Children's work in nature and its uniqueness in younger groups

Children's work in nature and its uniqueness in younger groups

PLAN

1. Introduction……………………………………………………………2
2. Forms of organization of work of preschool children in nature………………………………………………………….3
3. Technology for supervising the work of children in younger groups……………………………………………………………4
4. Recommendations for managing daily work in a corner of nature for younger groups....8

1. First junior group

1. Second junior group

1. Conclusion………………………………………………………..….9

1. List of references……………….10

Introduction

Recently, due to the growing global environmental crisis, the issue of environmental education for children has become more significant and relevant. In preschool institutions, work has intensified to develop the principles of environmental culture in children. Environmental education is part of general education. This is an important means of the comprehensive development of the child and the formation of his moral feelings. Introduce a child into the world of nature, reveal its beauty and uniqueness, teach it to love and take care of nature; To form in preschoolers a consciously correct attitude towards natural phenomena and objects, and the skills of caring for animals and plants is an important task and duty of teachers and parents.

The most favorable conditions for the active formation and manifestation of personality qualities are work in general and especially work in nature. It should bring moral pleasure to every person, both adults and children.

Starting from preschool age, every child must take part in work, and the simple duties that he performs in kindergarten and in the family must become everyday. Only under this condition does work have a certain educational effect on children and prepare them to understand its moral side.

Forms of organization of work of preschool children in nature.

The work of children in nature is organized in the form of assignments, duties, collective work, and classes are also a common form of organizing child labor in nature.

Classes are held in a corner of nature, in a vegetable garden and in a flower garden. In the process of these classes, children receive initial information about the life of plants and animals, learn what conditions are needed to grow them, acquire the necessary labor skills and abilities, which are then consolidated in everyday life.

The assimilation of knowledge and the formation of labor skills should occur not only in specially organized classes, but mainly in everyday work.

The most acceptable forms for solving educational problems are considered to be the organization of work in the form of various kinds of assignments: individual and subgroup. They can be long-term, systematic, short-term or episodic.

The instructions, according to V.G. Nechaeva and A.D. Shatova, this is the first and most accessible form of organizing child labor; it is a request from an adult addressed to a child to perform some kind of labor task. Individual assignments are used in all age groups of kindergarten, but they are of particular importance in younger groups, where work activity is just being mastered. With an individual form, the child performs the entire labor process himself. This allows the teacher to teach the child labor actions, provide assistance, monitor the performance of labor operations, evaluate activities, and take into account individual characteristics. All this helps to develop labor skills and abilities, promotes responsibility for the assigned work, perseverance, accuracy, and habits of work effort. There are also longer individual assignments for caring for a plant or animal.

Duty duties are one of the most common forms of organizing children's work in kindergarten. Duty involves children alternately performing a constant and specific range of duties. In the corner of nature, children begin to be on duty in the older group.

Collective work in nature makes it possible to develop work skills and abilities in all children in the group. Collective work unites children, develops the ability to accept a common goal of work, negotiate, jointly plan actions, coordinate them, help each other, and evaluate work. With the frontal organization of collective labor, when all children of an age group participate in the work, they can work together to perform one task, for example, weeding a garden. When cleaning a corner of nature, some wash plants, others clean animal cages, others wash trays and wipe down window sills. In this case, children are divided into subgroups.

Technology for managing the work of children in younger groups.

The mental and labor education of young children in nature is facilitated by two prerequisites: children’s desire for independence (its development) and the formation of observation skills.

The tasks of introducing children to nature and teaching labor actions can be completed at this age only with a visual and effective method of teaching. The teacher systematically imparts knowledge to the children and develops the necessary skills in them, setting mental and practical tasks for the children (what to do). By explaining and showing the material, methods of action, reveals ways to solve assigned tasks (how to do), directs children’s activities to achieve results, using demonstrations of actions; The explanation is combined with the perception, actions and speech of the children themselves. For example, when familiarizing yourself with plants, involving the child in an examination (show the stem, trace it - how long it is, and the leaves are small, the flower is round, like a ball - show the flower, smell it, etc.), the teacher helps to better understand the characteristics of this plant .

