Methodology for organizing and conducting excursions and targeted walks in preschool educational institutions.

Methodology for organizing and conducting excursions and targeted walks in preschool educational institutions. consultation

Excursions with children are conducted outside the institution. Excursions, as a form of classes, are conducted in middle, senior and preparatory groups. But for young children, special lessons and excursions around the group room with supervision can be organized (in the room, on the playground).

When planning to work with children in the summer, you must remember to include physical education and musical entertainment in the plan (2 times a week); health days (once per quarter); sports festivals (once a quarter); work on traffic rules (once a week) and safety basics (once a week); walks along the route (simple tourism), excursions, walking tours (1-2 times a week, in the older group - up to 3 times a week).

According to the content, excursions are divided into 2 types: natural history (educational) excursions - to the park, forest, lake; excursions to familiarize yourself with the work of adults (school, library, museum, fire department and various manufacturing enterprises).

Natural history excursions.

Since time immemorial, humanity has valued nature and sees in it not only its nurse, but also a wise educator and mentor. Observations in natural conditions, thanks to which children perceive the world around them in all its richness, color, and dynamics, contribute to the development of curiosity, aesthetic and moral feelings.

During the excursions, the foundation of specific ideas about our native nature is laid. Children get acquainted with all the richness of its colors, sounds, smells, forms in development and change. The more sense organs participate in such cognition, the more signs and properties the child identifies in the object or phenomenon being studied, and, consequently, the richer his ideas become. Thus, sensory development is carried out, on the basis of which thought processes, imagination arise, and aesthetic feelings are formed.

Excursions are one of the main types of classes and a special form of organizing work on environmental education, one of the very labor-intensive and complex forms of training.

Mostly excursions are conducted outside the preschool. The advantage of excursions is that they allow children to become acquainted with objects and natural phenomena in a natural setting.

It is advisable to conduct nature excursions to the same places at different times of the year in order to show children the seasonal changes that occur in nature.

An excursion is much more difficult to conduct than a group lesson, so its success depends on careful preparation of the teacher and children. The teacher’s preparation consists, first of all, in determining the purpose of the excursion and selecting program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area. When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, 40-50 minutes in the senior and preparatory groups. In this case, you should take into account the characteristics of the road and weather conditions.

No matter how familiar the teacher is with the place of the excursion, it is necessary to inspect it a day or two before it. Having visited the site of the future excursion, the teacher clarifies the route, finds the necessary objects, outlines the content and scope of the knowledge that children should receive about a given range of phenomena, the sequence of individual parts of the excursion, establishes places for collective and independent observations, and for children to relax. In order for the excursion to be interesting, the teacher needs to prepare poems, riddles, proverbs, and game techniques.

Preparing children begins with the teacher telling them the purpose of the excursion. The guys need to know where they will go, why, what they will learn, what they need to collect. The teacher reminds children about the rules of behavior on the street, in the forest, and in public places. When preparing for an excursion, you need to pay attention to the clothes of children. Children should be dressed comfortably, in accordance with the weather and season. In the system of preparatory work, training games are actively used, which involve the inclusion of elements of psycho-gymnastics in various types of children's activities and are aimed at developing adequate self-esteem and skills of constructive communication with the natural world, cultivating a value-based attitude towards what surrounds the child.

For the excursion, the teacher should prepare excursion equipment and equipment for placing the collected material in a corner of nature.

It is good to involve children in its preparation. This helps to arouse their interest in the upcoming excursion. All equipment must be located in a specific place. Before the excursion, the teacher needs to carefully consider what material to collect for further work in the group and what equipment to take with him in connection with this.

Methodology for conducting natural history educational excursions.

A natural history excursion includes an introductory conversation, collective observation, individual independent observation of children, collection of natural history material, and children playing with the collected material. The order of the parts varies depending on the purpose of the excursion and the season. Having brought the children to the place of the excursion, you should remind them of its purpose in a short conversation and let the children look around. The main part of the excursion is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher must help children notice and understand the characteristic signs of objects and phenomena. To do this, you can use various techniques: questions, riddles, comparisons, survey activities, games, stories, explanations. The level of cognitive activity is facilitated by elements of conversations and logical tasks offered by educators. An example is the question: “How is the birch tree in the park similar to the birch tree on your site? ", etc. It is advisable to use those that stimulate the expression of children's emotions and feelings. You can ask the students what kind words you can give to the flowers in the park’s flower beds, and what wishes you can send to your feathered friends. It is necessary to pay attention not only to individual natural objects, but also to ecological communities, considering the “floors” of the park and reservoir, determining the conditional interaction between them, and building logical chains of connections and dependencies.

Didactic games conducted during excursions should be focused on providing preschoolers with the opportunity to demonstrate an active, environmentally literate position in relation to natural objects. Topics can be the following: “Help a tree”, “Be careful, ant”, “Birds love silence”, “Good morning”, etc. Small environmental events expand the experience of environmental activities, support the desire to actively and independently help natural objects, allow you to experience the feeling pride in the work done. During excursions to a square, park, or pond, children, together with adults, can hang bird feeders, plant grown seedlings in flower beds and flower beds, plant trees, etc. The most significant thing is that during these activities, preschoolers accumulate emotionally positive communication experience with nature.

During excursions, an important place is given to questions and tasks that force children to examine an object, compare it with other objects, find differences and similarities, and establish connections between various natural phenomena. When examining objects, it should be borne in mind that children’s knowledge will be strong only if it is obtained as a result of the active work of all senses. At the end of the main part, children are given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, one should not forget about nature conservation; the collection of material should be strictly limited and carried out under the guidance or with the direct participation of a teacher. During children's rest, games and play exercises are held. Children consolidate knowledge about the characteristic features of an object, express in words an opinion about the quality of an object, remember the name of plants (“Guess by the smell”, “Find out by the description”, “Branch, branch, where is your baby?”, “One, two, three, k run to the birch!”). In the final part of the excursion, the teacher once again draws the children’s attention to the overall picture of nature. The main goal of the final stage is to summarize the excursion work.

Creative tasks will allow the child to express his impressions and show his attitude towards the natural world. You can invite the children, together with the teacher, to compose books of fairy tales. For example, preschoolers can write a story about a park and imagine what tales an old spruce tree could tell them. Through the actions of the characters introduced into these literary works, one can express attitudes towards various environmental situations. As an option for creative tasks, the teacher suggests drawing up collective collages depicting above-water and underwater inhabitants of reservoirs, favorite park alleys, etc.

Constructing ecosystem models from natural and waste materials will help children better understand the chain of relationships and interdependencies that exist in nature. After each excursion, the layout can be supplemented and transformed.

