which they can win based on their knowledge.

Transformation games, aimed at developing empathy for animals, plants, and objects of inanimate nature, help the child to develop positive emotions in relation to nature.

In physical education classes, children are taught various types of movements and game exercises in the form of imitative-imitative movements and games in which the child must reproduce the familiar images of animals, birds, insects, trees, etc. Imitative-imitative movements develop in preschoolers creative motor activity, creative thinking, orientation in movements and space, attention, fantasy, etc.

The knowledge gained in the classroom in the form of a game is "tested" by children in independent experimental activity based on the trial and error method. Gradually, elementary experiments become games-experiences in which, as in a didactic game, there are two principles: educational - cognitive and play - entertaining. The play motive enhances the emotional significance of this activity for the child. As a result, the knowledge of the connections, properties and qualities of natural objects fixed in the games-experiences becomes more conscious and durable.

Ecological education of preschool children must be based on a play basis - with greater inclusion of different types of games in the pedagogical process.

There are different types of games that are typical for children and are included in the process of environmental education for children. These are outdoor games (games with rules), didactic games, games - dramatizations, constructive games, game learning situations.

Of particular importance for the development of children aged 3 to 7 years are creative or role-playing games. They are characterized by the following features:

Play is a form of active reflection by a child of the life of people around him.

A distinctive feature of the game is the very way that the child uses in this activity. The game is carried out by complex actions, and not by separate movements (as, for example, in labor, writing, drawing).

The game, like any other human activity, has a social character, therefore it changes with changes in the historical conditions of people's life.

Play is a form of creative reflection of reality by a child. While playing, children bring into their games a lot of their own inventions, fantasies, combinations.

Play is the manipulation of knowledge, a means of clarifying and enriching them, a way of exercise, and the development of the cognitive and moral abilities and forces of the child.

In its expanded form, play is a collective activity. All participants in the game are in a cooperative relationship.

It is very important that educators use as much as possible the elements of a plot-role-playing game: an imaginary situation, role-playing actions and dialogues, simple plots in which any toys are played. In independent play of preschoolers, these elements are interconnected in a single game process.

The use of role-playing games in the ecological education of children is based on a number of theoretical propositions expressed by well-known researchers, educators and psychologists. So, according to A. V. Zaporozhets, play is an emotional activity, and emotions affect not only the level of intellectual development, but also the mental activity of the child, his creative abilities. The inclusion of elements of role-playing games in the process of forming ideas about nature in children creates an emotional background, thanks to which preschoolers will quickly learn new material.

It is known how multifaceted the game is, it develops, educates, socializes, entertains and gives rest. But historically one of its first tasks is teaching. Playful learning has the same features as play:

free developing activity undertaken at the direction of the teacher, but without his dictate and carried out by students at will, with pleasure from the very process of activity;

creative, improvisational, active in nature activity;

activities that take place within the framework of direct and indirect rules that reflect the content of the game and elements of social experience;

an activity of an imitative nature, in which the professional or social environment of a person's life is modeled.

activity, isolated by the place of action and duration, by the framework of space and time.

Thus, the essence of play as a leading type of activity lies in the fact that children reflect in it various aspects of life, the peculiarities of relationships between adults, and refine their knowledge of the surrounding reality. Play is a means of a child's cognition of reality. Play as a method of environmental education is a game specially organized by the educator and introduced into the process of learning about nature and interacting with it.

3. The method of using games as a means of environmental education for preschoolers

The process of play activity, in which preschoolers feel an increased need, allows: to provide an opportunity to assimilate environmental concepts; to awaken interest in nature and develop a value attitude towards it; to form motives and practical skills of environmentally sound activities; provide opportunities for the manifestation of independence, initiative, cooperation, responsibility and the ability to make the right decisions; monitoring and evaluating the results of our own environmentally oriented activities.