While observing animals, children are given simple tasks to care for them (sprinkle crumbs, grains for the birds on the site, feed the fish). For example, a teacher may tell a child: “You will help me feed the fish. This is food for them. Let's put him in the feeder." The teacher puts out the food himself and invites the child to do the same. The child’s cognitive activity is formed and manifested in meaningful work activity. When giving instructions, you need to take into account the characteristics of children: those with unstable attention are given simple tasks (cut vegetables for rabbits, prepare water for irrigation, see if the animals have eaten food). Children who know how to finish a job they start are given more complex tasks (sprinkle fish food with a spoon, water plants, etc.).

The teacher must organize things so that the children’s actions stimulate the necessary manifestations of a living object (for example, he offers to feed a parrot, fish, a kitten, drawing the children’s attention to their habits).

Children help the teacher in caring for animals and plants in the corner of nature and on the site. They receive individual instructions consisting of 1-2 labor operations (take ready-made bird food and put it in a feeder, water the plant with pre-prepared water, etc.) This work is short-term, but the teacher one by one involves all the children in it. In the second junior group, it is possible to organize the work of the entire group of children. Work is organized as “work nearby” - children do not experience any dependence on each other. This gives each child the opportunity to act at an individual pace, which is very important when he is just mastering skills. It is possible to organize work in small subgroups. Each subgroup performs one labor operation: wipes the leaves of a plant, or plants peas in a garden bed, or waters a flowerbed.

When teaching labor skills in nature, children of the second youngest group are shown each stage of a labor operation, while simultaneously organizing its implementation by all children. The teacher combines demonstration with explanation, and the children perform labor operations step by step. Children's work takes place with the participation of a teacher or under his supervision. The teacher helps children if they find it difficult to do something, shows them how to complete a task, and encourages those who have done the assigned work well. The teacher's assessment is always positive and has an educational orientation. Children of primary preschool age, with the help of a teacher, feed fish, birds, rabbits, water houseplants and plants in the beds.

When performing even small occasional tasks, the teacher connects them with caring for living beings: “Let’s feed the bird so that it sings”; “Let’s water this plant, otherwise the leaves will dry out.” While walking, children are taught not to pick flowers in the flower beds. Children are encouraged to take an interest in the work of growing plants and caring for animals and are taught the basic rules for doing it. It is necessary that simple things (sowing large seeds, watering plants, feeding animals, etc.) be a source of joy for children.

Children become acquainted with the inhabitants of a corner of nature throughout the year, so knowledge about their life can be more complete and more related to the feasible participation of children in caring for them. Carrying out simple tasks becomes routine. In advance, in terms of work, the teacher must outline which of the children to attract to help him, how to organize the work so that all children practice mastering the techniques. Children need to be taught to put items for caring for animals and plants in their place. Caring for animals comes down mainly to feeding them, since this work is accessible to children of the second youngest group in terms of maintenance and physical effort. The teacher explains to the children how to care for the birds: feed them grains, grass, drink clean water, teach them to pour grains into the feeder, pour fresh water into the drinking bowl and put it in the cage.

When caring for fish, children, under the supervision of a teacher, scoop up food with a spoon and carefully pour it into the feeder so as not to pollute the aquarium; can wash pebbles when changing water in the aquarium.

Teaching children how to care for plants begins with the process of watering, with children mastering the techniques of this work: correctly hold a small (but not toy) watering can, with the nose of the watering can resting on the edge of the pot. The teacher teaches the child to distinguish dry soil from wet soil (examine the soil by color and touch) and determine the need for watering. At the same time, it is important to show children that in the absence of moisture, plants (leaves, stems) lose their elasticity and droop. You need to water the plants in a thin stream until water appears on the tray. Children of this age can water plants that do not have branches at the bottom of the stem. The joint activities of children and adults here are already systematic. From time to time, the teacher brings the children together for common work on growing and caring for plants, for example, washing the leaves of a plant.

To foster a conscious attitude towards work processes, it is very important to combine work caring for plants with planting or sowing the plants themselves, playing with natural materials (sand, water, clay, snow) and giving children the opportunity to act with it in a variety of ways. When organizing children's activities, it is necessary to take into account the characteristics of the material (free-flowing sand; it can be dry and damp, you can build from raw sand; clay is viscous, strong; snow is cold, melts; in warm weather it is sticky, you can sculpt a house, a snowman, a slide from it, etc. etc.).