Based on specific information, children build food chains, add new natural objects, etc. Thus, excursions help expand students’ understanding of ecological systems (parks, reservoirs), form ideas about their “life” throughout the year, and observe what changes occur with every natural object depending on the season, learn to love and protect the environment.

Starting from the second youngest group, targeted walks are carried out around the site with access beyond its boundaries. Taking into account the natural environment of the kindergarten, the most striking seasonal natural phenomena, the children’s capabilities, and the work done with them, the teacher decides where to go and what to see. Targeted walks, unlike excursions, are short-term, and a small volume of problems is solved during them. Children get acquainted with the striking natural phenomena of a particular season: bird nesting, ice drift. Targeted walks are carried out to a pond and a meadow. You can select one object for observation in the rural area, for example, a birch tree, and take targeted walks in different seasons, observing and noting the changes that have occurred.

Tips for preparing and conducting walks along the route:

— a walk-hike is carried out only after a thorough study of the route;

— the content of the route or hike is carefully thought out;

- an adult together with children prepares the necessary equipment and equipment;

- children’s clothing is thought out - comfortable and appropriate for the weather;

— children and their parents are notified in advance about the time of the hike;

— it is advisable to clarify the weather forecast;

- the day before, a conversation is held with children about the rules of behavior while moving and in the process of communicating with objects of nature;

— adults should have a good knowledge of berries, mushrooms, and plants growing in the area;

- must know the contents of the first aid kit and the rules for using it;

- adults should be well aware of and take into account the individual and physical capabilities of children (movement should be in a certain rhythm, aligned with the weakest participant, walking should not be monotonous);

— the plan and route are coordinated with the health worker, manager, deputy manager;

— Adults must know and follow traffic rules well.

Planning walks and hikes.

A long-term plan for conducting walks and hikes can be drawn up approximately according to the following scheme: date of conduct; topic or objects of observation; target; completion mark.

A brief description of the route is given, stops and activities on them are noted. For each trip, a script (summary) is drawn up, which indicates the location, departure time, form and duration.

The content of the walk-hike consists of: didactic games; outdoor games; reading fiction; experimental and practical work.

Educators must find a successful combination of various types of physical activity with rest, taking into account the conditions of the area. Children can be taught navigation.

Route maps are approved by the teachers' council, which is confirmed by the signature of the head on the map. All routes are numbered. Dangerous sections of the road and rest stops must be marked. The total length of the route and the length of the sections of the path between rest stops, as well as its duration, are noted.

Before leaving, a note is made in the notebook of the arrival and departure of the group on the hike according to the scheme: No.; date of; group; number of children; Route number; number of accompanying persons, full name; care time; signature; return time; signature of who accepted the information.

Memo for teachers on organizing excursions and targeted walks: Walking walks should be designed for a 30-minute walk in one direction. In such a hike, children’s strength strengthens, endurance develops, the ability to overcome difficulties, will and perseverance are exercised. The teacher outlines a route in advance on which a flat road alternates with various natural obstacles: slopes, logs, stumps, ditches, bridges, etc. resting places and places to set up camp.

A music director and a nurse take part in such trips. A summary is being drawn up. It indicates: with which group the hike is being carried out and at what distance, place and time of departure, route. During walking walks, children must be organized in such a way that they can walk not only in pairs, but also freely, in groups of 3-4 people.

There should be obstacles on the road: a fallen tree, low hanging branches, a stream, etc. The natural environment can always be used for jumping exercises: jump from flat stones, from stumps (no higher than 50 cm). For long jumps, use the width of paths and grooves. You can jump in height through a twig placed on two adjacent stumps, through low stumps. To climb over, use logs, fallen trees, and low-hanging branches for crawling. We must strive on every walk to exercise children in all types of basic movements, using a combination of natural conditions with special aids. For example: walk between two lines, throw the ball up and catch it with your hands, when you reach a stone, put the ball near it, stand on the stone, jump, walk on all fours to a hoop (woven from branches), crawl into it, run up to a branch with a hanging bell, jump up and ring.

During a walking walk, organize with the children the collection of natural materials that can be used in design classes for work. After such a walk, children are asked to make sketches, and conversations are held about what they saw.

When setting up a camp, it is advisable to provide telephone communication, and limit the camp area with garlands of flags, flowers, etc. When organizing small tourism, provide measures to ensure the protection of the life and health of children.

NOTE: Increase the duration of the route gradually, giving it a game form - “Tourist hike”. Make up your own little tourist song. Before going on a hike, give instructions on how to behave on a hike. At rest stops, organize recreation for children: songs, round dances, competitions, reading and looking at books, etc.

Tourist equipment: Headgear (hat, cap, Panama), tracksuit, sneakers or sneakers. You will need a backpack, dishes, toys, sports equipment (ball, skittles, jump ropes, etc.). Be sure to take a first aid kit and drinking water with you. You can take musical instruments with you.

Excursions to familiarize yourself with the work of adults.

An important area of social and cognitive development of preschool children is familiarization with the work of adults. In kindergarten, in the family, in the public environment available to him - everywhere the child encounters the work of adults and takes advantage of its results. Consistently introducing children to the work of adults in their immediate environment, and then outside the kindergarten, allows them to develop an understanding of the essence and significance of labor actions, and of the social structure of life in general. A child’s daily observations of the diverse work of people is a prerequisite for labor education, while children need to be given sufficiently systematized data about the work of adults and, on their basis, develop respect for work, its results, and for those who work. The knowledge of preschoolers about the work of adults has a great influence on the development of their correct attitude towards work, however, it can remain formal if familiarization with work activities is not carried out consistently, systematically, based on an imaginative worldview and positive emotions. Observing the work of adults and explaining its significance in people’s lives plays an important role in the comprehensive development of a child’s personality. The work of a kindergarten has its own difficulties in the implementation of labor education: a significant part of the work of adults does not take place in front of children, and there are limited opportunities to observe their work. Therefore, it is necessary to find ways and forms for preschoolers to approach the work of adults, showing its social significance, the essence of labor actions, the results of labor, and to determine the conditions for the most effective influence of adult labor on the formation of imaginative ideas about it.

Excursions are an important means of developing adults’ ideas about work, since children have the opportunity to see labor actions, the labor process itself, and its tools. The advantage of excursions is that they allow children to become acquainted with objects and phenomena in a natural setting. Excursions contribute to the development of observation skills and interest. To create a positive attitude towards work and understand its significance, there is a living example of surrounding adults, direct contact with their work.