Play is an emotional activity: the child at play is in a good mood, active and benevolent. If we consider the role of didactic play in environmental education, then it should be said that the effectiveness of familiarizing children with nature largely depends on their emotional attitude towards the educator who teaches, gives assignments, organizes observations and practical interaction with plants and animals. Therefore, the first moment that unites two aspects of pedagogy (play and acquaintance with nature) is to "immerse" children in their favorite activity and create a favorable emotional background for the perception of "natural" content. The second significant point is associated with the development of children's attitude to nature, which, within the framework of environmental education, is the final result.

Psychologists consider play activity as a manifestation of the child's established positive attitude towards the content that it carries in itself. Everything that children like, everything that impressed them, is transformed into the practice of play. Therefore, if preschoolers organized a game based on a natural history story (zoo, farm, circus, etc.), this means that the performances received turned out to be vivid, remembered, evoked an emotional response, transformed into an attitude that provoked it. In turn, the assimilation of knowledge about nature with the help of a game that provokes experiences cannot but influence the formation of a careful and attentive attitude towards the objects of flora and fauna in them. And environmental knowledge, causing an emotional reaction in children, will enter their independent game, become its content, better than knowledge, the impact of which affects only the intellectual sphere.

Play and ecological upbringing are in some respects opposite: during play, the child is relaxed, he can take initiative, perform any actions from which the game can be better or worse, but no one will suffer, i.e. he is not physically and morally limited in this activity. Cognition of nature, interaction with it requires taking into account the specifics of a living organism and therefore impose many prohibitions, limit the child's practical activities.

The structure (the structure of a didactic game according to A.K.Bondarenko) of a didactic game is formed by the main and additional components.

The main components include: a didactic task, game actions, game rules, result and didactic material. Additional components: plot and role.

The main goal of any didactic game is educational, which is why the main component in it is the didactic task, which is hidden from the preschooler by playing. The child is just playing, but according to its internal psychological meaning, it is a process of direct learning.

 The didactic task is determined by the goal of teaching and upbringing children in accordance with the educational program, where for each age group the amount of knowledge, skills and abilities that children must master is determined.

 Game actions A game and didactic task is realized in game actions. A didactic game differs from game exercises in that the fulfillment of game rules in it is directed and controlled by game actions.

 Game rules. The main purpose of the rules is to organize the actions, behavior of children.

 Didactic material and result: didactic material acts as a means of solving a didactic problem; the result of a didactic game is the solution of game and didactic problems, the solution of both problems is an indicator of the effectiveness of the game.

 Additional components of a didactic game - the plot and role are optional and may be absent.

In preschool pedagogy, all the variety of didactic games are combined into three main types: games with objects (toys), games with natural material, board-printed and word games.

 Object Games These games use both toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children get acquainted with the properties of objects, size, color. In games, problems of comparison, classification, and the establishment of a sequence in solving problems are solved.

 Games with natural material. This type of play is most effective in introducing children to nature; select plot and plotless games with natural material, which bring children as close as possible to nature, because it is desirable to conduct them in natural conditions, while observing great care and prudence in the choice of material and place for the game itself. Such games always arouse keen interest in children and an active desire to play. Plant seeds, leaves, pebbles, various flowers, cones, twigs, vegetables, fruits, etc. - all of this is used as a natural material in organizing and conducting didactic games of this type. In such games, the knowledge of children about their natural environment is consolidated, thought processes (analysis, synthesis, classification) are formed, and love for nature and a respectful attitude towards it are brought up.

 Desktop-printed games are an interesting activity for children when they get acquainted with the world of animals and plants, phenomena of animate and inanimate nature. They are of various types: "loto", "dominoes", paired pictures ". The developmental tasks that are solved when using them are also different: selection of pictures in pairs, selection of pictures by a common feature, drawing up cut pictures and cubes, description, story about a picture showing actions, movements.

 Word games. Built on the words and actions of the players, children independently solve various mental tasks: they describe objects, highlighting their characteristic features, guess them by description, find similarities and differences between these objects and natural phenomena. For the convenience of using word games in the pedagogical process, they can be conditionally combined into four main groups. The first group includes games, with the help of which they form the ability to highlight the essential (main) signs of objects, phenomena; in the second group - games used to develop in children the ability to compare, contrast, notice illogisms, make correct inferences; games, with the help of which the ability to generalize and classify objects according to various criteria, is developed, are combined into the third group; in a special, in the fourth group, games are allocated for the development of attention, intelligence, quick thinking, endurance, a sense of humor.