When there is no greenery and flowers on the site, children are especially pleased with the plants in the corner of nature that they have grown themselves, for example, the appearance of oat sprouts. This goal is common to all children: to grow green grass for our bird, so that the bird is healthy and sings happily. At the beginning of work, the teacher sets a goal for the children, shows them the grown oats, and gives the children the opportunity to feed the bird grass. Showing the results of work allows children to understand the goal and makes them want to fulfill it. Sowing can be done several times. Repeated sowings deepen children's understanding and improve their skills. Children sow on their own, each in their own box, sticking the seeds into the ground. This work is convenient because its results do not depend on the pace; children do not need to coordinate their actions with each other. At the same time, children develop the idea that a certain sequence of actions must be followed in their work. The sowing process for children consists of two parts: sticking the seeds into the ground (this technique requires a certain amount of labor effort from children, which is not the case when sowing seeds scattered) and watering. The teacher's explanation and demonstration should be brief and clear. The teacher checks the quality of the work, helps cover the seeds with soil, and waters them together with the children.

From December-January children can plant onions. It is necessary to bring to their consciousness the idea that the onions will not turn green immediately, but they must be watered every day.

Children should observe how the birds remaining for the winter (crows, sparrows) behave. Every day at a certain time, pour food onto an area cleared of snow and sprinkled with sand, a feeding table or a low-hanging feeder.

Children also participate in seasonal work on their plot. In winter, during walks, they, together with the teacher, participate in clearing the paths (sweeping away snow and transporting it on children's sleds). They explain to the children that after cleaning it will be convenient to play in the area, it will become cleaner and more beautiful. In winter, children's attention should be directed to snow-covered trees and bushes. On the site, in front of the children, you need to cover the trees with snow, explaining to them that when it gets warm, the snow will melt and the trees will be able to “drink some water.” Children of this age develop a stable interest in objects and natural phenomena, a more conscious attitude towards the work of growing plants and caring for animals as activities aimed at meeting the needs of living beings.

While caring for crops and plantings, children systematically monitor them and get used to taking the assigned task responsibly. It is necessary to gradually bring children to the understanding that for plants to live and grow, it is necessary to create favorable conditions (soil, light, heat, moisture, etc.). The teacher must help children understand the meaning of each process of work and care and develop in them the ability to see and feel the timeliness of carrying out one or another action.

Recommendations for managing daily work in a corner of nature for younger groups

First junior group

Objectives: to develop a positive attitude and skills of careful handling of them, the ability to notice the beauty and uniqueness of each living creature.

The teacher attracts the children's attention to the rules of behavior in nature, accustoms them to the idea that plants and animals, like people, need warmth, care, food, water, what they feel, how people treat them. Children are involved in simple activities that should be carried out with the help of a teacher, for example, growing green food for birds living in a corner of nature. An adult shows and explains how best to complete the task. Kids are involved in performing one-time basic tasks: politely and affectionately ask to bring a scoop, help carry a tray for molds. A correctly completed assignment evokes a feeling of pride in a child’s soul. The assignment must be really important. When caring for plants, the teacher names his actions, tells how to water the flowers, and involves the children in this.

Preview:

Summary of educational activities on labor education in a corner of nature

Author: Natalya Vasilievna Masalskaya, Municipal Educational Institution No. 163, Kemerovo “We water indoor plants - we do good deeds”

(second junior group)

Types of children's activities: gaming, communicative, cognitive and research.

Goal: acquaintance with violet, creating conditions for labor education in a playful way.

Educational: to consolidate and supplement children’s knowledge about plant care techniques: to teach the difference between a watered plant (dark, damp soil) and an unwatered plant (light, dry soil); Developmental: to develop the ability to perform work in a certain sequence. Educational: continue to cultivate interest and love for plants, the desire to care for them.

Vocabulary work. Encourage students to use words in speech: violet, care, water, wipe leaves, smooth, shiny.

Daily care of plants in a corner of nature; knowledge of plant names; ficus, consideration of visual and didactic material on the topic: “Indoor plants” (Flowers).

Materials and equipment:

On the teacher’s desk there is a violet plant (specimens) and a watering can with water. There are children's chairs and oilcloth children's aprons in front of the table.

Contents of organized activities for children:

(Children are next to the teacher)

Educator: Guys, do you know what good deeds are? (Children answer) Yes, guys, good deeds bring joy to everyone, lift everyone’s spirits, take them away from trouble, etc. Tell us what good deeds you have already learned to do (wiping dust from toys, untying each other’s shoelaces, laying out pencils, plasticine, boards for activities, watering indoor plants, etc.).