A properly conducted excursion leaves a deep imprint on children’s memory and is reflected in children’s creative games, influencing their actions and behavior. But the game does not reflect observations in which only objects come to the fore for the child and people, their activities and relationships slip away. A successful excursion, of course, is the basis for the process of children acquiring knowledge about the meaning of work, how, by whom and why it is carried out. Since living images are the most intelligible and convincing, a true example of the work of adults. Visibility of life (observations, excursions) ensures the greatest clarity of ideas and maximum effectiveness of the knowledge acquired by children. What is visually perceived, however, requires interpretation. In the process of further conversations, through the inclusion of children in various types of activities, the information obtained during observations is clarified, consolidated, and supplemented.

Preparing for the excursion.

One form of excursion aimed at introducing adults to work is a field trip. Preparation for the excursion begins with drawing up a plan for its implementation and choosing an object, that is, an enterprise that preschoolers will visit. And based on the purpose and objectives of the excursion, the teacher determines issues that children should pay attention to. Then he negotiates with the organizers of the excursion at the enterprise or seeks permission to conduct it himself. When outlining a route plan, the teacher thinks through how to ensure the safe movement of children around the enterprise, how to make the excursion less tiring and at the same time more meaningful.

Below are some indicative questions on which you can prepare information for conducting a field trip:

— Name of the enterprise.

— What types of work are performed in the main workshops of the enterprise.

— Modern equipment used in the workshops.

— Employees of the main professions of the enterprise.

— What technological sequence of materials processing exists at this enterprise?

— Which workshops use equipment that performs several operations simultaneously?

— Describe the technological sequence of processing a particular part or component of the product.

During the excursion, children always listen with great interest to the explanations of those directly involved in production. The teacher needs to come to an agreement with such people, involve them in participating in the excursion, clarify the content of the conversations and highlight the most important thing in the conversation. Convey the story in clear language, avoiding highly specialized terms. Involving workers in the excursion does not free the teacher from preparing for the story.

Methodology for conducting field trips.

Any field trip usually takes place in several stages:

1. Preparing preschoolers for the excursion (preparatory conversation).

2. Introductory conversation at the enterprise.

3. The procedure for getting to know the production, the teacher’s story, children’s observations, explanations from the enterprise’s specialists.

4. Collection of illustrated materials.

5. Meetings and conversations with production workers.

6. Brief final conversation at the excursion site. Preparation for the excursion is carried out in two directions: content and organizational issues.

In the preparatory conversation, the teacher explains the purpose of the excursion, tells the children where they will go and what they should observe. During the conversation, you can ask questions, the answers to which will need to be given after the tour. Such questions will help children conduct observations in a given direction, preventing them from being distracted. The teacher explains that an excursion is the same activity as any other, therefore during the excursion it is necessary to fulfill the requirements for children in the lesson: listen carefully, ask questions in an organized manner, do not talk, maintain discipline. You cannot violate order and discipline on the way to an excursion. At the enterprise, everyone should stay together, move from one room to another calmly, without fussing.

When observing an object, it becomes so that everyone can see it. Particular attention should be paid to safety and caution. Children must be warned not to take anything on their own. Collecting materials for the collection will have to be done with the permission of the teacher and guide.

Before the start of the excursion, the means of transportation to the destination (pedestrian crossings, public transport), travel time, time to get acquainted with the production, time of return are discussed. Reminds you of the traffic rules.

The teacher, having arrived at the place, usually has a brief conversation again about the purpose of the excursion and the procedure for inspecting the enterprise. After the conversation, the children meet the guide and begin to tour the enterprise. An important task of the guide is to pose guiding questions that help to arouse interest in the objects being observed.

Children cannot simultaneously listen and observe the actions of the worker or the operation of the machine. Therefore, brief explanations should be replaced by independent observations. The structure of the excursion must meet the basic requirement; the story is subordinate to the show. The story is told in the form of detailed material, information, explanation, introductory and final words. The missing visual links are filled with exhibits - “The Guide's Portfolio” (photos, illustrations, collections, samples). The theme of the excursion regulates the story - it does not allow the guide to say everything he knows about the object, but only what will reveal the topic.

Methodology for displaying excursion objects.

In the classification of excursion techniques, two groups are distinguished:

Display techniques - which include techniques that organize observation (study, research) of objects and allow you to isolate the object from the environment, from the whole. The task of which, relying on the imagination of excursionists, is to make visible changes in the external appearance of the object. The techniques make it possible to see objects in the desired form, based on movement - the excursion group approaching the object, moving away from it, moving along it. Display techniques make it possible to simplify the observation of an object, highlight its features that are invisible during normal inspection, and enable tourists to mentally dissect the object into its component parts. Invent lost details, “see” a currently non-existent object in its original form, historical events that took place many years ago.
Storytelling techniques are techniques based on explaining an object, describing its internal appearance and evoking visual associations among tourists, as well as reporting techniques that make it possible to understand the changes occurring in the observed object, etc.

Demonstration is the main element of the excursion, with the help of which the excursion object is purposefully observed. It is necessary to pay attention to the choice of location of the group as it moves, stopping at objects. The features of the excursion display are activity, purposefulness, consistency, and the leading role of the display. Types of inspection - technical equipment, diagrams, tables, fine paintings, drawings, photocopies. The means of demonstration are the guide's gesture, story, verbal description. Features of the story in the excursion: Dependence on the movement of the group. Submission to show. Use of visual evidence. Limited time.

There are many display techniques, here are a few examples:

Acceptance of preliminary inspection. This technique is used at the moment when tourists are at the location of the object. It represents the first stage of object observation. This technique invites tourists to conduct an initial observation of the object themselves, get acquainted with its appearance, and see some details. Give a certain assessment to the object.
The reception of a panoramic display allows tourists to observe the view of the area. For a panoramic display, towers, bell towers, fortress walls, bridges and other high points can be used, from where a panorama of the city, battlefield, valley, and river opens up. To enhance the sightseers’ perception of the broad picture opening before them, it is necessary to identify the compositional center in the observed panorama and draw the group’s attention to it. Another feature of a panoramic display is that many objects fall into the sight of tourists. The guide must show those objects that reveal the topic, moving from a general panorama display to a private one.
Technique of visual reconstruction (recreation). The term “reconstruction” means the restoration of the original appearance (appearance) of something from remains or written sources. The essence of this technique is that the original appearance of a historical building is restored verbally. The guide does this, relying on the visual impressions of the tourists. This technique is widely used when showing memorable places where military battles, popular uprisings, etc. took place. The purpose of this technique is to give tourists the opportunity to “visually” restore a memorable place, building, structure in its original form, a historical event that happened at this place.
Visual comparison technique. The excursion methodology uses various types of comparison: visual, verbal. Comparison of a visually perceived object with an object mentally reconstructed or shown to tourists earlier. This technique is based on a visual comparison of various objects or parts of one object with another, located before the eyes of tourists. At the same time, both similar and different in appearance objects are compared with each other.

Methodological techniques of the story.