Management of didactic games is carried out in three directions: preparation of didactic games, its implementation and analysis.

 The preparation for the didactic game includes: the selection of the game in accordance with the tasks of education and training; establishing the correspondence of the selected game to the program requirements of upbringing and teaching children; determination of a convenient time for conducting a didactic game; choosing a place to play; determining the quality of the players; preparation of the necessary didactic material for the chosen game; preparation for the game of the teacher himself; preparing children for play: enriching them with knowledge about objects and phenomena of the surrounding life, necessary for solving a game problem.

 Conducting didactic games include: familiarizing children with the content of the game, with didactic material that will be used in the game (showing objects, pictures, a short conversation, during which the knowledge and ideas of children about them are clarified); explanations of the course of the game and the rules of the game.

 The analysis of the performed game is aimed at identifying the techniques for its preparation and conduct: what techniques were effective in achieving the set goal - this will help to improve both the preparation and the process of the game itself. The analysis will reveal the individual characteristics in the behavior and character of children.

Thus, we can say that didactic play is a verbose, complex, pedagogical phenomenon: it is both a play method of teaching preschool children, and an independent play activity, and a means of comprehensive education of a child.

The use of role-playing games and a variety of game learning situations in the practice of environmental education of preschoolers was suggested by the environmental teachers S.N. Nikolaeva and I.A. Komarova.

In their opinion, the game educational situation is a full-fledged, but specially organized role-playing game. It is characterized by the following points:

· it has a short and simple plot, built on the basis of life events or a fairy tale or literary work that is well known to preschoolers;

· equipped with the necessary toys, paraphernalia; space and subject environment are specially organized for it;

· the content of the game contains a didactic goal, an educational task to which all its components are subordinated - a plot, role-based interaction of characters, etc.;

· the teacher conducts the game: announces the name and plot, assigns roles, takes on one role and performs it, supports an imaginary situation in accordance with the plot;

· the teacher supervises the entire game: monitors the development of the plot, the performance of roles by children, role relationships; saturates the game with role-based dialogues and game actions, through which the didactic goal is realized.

With the help of game learning situations, it is possible to solve various program tasks for the ecological education of children.

However, it should be borne in mind that not every game is ecological in its purpose and content. In the practice of preschool environmental education, the selection of games is often insufficiently thought out and often random. To implement the tasks of environmental education through play, careful pedagogical selection and analysis of play material are required.

When selecting games for environmental education of preschoolers, the following requirements must be observed:

a) Games must be selected taking into account the patterns of development of children and those tasks of environmental education that are solved at this age stage;

b) The game should give the child the opportunity to apply in practice the already acquired ecological knowledge and stimulate the assimilation of new ones;

d) Play actions must be performed in accordance with the rules and norms of behavior in nature;

e) Preference is given to those games that make it possible to solve not only the problems of environmental education, but also ensure the solution of general problems of shaping the personality of a preschooler;

In the study of Nikolaeva S.Ni and Komarova I.A. the following classification of game learning situations (ITS) is proposed:

IOS with analog toys,

IOS using literary characters

and travel games.

Play educational situations with analog toys

Analogs are toys that depict objects of nature: specific animals or plants. There are many toy analogs of animals, they exist in a wide variety of designs (soft, rubber, plastic, clockwork, etc.). There are not so many toy analogs of plants - these are plastic Christmas trees of different sizes, trees and shrubs from the flat theater, mushrooms, foam fruits and vegetables.

Analogous toys are remarkable in that, with their help, children from 2-3 years old can form clear ideas about the specific characteristics of living beings on the basis of a number of essential features. Young children can be shown the main differences between a toy-object and a living animal if they are simultaneously perceived and compared. With the help of such toys, it is easy to demonstrate: what can be done with an object and what can be done with a living being, i.e. show fundamentally different forms of activity with living and nonliving objects.