— When we water and wash a flower, to whom are we doing a good deed? Children: flower (plant).

- That's right, without our care the flower will not grow and bloom.

Educator: guys, let's see who came to us?

Children: girl daisy.

Educator: That’s right, this is a girl called Daisy.

Girl Romashka: Hello, guys!

Children: Hello, Daisy Girl!

Educator: Guys, what is the Girl holding a daisy in her hands?

Children: a pot with a houseplant.

Educator: Yes, guys, this is a pot with a houseplant that has limp, drooping leaves. What is the name of this plant?

Educator: Guys. This houseplant is a violet.

Girl Chamomile: No matter how much I washed this plant, it still remained somehow not beautiful and sad. How to help the violet plant?

Educator: What needs to be done with the plant to make it beautiful again?

Children water the plants and place them in a sunny place.

The teacher invites the children and Girl Romashka to go and sit on the chairs.

Educator: In front of you, children, are plants. What is the name of this plant?

Educator: Look: what kind of soil does this (show) plant (which stood on the teacher’s table), what color?

Educator: come and touch the ground. What does it feel like?

Educator: Now look at the soil of the other plant (which the Chamomile Girl brought). Same color?

Children: No, light.

Educator: come and touch the ground. What is she like?

Educator: Which of these plants do you think has already been watered and which has not?

Children: The one that stood on the table was watered, but the one that the Chamomile Girl brought - no, it was not watered.

— How can you find out whether a plant needs to be watered? (By the color of the earth and to the touch).

Girl Chamomile: Can I water the plant?

Educator: Of course, come and water the plant.

Girl Chamomile: I know how to do this, and suggests pouring a bucket of water on top of the plant.

Educator: You can’t water plants like that. Children, why can’t this be done? (Answers from children and teacher).

— You can flood the plant, pour water on the floor, etc.

The teacher asks the child to come up and water a plant that has not been watered. Is it right. chose a plant? Is he watering it correctly? The teacher comments on his actions and encourages: . holds the watering can correctly, the spout of the watering can rests on the edge of the pot. In the absence of moisture (water), the plant (leaves, stem) lose their elasticity and droop. You need to water until water appears on the tray. . So we watered your plant. Now we will put the violet in a sunny place, because... flower - will grow well where there is a lot of light and warmth.

- But our guys not only know how to water the plant, but also wash them well (wipe the leaves). The teacher shows a houseplant known to the children (ficus) and asks them to remember its name.

(Children answer) saying the name of the plant.

Then the teacher asks the children what the “ficus” looks like, a tree or grass, what kind of leaves it has, large or small, what color are they? (Children answer).

- We took care of the plant (ficus), watered it, washed it - and now it has grown - it has become like a small tree, it has large green smooth leaves.

(Children complete the task), the teacher comments: “Take rags, wet them, wring them out so that water does not drip from them, straighten them; place a leaf on the palm of one hand and, supporting it from below, slowly and carefully run the cloth over it in one direction from the petiole to the end at the top, and then at the bottom. You need to wash it carefully so that the leaf does not break. Rinse the cloth and also wipe the next sheet.”

- And now all the children will wipe the leaves of the plants.

The teacher invites the Camomile Girl to help the children.

- Well done, guys, they work well (praises the teacher).

Teacher: “We’ve done our work, rinse the cloths, wring them out, we’ll hang them on the radiator to dry. Next time we wash the plants, the cloths will be clean.”

After all the leaves of the plants are clean, the teacher invites one of the children to take watering cans and water the plants that have not yet been watered today. Watering the onion is our garden.

Reading the poem by I. Voronko “Don’t stop me from working.”

Don't stop me from working

I'll bring some water

And well water

Of course, I’ll treat everyone.

He drinks water too!

The children work, the teacher helps them with advice if necessary. Then the teacher offers to look at the plants - how clean and beautiful (well-groomed) they have become.

The teacher, chamomile and children arrange indoor plants in a corner of nature.

Game "Find the flower".

Goal: to teach children to correctly find and name flowers, develop memory, thinking, and cultivate a love of nature.

(The teacher shows a card with a picture of a flower - the children find the same flower - in a corner of nature.)

At the suggestion of the teacher, the children give Pinocchio a clean, blooming and well-groomed plant - balsam (light) with the request that Pinocchio does not forget to care for the plant.

Chamomile thanks and says goodbye to everyone.