The methodological techniques of the story are, as it were, the spring of oral speech; their main task is to present facts, examples, events so that the tourists get a figurative idea of how it was, and see most of what was told to them by the guide.

The purpose of the story is to involve you in the excursion. The story must be accessible, accurate, scientific, exemplary. Logical transitions should be used that contribute to the integrity of the story and consistency of presentation.

Storytelling techniques can be divided into two large groups:

The first group combines techniques related to the form of the story (reference, description, report, citation). The techniques of this group fulfill the task of conveying the content of the story to excursionists, promoting the formation of information, its organization, memorization, storage and reproduction in the excursionists’ memory.

The second group combines the techniques of characterization, explanation, questions and answers, reference to eyewitnesses, tasks, verbal montage, complicity, induction and deduction. The techniques of this group paint an external picture of events and the actions of specific characters.

Principles for constructing a story: Inductive - from the particular to the general; Deductive – from general to specific; From the known to the unknown.

Story Techniques:

1. Excursion information, a condensed presentation of factual material.

2. Description – a sequential listing of the main qualities and properties of the excursion object.

3. Explanation – a detailed story about the object.

4. Commenting – used when an object is demonstrated in the process of development or movement (working equipment).

5. Quoting – using excerpts from their fiction, speeches, reports, etc.

6. Conversation – questions and answers.

Here are a few storytelling techniques:

The description technique aims to assist in the correct display of the object in the minds of tourists (shape, volume, what material it is made of, location relative to surrounding objects). The description of an object is characterized by accuracy and specificity. This technique involves the guide presenting the characteristic features, signs, and features of the appearance of the object in a certain sequence. The description technique applies not only to objects (architectural monuments), but also to historical events. The description of historical events is figurative. It evokes visual images in tourists and allows them to mentally imagine how the event took place. The method of describing events is of a subordinate nature, merging with the methodological method of visual reconstruction.
The explanation technique is typical for excursions with displays of works of fine art. The guide explains the meaning of what the artist depicts in the painting and the content of the monumental sculpture. The peculiarity of the explanation technique is that the story about the object is of an evidentiary nature.
Reception of comments. Commentary in periodicals is used in two forms - as an interpretation of events, phenomena, texts, and also as reasoning or critical comments about something of interest to readers. During an excursion, the methodological technique of commenting is used by the guide when presenting material that explains the meaning of an event or the intention of the author of a historical and cultural monument that is currently being observed by excursionists.
Reception of questions and answers. The essence of this technique is that during the story the guide asks various questions to the excursionists in order to activate them. Most of these questions are not designed to elicit any answers from the excursion participants. They perform the function of a methodological technique.

The level of effectiveness of the excursion depends on the following conditions:

Firstly, it depends on the guides what a person remembers from the knowledge imparted to him. Their task is to help a person understand and retain in his memory what is most important in the excursion. This is achieved using methodical techniques.

Secondly, the effectiveness of each specific excursion depends on what part of the excursion can be visually represented by its participants. Verbal material must be constructed and presented in such a way that, with the help of observable objects and visual aids, it turns into visual impressions in the minds of tourists. This should be methodically thought out, planned and ensured during the preparation of the excursion. The success of the case is ensured by the deep content of the material, figurative language, and methodological techniques that allow you to visually convey the excursion material to the excursion participants.

Thirdly, the technique should not be limited to showing objects and visual perception. The technique should be focused on active participation in the process of perception of the senses. Following the example of natural history and city excursions, the basis for perception can be the sense of touch and smell of excursionists. It is necessary to expand the effectiveness of sound visualization, for example, the sounds of nature (the noise of a forest, the babbling of a stream), through which a person communicates with the outside world.

The course of the excursion depends on the educational tasks facing the children. If children only have to become familiar with the equipment, then all attention is focused on it. If it concerns technological processes, then they study them.

At the end of the excursion, the results are summed up. The teacher reminds the excursion plan, its main objectives and finds out whether the children have learned everything and whether they can answer all the questions. If something remains unclear to them, they ask the guide or teacher questions. Based on the results of the excursion, children prepare oral reports, make stands, albums, and drawings.

Sources:

Kameneva L.A.: “How to introduce preschoolers to nature” - M.: “Enlightenment”, 1983.
Kameneva L.A.: “Methods of introducing children to nature in kindergarten” - M.: “Prosveshchenie”, 1991.
Lucich M.V.: “Walks with children in nature” - M.: “Enlightenment”, 1969.
Mazurina A.F.: “Observations and work of children in nature” - M.: “Enlightenment”, 1976.
Frolov V.G.: “Physical training, games and exercises while walking” - M., “Education”, 1986.
Frolov V.G.: “Physical exercises in the air with preschool children” - M., “Prosveshchenie”, 1983.

Bure, R.S.; Godina, G.N. Teach children to work: A manual for kindergarten teachers / R.S. Bure. – M.: Education, 1983.
Vinogradova, A.M. Moral and labor education of children in kindergarten / R. S. Bure et al. - M.: Education, 1987.
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Excursion as a form of education for preschoolers

Excursion as a form of education for preschoolers.

An excursion is an important form of organizing education in kindergarten. Excursions are a special type of activity that makes it possible to acquaint children with natural and cultural sites and the activities of adults in a natural setting.

The main significance of excursions is that they provide children with specific ideas and impressions about the life around them. During excursions, preschoolers begin to explore the world in all its diversity and development, and observe the interconnection of phenomena.

An excursion is not a simple pastime, it is an intellectual activity in free and directly organized educational time, requiring a certain expenditure of physical and spiritual strength. Thanks to its clarity, clarity, and emotionality, an excursion is an extremely effective form of transferring knowledge to children, promotes a strong assimilation of the facts presented, and has a strong impact on the formation of the child’s spiritual image.