IOS with analog toys can be used in all age groups, and they can be compared not only with living objects, but also with their images in paintings, visual aids.

Analog toys can be included in any IOS, in any form of environmental education of children: observations, classes, work in nature. They can be taken on an excursion to the nearest natural environment, combined with reading cognitive literature, watching slides, videos. In all cases, they will help in the formation of clear realistic ideas about nature in children.

Game educational situations with literary characters

The second type of IOS is associated with the use of puppets depicting characters in works that are well known to children. The heroes of favorite fairy tales, cartoons are perceived by children emotionally, excite the imagination, become objects of imitation. In the ecological education of preschoolers, various characters are successfully used on the basis of their literary biography - the main events, characteristic situations, vivid features of behavior. In IOS, fairy-tale Heroes "go" beyond the plot of the work, act in new, but similar situations and necessarily continue their characteristic line of behavior.

For the implementation of the goals of environmental education, such literary works are suitable, the content of which is somehow connected with nature, and the heroes have a puppet embodiment. There are many such works in the children's literary repertoire - these are, first of all, folk and author's tales "Turnip", "Ryaba Chicken", "Little Red Riding Hood", "Doctor Aibolit", etc. With dolls depicting the main characters of fairy tales, you can build many different IOS , which will help to solve various program problems of familiarizing children with nature, developing the necessary skills.

Each IOS taken separately solves a small didactic problem with the help of a literary character, his questions, advice, suggestions and various game actions. When developing an IOS, the educator should remember that all the words and actions of the doll must correspond to its literary biography; in a new situation, it should manifest itself in the same way as in a work.

It is important that each literary hero in a separately taken educational game situation can act in one of two functions: play the role of a knowledgeable, well-informed hero in any material, or, conversely, a naive simpleton who knows nothing. In the first case, the educator sets the task of indirectly teaching children - through the lips of the character, he communicates new information, teaches the rules of behavior (for example, as Dr. Aibolit does). In the second case, the educator sets the task of consolidating the material, clarifying and updating the children's ideas about nature.

One more circumstance is of fundamental importance. In a traditional occupation, the teacher is always "above the children": he asks questions, teaches, tells, explains - he is an adult and smarter than children. When using a simpleton character (for example, Dunno), who is completely unaware of events, the status of children changes: no longer a teacher over them, but “they are standing over a doll”: they teach her, correct, report what they themselves know.

Such a ratio of positions in ITS gives preschoolers confidence, they gain authority in their own eyes. There is a strong play motivation, and children do not take into account what the teacher says for Dunno: they are at the mercy of the play situation, and therefore speak confidently and at length, supplement, explain and thereby exercise in the application of their knowledge, clarify and consolidate them. In other words, the use of a character doll based on his literary biography is an indirect form of teaching children, entirely based on a fairly strong play motivation.

Game learning situations such as travel

Another type of IEE is important in the implementation of play as a method of environmental education of children. Travel in this case is a collective name for various kinds of games in visiting exhibitions, agricultural farms, a zoo, a nature salon, etc., in excursions, hikes, expeditions, trips and travels. These games are united by the fact that children, visiting interesting places, gain new knowledge about nature in a playful way, which is facilitated by the obligatory role of a leader (guide, head of the expedition, head of the farm) in the game, which is played by the teacher. It is through him that preschoolers get to know new places, animals, plants, receive a variety of information about the surrounding nature and human activities in it.

In each specific case, the plot of the game is thought out in such a way that children, visiting new places, get acquainted with new objects and phenomena as travelers, tourists, excursionists, visitors. Within the framework of role-playing behavior, children listen to explanations, “take pictures,” and reason. In order for the game to be complete and through it the educator could realize the set didactic tasks, he carefully thinks over his role (words for contact with visitors, meaningful messages, possible game and role-playing actions). The game will captivate children if the teacher, with special techniques, constantly maintains the imaginary situation of the space in which it flows (winter snow-covered forest, summer forest, hot desert, Arctic ice).