The whole variety of excursions is divided according to the following criteria: • Content; • By composition of participants; • By venue; • By method of transportation; • According to the form of conduct. In this organized process of learning about the world around us, the emotional side plays a huge role, which is a necessary component of every excursion. It is important for the guide (in our case, the teacher) to achieve empathy from children, and not just observation and listening. What they see and hear should evoke reciprocal feelings in children: admiration, indignation, joy from what they heard, etc. Based on the content, excursions are divided into overview and thematic. Thematic excursions are divided into the following groups: • Historical, which highlight a specific period in the history of the region; • Military-historical, i.e. excursions to memorable places of military events and to military-historical and memorial museums; • Production records, which reveal the history of the enterprise, show its achievements, the production process; • Natural history - on environmental topics, to unique natural monuments, to the nature departments of the local history museum; • Art excursions tell about the work of composers and artists. These are excursions to art galleries, exhibition halls; • Literary; • Architectural and urban planning - with a display of architectural monuments, introducing the planning and development of the city. The main thing in preparing and conducting an excursion is the educational and age level of its participants. It is important that the information provided by the guide is not generally known, otherwise interest in it will quickly disappear. But it is also impossible for them to be too divorced from the children’s knowledge. New information must build on the basis of knowledge formed by children’s previous life experiences. Based on the location, excursions are divided into: • City (sightseeing and thematic); • Correspondence (videos); • Suburban (bus and pedestrian); • Museum. Museum excursions are the most common group of excursions. The museum introduces the child to the world of universal human values, to history, and develops artistic taste. Leading a child into the world of art, developing his artistic culture in the sociocultural environment of museums, understanding the language of art - these and other tasks must be solved by kindergarten teachers. Museum pedagogy allows preschoolers to become familiar with the aesthetics of folk life. The creation of mini-museums in kindergartens allows children to develop a sense of love for their Motherland, develop a caring attitude towards the history of their country and its heritage, and develop a sense of pride in their people and their fortitude. Expanding children's horizons is one of the difficult tasks facing teachers. A broad outlook not only facilitates the process of cognition, but also activates thought processes, imagination, fantasy, and develops a creative attitude towards the world. Close cooperation between preschool teachers and museum workers helps make the world of museum exhibits understandable and meaningful for children. According to the method of transportation, excursions are divided into walking, transport and combined. Walking tours give participants the opportunity to explore deeper, explore objects, and feel like participants in the events that the guide talks about. The length of walking tours is usually 2 – 6 km. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, and 40–50 minutes in the senior and preparatory school groups. In this case, you should take into account the characteristics of the road and weather conditions. According to the form of excursions, they are divided as follows: • Ordinary excursions (sightseeing and thematic); • Educational; • Excursions – walks The important role of educational excursions is that with their help the local history principle of education is implemented, i.e. the use of local geographical material when studying various topics to become familiar with the environment. Excursions - walks most often are nature excursions with outdoor recreation, for example, around the territory of a kindergarten, nearby squares and parks. In this type of excursion, children’s independent communication with the objects on display takes more time than in any other. When organizing and conducting an excursion, it is necessary to remember that a large amount of even interesting information leads to a weakening of attention, to the manifestation of so-called attention crises.

Excursions for preschool children

Experience as a kindergarten teacher. The role of excursions in the development of a child’s personality.

If you open any educational program or methodological recommendations - no matter what subject and for what age - among the forms and methods of teaching and upbringing, in most cases an excursion comes first.
History has not preserved memories of when and by whom the very first excursion was conducted in general, but we know for sure that as an educational method, excursions began to be introduced into the educational process by teachers in Western Europe and Russia in the late 18th and early 19th centuries. The very name of this interesting way of learning comes from the Latin “excursion”. In Russian, it originally meant “running out, military raid.” Excursion as a method of personality diagnostics. A properly organized and conducted excursion is in itself such a magical way of both diagnosis and education, with the help of which you can very well examine and correct children’s behavior problems that may not always be visible during regular classes. This is a great reason to use the participant observation method. During the excursion, the characteristics of each child and the children's team as a whole are visible. It is during an excursion, when children are not in their usual environment, that one can see the shortcomings of the teacher’s professional activities. By the way, as practice shows, they are, by and large, the same in all children's groups. Children are often unable to see the people around them, they do not have the skill of giving others living space (simply, they do not understand when to move so that a colleague on an excursion can also come closer to the object being examined in order to see everything better. They ask for something others don’t know how to do this - they just stand there and don’t move). The experience and practice of conducting numerous excursions show that this problem does not exist in groups of children engaged in additional education: choreographic and theater groups, gymnastics and football sections - wherever children are taught to feel a partner on stage, in the gym, or on the playing field. Conclusion - additional education, in those moments that relate to personal development, should perhaps be the main one. A tour is, first of all, information. But: children very often do not perceive the meaning of words, simply letting them pass by. It turns out that this form of work is pointless, since they are not able to perceive verbal information. The so-called clip perception should sooner or later force teachers to rewrite all kinds of teaching methods. Another common problem created by teachers: many children's groups do not quite understand that there are places in the world where you need to behave quietly, culturedly and intelligently; an excursion will help with this. Excursion for a teacher: rest or work? It would be a sin not to use the gigantic potential of the excursion. After all, it can be used both as an independent form of education and training, and as an integral part of other forms, and as a form of organizing cultural leisure and educational work. The methodology requires that interest in the excursion, its topic and content be formed by the teacher who is going to use this excellent form of work in his practice, in advance, before the event. The role of the teacher is that he must create interest in a group of children in the excursion material awaiting them, ensure the organization of attention and the direction of the mental activity of the excursionists. Any excursion requires the efforts of its participants to maintain attention and memory. It is important that the teacher and all participants in the excursion understand before it begins: how it will go, whether they will like it, depends not only on the choice of the object of inspection, the level of professional skill of the guide, but also on the type of behavior of the group and its individual members will be chosen for this event. Children (and educators!) must understand: if the guide puts most of his efforts into maintaining discipline among the group of excursionists (compliance with safety precautions is especially important on production tours), he will be forced to do this at the expense of the informational part of the excursion. Unfortunately, sometimes teachers forget that this event is not an entertaining outing for an adult, that first of all, they must take care of discipline in the group of children entrusted to them. Especially if the group is not without problems. Recommendation: do not forget about children with deviant behavior during the excursion and, in order to avoid excesses, keep them under your strict control. It can be very sad for children who, due to the inappropriate behavior of their comrades, cannot fully enjoy the content of the material offered to them. Why go to the factory? You can motivate children to correctly perceive the excursion in different ways, but this must be done. By warning the children that after visiting the enterprise they will have to comprehend once again everything that they saw and learned on the excursion, the teacher thereby activates their attention during the process. In what forms should this be done? You can hold a competition of drawings, stories, poems on the topic of the excursion. Make a computer presentation with the help of your parents. Already at preschool age, from the age of six, children must be taken on field trips. The sooner we develop in a child an interest in various professions, respect for the work of workers in factories and various other institutions, the more likely it is that after completing basic education, the child will choose a working profession for himself. So, during a field trip, for example, to a toy factory, children can remember the names of the professions of the factory workers, specifying which of them makes what contribution to the creation of dolls. Thus, the problem of professional guidance is solved. Making a doll is a very complex process. In order for a doll to bring joy to a child, people from 95 professions are involved in creating this joy: artists, designers, chemical technologists, foundry workers, pressers, seamstresses, painters, varnishers, designers, assemblers, packers... A field trip to a toy factory is important not only for career guidance, but also but also emotionally, in the process of visiting the factory, children develop empathy, a sense of beauty, and respect for the work of people who create beautiful, bright, high-quality products. Children become familiar not only with the toy production process, but with how product quality is achieved. The guide's story about the manufacturer's responsibility for the quality of products produced for young consumers and about the social responsibility of business helps to develop this important quality in young excursionists. Conducting field trips is also important in terms of local history. In particular, having visited the toy factory, children are imbued with pride in their city, in their country: the factory began its work in the war year of 1942, when children from besieged Leningrad were evacuated to the city. In the most difficult times, adults thought about their children, about making their childhood a little happier. The company grew and developed, technologies changed, but the main idea always remained: to give joy to children with its high-quality products. The modern successes of the enterprise also form in children pride in their small homeland, a desire to continue education and further work in their native region. In addition to the formation and development of such necessary qualities for a child, an excursion to a toy factory is also an example of the positive in our lives; it is truly an encounter with beauty and goodness. The factory is a magical place in itself. Approximately three thousand dolls of 40-50 types come off the assembly line every day. Now imagine that you are a child who finds himself in this fairy tale - in a workshop where all these dolls have gathered at the same time! One six-year-old girl said just that, leaving the factory building after the excursion: “This is paradise!” Dolls are kind because they are made by positive people. One of the workers, a toy designer who worked at the factory for more than 45 years, said: “I had a difficult childhood, there were no toys, but now I’ve been playing with dolls for so many years! Look at the beauty we create with our own hands!” During the excursion, children can take impromptu mini-interviews with workers, later compiling them into albums, presentations, and essays on the topic of the excursion. The main thing is to leave a mark on souls. Preserving childhood in yourself is probably very important. It’s even more important to give childhood to others. When you see how dolls are made, the feeling of a fairy tale cannot leave you. People who make dolls resemble wizards - in their hands the doll becomes practically alive, beautiful, begins to walk and talk. Seeing an example of the fact that work really brings joy to both those who work and those for whom the enterprise’s products are produced, children who have gone through an industrial excursion to the factory begin to better understand why and why they need to work. Any excursion will be useful only when it leaves its mark on a person’s soul. Methodically correctly organized and conducted field trips to enterprises that are of interest to children primarily for their products - toys, ice cream, sweets - can bring a lot of benefits for the development of the younger generation. An excursion is one of the types of classes and the main form of organizing work on environmental education, one of the labor-intensive and complex forms of training.
Excursions are conducted outside the preschool. This is a kind of outdoor activity. The advantage of excursions is that they allow children to be introduced to objects and natural phenomena in a natural setting. On excursions, children get acquainted with plants, animals and their habitats, and this contributes to the formation of primary ideas about the relationships in nature. Excursions contribute to the development of observation skills and interest in nature. The role of excursions in the aesthetic education of children is great. The beauty of nature that surrounds them evokes deep emotions and contributes to the development of aesthetic feelings. Excursions into nature involve children being outdoors and moving, which helps improve health. While in the forest, on the river bank, children collect a variety of material for subsequent observations and work in a group, in a corner of nature (plants, branches of trees and shrubs, shells etc.). As V. A. Sukhomlinsky wrote, it is necessary to cultivate in a child love “for everything that cannot live without a gentle human hand, without a sensitive human heart. It’s about love for the living and the defenseless, the weak and the tender.” The objectives of the educational component of the excursion are for children to master a system of environmental ideas and elementary (subject) concepts about nature. The developmental component of excursions stimulates the formation of: observation skills and observation skills as such; sensory abilities (the ability to see various signs of objects: color and its shades, spatial arrangement, variety of shapes, textures, etc.); thought processes (analysis, comparison, generalization, classification, ability to establish connections, different in nature and degree of complexity); imagination and creativity. When developing an excursion, it is important to set and solve a set of educational, educational and developmental tasks. 2.Preparation for the excursion.