An important aspect of the teacher's activity is the gradual expansion of the game experience through the development of dramatization games. Realization is achieved by consistently complicating the play tasks in which the child is involved.

 A game-imitation of individual actions of humans, animals and birds (children waking up - stretched, sparrows waving their wings, etc.)

 A game that imitates the images of well-known fairy-tale characters (a clumsy bear walks to the house, a brave cockerel walks along the path).

 An improvisational game to the music ("Happy Rain", "Leaves fly in the wind and fall on the path", "Round dance around the tree").

 Game-improvisation based on the texts of fairy tales, stories, poems (Z. Aleksandrova "Fir-tree", K. Ushinsky "Cockerel with a family", N. Pavlova "Strawberry", E. Charushin "Duck with ducklings").

 Performance of fairy tales about animals ("Teremok", "Cat, Rooster and Fox").

The selection and introduction of games into the pedagogical process is carried out in such a way that, relying on the experience of children, gradually and consistently expand children's ideas about wildlife, teach them to use existing knowledge to expand game tasks, develop and improve such mental operations as analysis, synthesis, comparison, generalization, classification. Plants and animals learning games can be divided into groups according to didactic tasks.

By itself, the presence of ecological concepts does not guarantee ecologically appropriate behavior of the individual. For this, an appropriate attitude towards nature is also necessary. It determines the nature of the goals of interaction with nature, its motives, readiness to act from the point of view of environmental expediency.

Based on this, games have been developed and modified, the content of which is directly aimed at developing an emotional-value attitude towards nature in preschoolers.

) Games for the development of aesthetic perception of nature (feelings of beauty in nature, emotional attitude to it);

) Games for the formation of a moral and evaluative experience of the behavior of preschoolers in nature.

The essence of games for the development of aesthetic perception of nature is that preschoolers, in direct contact with natural objects (observation or closer contact - touching a plant, animal, stroking a trunk, leaves, etc.), should tell something interesting about an object of nature. These can be features of appearance, features of growth, development, care, or cases of careful (tough) attitude of people to plants and animals. When running these games, consider the following:

 preschoolers should have a wide range of ideas about natural objects;

 games are best carried out in a natural environment so that children can approach a particular plant (animal), touch it, look at its condition (for the development of aesthetic, emotional perception of nature);

With such mental activity associated with nature, an emotional urge is born, indifference and indifference are completely excluded - mental tension, creative thinking, a passionate desire to learn more new, interesting and unusual for oneself increase.

A certain attitude is created to nature as a whole and to its specific object, the child becomes attentive to the natural world and to everything that happens in it, takes the position of a defender and creator of beauty in nature.

The basis of games for the formation of a moral and evaluative experience of behavior in nature are certain situations.

During the games, the consequences of good and bad actions of adults and peers are discussed, their own solutions are sought in difficult situations, children learn to motivate their decisions.

Based on the age characteristics of children, games are selected for each age group that ensure the development of the personality of each child, elements of his ecological consciousness, as well as deepen, clarify and consolidate knowledge about living and inanimate nature.

Conclusion

Thus, as a result of the work done, we can draw the following conclusions:

 Ecological education of preschool children must be based on a play basis - with greater inclusion of different types of games in the pedagogical process.

 While playing, the child learns the many-sided world of nature, learns to communicate with animals and plants, learns a complex system of relations with the environment. As a result, the child's intellectual and volitional skills, his moral and aesthetic feelings, are improved, and physical development occurs.

 Games help the child to see the uniqueness of not only a certain living organism, but the entire ecosystem, to realize the impossibility of violating its integrity, to understand that unreasonable interference in nature can lead to significant changes.

 In the process of communicating with nature in a playful way, children develop emotional responsiveness, the ability and desire to actively protect and protect nature, to see living objects in all the variety of their properties and qualities, to participate in creating the necessary conditions for the normal life of living beings in the children's sphere reach, understand the importance of nature conservation, consciously follow the norms of behavior in nature.

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L.V. Tormyshova
Environmental education through play activities of preschool children

Today ecological education in the world is considered a priority area of ​​study and education of preschool children... Planet Earth is our common home, every person living in it should take care and respect for it, preserving all its values ​​and wealth.

At this time, a positive attitude towards nature is laid, towards "Man-made world", to yourself and the people around you.

Preschool childhood is like that age period when the foundations of the child's outlook are actively formed nka: his attitude to himself, other people, the world around him.

Just in preschool age when a child first becomes familiar with the natural world, the richness and variety of its colors and forms, it is necessary to form the first ideas about ecology, bring up respect and love for the living world around us, of which we are a part. It was in the early age the first ideas and landmarks in the natural world are laid.

Without continuous system ecological education cannot be solved ecological problems... Children should know that plants and animals are living beings, they breathe, drink water, grow, and most importantly, they feel pain.

Parenting will not become ecological if already in junior age children will not understand: indoor plants need water; bird - seeds, water; for animals - food and water; and for sparrows and tits in winter - crumbs of bread.

The correct attitude towards living things is the end result and brought up it is shared with an adult activities, game. If a child does not know anything about what is happening outside his apartment and kindergarten, he cannot have anything to do with this world.

Have children during preschool childhood, intensive social development takes place, which is carried out during his interaction with others, adults and peers. To preserve himself, man must preserve nature, but in order to be able to do this, he must develop himself. What a person is, such is his activity, so is the world that he creates. So ecological education should be aimed at creating a more perfect person, able to live in harmony with those around him. A child needs to be taught from an early age that to love nature means to do good, to make you think about it. What can be done. To make our House more beautiful and richer.

Environmental education Is a new direction that differs from the traditional one - acquaintance children with nature... Currently, one of the priority pedagogical problems is the formation ecological culture of children, and this is possible only if the idea of ​​continuous environmental education and upbringing, which can be provided by the creation of a certain system.

The game is undoubtedly the leading species preschooler activities... It is through play that the child learns the world, prepares for adulthood. The game is based on perception the presented rules, thereby orients the child to comply with certain rules of adulthood. The game attracts the child more than any other activity... In it, the development of the emotional sphere takes place, which is directly related to relationships. Consequently, the situation experienced in play becomes the child's own emotional experience. Play has a developing effect on the child. In addition, in the game, children learn to build relationships with peers, obey the established rules, learn the necessary behavior.

Playing with plants and animals preschoolers learn to recognize the mood of a living being, its originality, he exercises the skills of behavior and communication with them. Preschooler does not notice that he learns, because here he solves his game task, and not an educational problem given by an adult. Across play activities it is best for children to receive and master various knowledge. The game promotes education a positive attitude towards the natural environment, children show compassion, help everyone in need of help, take care of flora and fauna, perceive the beauty of nature, learn to preserve and preserve what surrounds them.

Environmental games can be roughly divided into several species:

1. Role-playing ecological games(creative games).

They are based on modeling social content environmental activities, For example, "Building the city of the future"(its participants perform the roles of builders, architect, residents of the city; the goal of the game is to form an idea that, subject to compliance environmental norms and rules must be built without disturbing the balance of the natural zone).

I conduct conversations in advance on this topic, I draw attention to the fact that the city should be environmentally friendly, beautiful, so that one would like to live in it. Then we look at albums, magazines, paintings, illustrations. We draw up cards - diagrams, work according to drawings, analyze buildings, look for solutions.