Excursions are conducted according to a certain system.
It is advisable to conduct them on the same objects at different times of the year in order to show children the seasonal changes that occur in nature. For example, in the spring, children of senior preschool age should be given three excursions to the park with gradually increasing complexity of tasks. The purpose of these excursions is to introduce spring changes, develop the ability to see them and understand the reason for what is happening in nature. Organizing an excursion is much more difficult than organizing a group lesson, and it will only be successful if careful preparation has been carried out. Teacher training. They consist, first of all, in determining the purpose of the excursion and selecting program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area. When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, and 40-50 minutes in the senior and preparatory school groups. In this case, you should take into account the characteristics of the road and weather conditions. No matter how familiar the teacher is with the place of the excursion, it is necessary to inspect it a day or two before it. Having visited the site of the future excursion, the teacher clarifies the route, finds the necessary objects, outlines the content and scope of the knowledge that children should receive about a given range of phenomena, the sequence of individual parts of the excursion, establishes places for collective and independent observations, and for children to relax. Preliminary acquaintance with the place of the future excursion makes it possible not only to clarify and specify the plan, but also to think over the methods of conducting it. In order for the excursion to be interesting, the teacher needs to prepare poems, riddles, proverbs, and game techniques. Preparing children Preparing children for the excursion. A few days before the excursion, the teacher holds a short conversation with the children in order to arouse their interest in the upcoming lesson, revive impressions and ideas that can be useful during the excursion, informs its purpose - children should know where and why they will go, what they will see what needs to be collected. When preparing for the excursion, you should pay attention to the children’s clothing - it must be appropriate for the season and weather. The teacher reminds children of the rules of behavior on the street. It is good to involve children in its preparation. It is also useful to involve children in preparing excursion equipment and equipment for placing the collected material in a corner of nature and in the kindergarten area. This arouses interest in the upcoming excursion. Pupils should know that an excursion is an activity that is not carried out in a group, but in nature and on an agricultural site, therefore it is necessary to be disciplined and attentive during the excursion. Below is an approximate list of equipment needed on excursions into nature: Equipment for collecting plants: Shovels or scoops for digging up plants - 3. Folding knife for cutting branches from a tree or bush - 1. Folders for plants - 2. Baskets for pine cones, leaves - 2. Water nets for catching plants from water bodies - 2. Polyethylene buckets (or baskets) for carrying plants - 2-3.
Equipment for collecting animals: Air nets for catching insects in the air - 1-2. Water nets for catching animals from a reservoir - 1-2. Boxes with holes for carrying animals - 4-5. Dishes for carrying aquatic animals - 2-3. All equipment must be located in a specific place. Before the excursion, the teacher must carefully consider what material to collect for further work in the group and what equipment to take with him in connection with this. 3.Organization and methodology of excursions.