Vivid impressions received by a child during a visit to the zoo are likely to be transformed into a game. He will begin to build cages for animals and birds from cubes, bricks or other material, and populate them with toy animals. Seeing how the kid is carried away the game, an adult supports her with new game actions... By car (or by plane, train, boat) a new batch of new animals arrives at the zoo, for example, African elephants, monkeys, crocodiles (animals not yet used in the game).An adult, taking on the role of the driver who delivered the animals, asks the child - “the director "Zoo" take the load, sign the receipt and arrange the animals better (in spacious and light cages, as they rode in cramped conditions for a long time and were tired. Such inclusion in the game will take an adult a little time, but will give the child an impetus for the development of the plot. Now he will bring new animals and arrange them in the zoo. Where will the crocodile live? What kind of aquarium should be built? How much water do you need? What to feed? In what cage should the elephant be placed? What vegetation should be near the fenced-off area of ​​the zoo, if there is an opportunity to let them go for a walk? it is necessary to monitor the cleanliness of the cells, what means should be used to wash them, what material should the cells be made of, what should be in the cage? (hemp, twigs, nests, straw and so on)... Further bring children to that who will bring food and food. What should be the food? (meat, fish, grain, water, vitamins)... Then ask children about where the food should be stored. Have children a new plot appears, you need to feed them properly, take care of their lives. Children receive not only knowledge about the life of animals, about their appearance, their habitat, but also learn to take care of them and take care of them. They build beautiful, large, comfortable cages, feed them, wash the cages. Distribute responsibilities, control each other's work (director, watchman, chauffeur and so on).

Also, children can first draw up drawings for the construction of a pool or park in which they build a fountain, swing, "Plant" vegetation and so on.

Taking on a role in the game, the child needs to be able to respond appropriately to the actions and speech of visitors to different roles, meaningfully related to his role. In the process of observing others, it is necessary to provide for different situations, the assumed different interactions of people with nature.

Introducing children with animals living next to a person, enable the child to take an active part in caring for animals (feed, clean the cage, involve them in creating conditions for them to protect them from the cold.

In order for children to be interested in playing, it is necessary to create the necessary situations, for example, "The chicken got lost"... Children find a small, yellow chicken (a toy that cries and says that he is lost. Children find out how he got lost. Who is his mother, help him cross the road, feed him or offer to live with them and create the necessary conditions for him. the way you can sing songs, read nursery rhymes or poetry.

2. Imitation ecological games.

These games are based on simulation environmental activities.

So, the game "The ecosystem of the reservoir" allows you to trace the role of each component of this system, to simulate the consequences of anthropogenic impact on biocenoses, and the game « Ecological pyramid» helps to show the food chain (the child clearly sees that the violation of one link in the food chain leads to the death of the rest).

For example, fish. Rivers and seas dry up - fish will die. If there is no light, heat, water, plants and animals will die. There will be no insects, the birds will die, and so on.

3. Competitive ecological games.

Such games stimulate the activity of their participants in the acquisition and demonstration of biological knowledge, skills and abilities. To them relate: competition - auction, competition - marathon, KVN, ecological quiz, "Field of Dreams" etc.

These are games in which children demonstrate their knowledge. Think logically, make decisions quickly. And also carry out practical activity.

4. Games - travel.

These games are widely used in practice, in which children with the help of TCO get to the North Pole, to the bottom of the ocean or sea, to the solar planet. These games also contribute to the expansion of knowledge about the world, the right attitude to the objects of the environment and the desire to learn more. Contribute environmental education: do not pollute the air, seas and oceans, protect animals and create natural conditions for their habitat.

5. Didactic games.

These games are varied character: speech games, educational, mathematical. For instance, "Who lives where?"... Children should correctly determine the location of animals and birds according to their habitat and provide arguments to accompany their answer. The fox lives in the forest, she digs a hole for herself, she does not hibernate, as she changes her fur coat (the wool becomes warmer and thicker, she gets food herself, she is a forest orderly (destroys mice, sick animals).

Children also classify birds, animals, flowers, plants according to a given criterion. Various desktop - printed and educational games allow not only to recognize by external signs, but also to get acquainted with the habitat, children learn to treat the natural environment correctly.

6. Games with natural material.

Children really like games in which they are directly related to nature. They prepare the material themselves, without harming nature, and learn to apply it in practice. Also, children love to play with sand, water, they determine the properties, qualities of the material, conduct experiments.

In progress play activities in children the ability to recognize oneself as a part of the world is formed, the representation system is formed and deepened children about phenomena and objects of inanimate nature as factors environmental well-being, knowledge of an environmental nature is generalized, the foundations of a planetary environmental awareness, the concept is given that we live on planet Earth and we are the masters. All people, whatever their nationality, whatever country they live in, they have one concern - to preserve our planet for future life.