Excursions, as a form of educational activity, are held in middle, high school and preparatory school groups at least once a month.
Based on the content, excursions are divided into 2 types: • natural history (educational) excursions – to a park, forest, lake;
• excursions to familiarize yourself with the work of adults (school, library). It is advisable to conduct nature excursions to the same places at different times of the year in order to show children the seasonal changes that occur in nature. The teacher’s preparation consists, first of all, in determining the purpose of the excursion and selecting program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area. When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. In this case, you should take into account the characteristics of the road and weather conditions. No matter how familiar the teacher is with the place of the excursion, it is necessary to inspect it a day or two before it. Having visited the site of the future excursion, the teacher clarifies the route, finds the necessary objects, outlines the content and scope of the knowledge that children should receive about a given range of phenomena, the sequence of individual parts of the excursion, establishes places for collective and independent observations, and for children to relax. In order for the excursion to be interesting, the teacher needs to prepare poems, riddles, proverbs, and game techniques. Preparing children begins with the teacher telling them the purpose of the excursion. The guys need to know where they will go, why, what they will learn, what they need to collect. The teacher updates children's ideas about the rules of behavior on the street, in the forest, in public places. When preparing for an excursion, you need to pay attention to the clothes of children. Children should be dressed comfortably, in accordance with the weather and season. In the system of preparatory work, training games are actively used, which involve the inclusion of elements of psycho-gymnastics in various types of children's activities and are aimed at developing adequate self-esteem and skills of constructive communication with the natural world, cultivating a value-based attitude towards what surrounds the child. For the excursion, the teacher should prepare excursion equipment and equipment for placing the collected material in a corner of nature. It is good to involve children in its preparation. This helps to develop their cognitive interest in the upcoming excursion. All equipment must be located in a specific place. Before the excursion, the teacher needs to carefully consider what material to collect for further work in the group and what equipment to take with him in connection with this. Methodology for conducting natural history educational excursions.
A natural history excursion includes - an introductory conversation - collective observation - individual independent observation of children - collection of natural history material, children playing with the collected material. The order of the parts varies depending on the purpose of the excursion and the season. Having brought the children to the place of the excursion, you should remind them of its purpose in a short conversation and let the children look around. The main part of the excursion is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher helps children see the characteristic signs of objects and phenomena. To do this, you can use various techniques: questions, riddles, comparisons, survey activities, games, stories, explanations. Conversations of a cognitive nature, from personal experience, problem situations and logical tasks offered by educators contribute to increasing the level of cognitive activity. An example is the question: “How is the birch tree in the park similar to the birch tree on your site? ", etc. It is advisable to use those that stimulate the expression of children's emotions and feelings. You can ask your students what kind words you can give to the flowers in the flower beds of the park, what wishes you can send to your feathered friends, etc. It is necessary to pay attention not only to individual natural objects, but also to ecological communities, considering the “floors” of the park and reservoir , defining the conditional interaction between them, building logical chains of connections and dependencies. Didactic games conducted during excursions should be focused on providing preschoolers with the opportunity to demonstrate an active, environmentally literate position in relation to natural objects. Topics can be the following: “Help the tree”, “Caution, ant”, “Birds love silence”, etc. An important place is given during excursions to questions that encourage children to examine an object, compare it with other objects, find differences and similarities, establish connections between various natural phenomena. When examining objects, it should be borne in mind that children’s knowledge will be strong only if it is obtained as a result of the active work of all senses. At the end of the main part, children are given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, one should not forget about nature conservation; the collection of material should be strictly limited and carried out under the guidance or with the direct participation of a teacher. During children's rest, games and play exercises are held. Children update ideas about the characteristic features of an object, express in words an opinion about the quality of an object, remember the name of plants (“Guess by the smell”, “Find out by the description”, “Branch, branch, where is your baby?”, “One, two, three, k run to the birch!" In the final part of the excursion, the teacher once again draws the children’s attention to the overall picture of nature. The main goal of the final stage is to summarize the excursion work. Creative tasks will allow the child to express his impressions and show his attitude towards the natural world. You can invite the children, together with the teacher, to compose books of fairy tales. For example, preschoolers can write a story about a park and imagine what tales an old spruce tree could tell them. Through the actions of the characters introduced into these literary works, one can express attitudes towards various environmental situations. As an option for creative tasks, the teacher offers the creation of collective collages depicting above-water and underwater inhabitants of reservoirs, favorite park alleys, etc. Constructing ecosystem models from natural and waste materials will help children better understand the chain of relationships and interdependencies that exist in nature. After each excursion, the layout can be supplemented and transformed. Based on specific information, children build food chains, add new natural objects, etc. Thus, excursions help form pupils’ ideas about ecological systems (parks, reservoirs, form ideas about their “life” during the year, observe what changes are taking place with each natural object, depending on the season, learn to love and protect the environment. Excursions are a form of cognitive development of children, first of all, the tasks of the educational field “Cognitive development” are solved (clause 2.6. Federal State Educational Standard for Education): - development of children’s interests, curiosity and cognitive motivation; formation of cognitive actions, formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects of the surrounding world; Educational field “Speech development” - mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech ; 4. Work after the excursion. The knowledge gained during the excursion is expanded and consolidated in classes, in games, and in observing brought objects in a corner of nature. Immediately after returning from the excursion, the collected material must be placed in a corner of nature (plants should be placed in vases, flower pots; animals should be placed in an aquarium, terrarium, cages), and observations of plants and animals should be organized. 2-3 days after the excursion, the teacher conducts classes using handouts, drawing, modeling, didactic games with natural materials, reads fiction, and listens to children’s stories about where they have been and what they have seen. At the end, a general conversation is held. When planning a conversation after the excursion, the teacher must pose questions in such a way as to restore the entire course of the excursion in the children’s memory, emphasize the most important educational points, and lead them to establish connections between phenomena.

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Lesson summary - excursions in the senior group of kindergarten on the topic: Spring

Summary of a lesson on conducting an excursion in the senior group “Spring Glade of Health”
Educator : Antonova Nadezhda Nikolaevna.

Tasks. Educational : continue to form in children the idea that a clearing is a community of medicinal plants; enrich children's vocabulary with the names of medicinal plants, form dialogical speech. Introduce medicinal plants of your native land; on the basis of the acquired knowledge, to form a desire for their rational use and protection; Explain the rules of caring for medicinal plants. Developmental : develop the ability to notice and correctly name medicinal plants; introduce the characteristics of coltsfoot, plantain, nettle, dandelion; clarify where they grow and what their significance in nature is. Tell the children that insects live in the clearing among the grass. Educational: to cultivate a conscious, caring attitude towards medicinal herbs, to develop the ability to behave correctly in the “Glade of Health”, and an aesthetic perception of nature. Preliminary work . A conversation about medicinal plants and their importance in restoring health; examination of illustrations on the topic “Medicinal plants”, “Insects”. Reading M. Prishvin’s story “Golden Meadow”. Making riddles about medicinal herbs and insects. Progress of the excursion. Educator. — Guys, look at the screen and determine what time of year it is. Children. Spring. Educator. That's right, spring. By what signs did you determine this? Children. Birds have flown in from warm regions and insects have woken up, the sun is shining brightly, the snow is melting and streams are flowing; thawed patches appeared. Bright blue sky, the sun is shining. Educator. Well done! Spring - the red one rules the earth! Today the weather is beautiful outside and I suggest you go on an excursion. Listen to the riddle and guess where we will go: There is a place in the forest, Where grass and flowers grow, Strawberries for jam, Where you like to run. Educator . What it is? Children . Glade. Educator. So where do we go? Children. To the clearing. Educator. Right. We will go to a spring meadow, where medicinal herbs grow, birds sing, grasshoppers and other insects jump. Stand next to each other. Fast legs, fast legs We ran along the path Top-top, jump - hop. Educator. Here we are in the clearing. Guys, look around, how beautiful it is! The earth has thawed from the bright sun, there are a lot of puddles, streams are babbling, birds are chirping loudly - the messengers of spring, there is a lot of moisture. Spring has come into its own. And spring helped defeat winter... What do you think helped? Children . Sun! Because in spring the sun shines brighter and warms up more strongly. Educator. Right! Playing with the sun. Sunshine, sunshine, shine brighter! (Stretch your arms up, stand on your toes.) Stretch out bright rays towards us. (Stretch your arms forward, palms up.) We will put our hands in your palms, (Break into pairs, stretch out your hands to each other.) Circle us, tearing us off the ground. (Turn around in pairs.) They came to the clearing with you. (Line up in a chain, holding each other's hands). Educator. What do you like about the clearing? Children . Lots of flowers and grass. Educator. Yes, we are surrounded by many medicinal plants and primroses. Some spring plants are blooming, while others have just emerged from the ground. There are so many sprouts all around! Some pierce the ground like sharp pegs with tightly rolled leaves, others with a bent stem. And there is a lot of strength in these sprouts. Every day new flowers bloom. Educator. What does the clearing look like? Children. On the carpet, on the tablecloth, on the scarf. Educator. Guys, what color is the clearing? Children. Yellow, green. Educator . Remember which meadow I read you a story about? Children. About the golden meadow. Educator . Why is it called that? Children . There were many yellow dandelions growing on it. Educator. What does a dandelion look like? Children . Dandelion looks like a golden ball. Educator . Let's find a dandelion among the plants of our meadow and say hello to it. (Children find dandelions and examine it). Look closely at the flower and see what it is like. Dandelion is a medicinal plant. It contains a large storehouse of vitamins. Their use quickly restores a person’s strength. Dandelion leaves are collected in a rosette and grow all summer. A very healthy salad is made from the leaves of young dandelion, and jam is even made from the inflorescences. In autumn, dandelion leaves do not dry out, but go under the snow; they begin to turn green in the spring when exposed to sunlight. And a little later, yellow “lanterns” light up in the grass. Listen to the poem “Dandelion.” The sun dropped a golden ray. The first dandelion grew, young. It has a wonderful golden color, A little hello from the big sun. Educator. But a little time will pass and the golden dandelion will not be recognized. Golden and young In a week, he turned gray, I’ll hide the former dandelion in my pocket. Game “Dandelion” Children are divided into two teams and line up one after another. Each participant holds some part of the flower: core, stem, petals. A hoop is placed at a distance of 5-6m from the teams. At a signal, children take turns running up to the hoop and laying out a dandelion in it. The team that collects the dandelion first wins. Educator . Today the sun is shining brightly, it met you in the clearing and invites you to play with it. Finger game “Ah! The sun is already clear” Ah! The sun is already clear (they spread their hands to the sides) It’s hot, it’s hot (they raise their hands up) And there’s gold everywhere (they gradually lower their hands down, clenching and unclenching their fists) It’s spilled, it’s spilled. Streams on the street (with palms depicting wave-like movements) They keep babbling, they keep babbling. The cranes are crowing (they bring their palms to their mouths, pretending to play the pipe) And they fly, they fly (arms to the sides - up - down). Educator. Guys, guess the riddle about which plant that grows in the clearing will we be talking about? Mystery. A green bush grows, If you touch it, it will bite, It’s not fire, but it burns. Children. Nettle. Educator. Find nettles in the clearing. Children find and examine. Educator. Nettle contains so many vitamins that cabbage soup cooked from its leaves gives a person strength and vigor. People prepared cabbage soup from nettles during the difficult years of the war. Educator . What other medicinal plants do you know? They are also called “green pharmacy” Why? (Children's answers.) That's right! Such medicines help get rid of diseases. They provide special assistance on a hike, at the dacha, or on a walk away from home. Since ancient times, people have noticed the unusual properties of some plants and used them to improve health. Animals also use herbal medicine. Today we will also get acquainted with coltsfoot, this plant helps us on our walks. This plant has two faces: spring and summer. “Spring face” - yellow inflorescences on short stems. Its mischievous yellow lights seem to warn, like a yellow traffic light: wait a little, and the green light will turn on - the meadows and forests will turn green. These yellow lights are called flowers, each containing many tiny flowers clustered together. Let's find it and look at it . The leaves are large and round. Place the sheet on the cheek with the smooth side. How will you feel? Children. Cool. Educator . Now apply it with the rough side. How did you feel now? Children. Warm. Educator . Why is the plant so named? How do you think? Children. Mother is the warm, affectionate, soft side of the leaf. And his stepmother is the cold, smooth side of him. People have always used this plant to treat colds and coughs. Educator . What other plants grow in the clearing? Guess the riddle. A modest, inconspicuous flower It grows along the paths. It just doesn't bloom at all. Many of us are unaware that a cure has been found that can stop the blood. What kind of weed? - Children . Plantain. Why is it called that? Children. You can find him along the road. Educator . Right! Who knows in what cases this wonderful plant will help us. (Children's answer) A fresh plantain leaf should be crushed in your hands so that the juice appears, and applied to the wound or burn. Soon they will heal, the pain will go away. Game “Connoisseurs” I show a medicinal plant one by one. Children must name the part of the plant (root, leaf, fruit, flower) that is used for medicinal purposes. For example: plantain - leaf, chamomile - flower, etc. The game can be complicated by asking: What diseases does it help with? Where does it grow? Educator . We got acquainted with medicinal plants. How should you handle them? Children. Carefully and carefully. Educator. Let's remember the rules for collecting medicinal plants. 1. It is necessary to collect plants in moderation, leaving some in nature for reproduction. 2. It is necessary to cut or collect only the part that is medicinal. Plants should not be pulled out by the roots. 3. Collection should be done only at certain times. 4. Unfamiliar plants should not be collected. 5. It is necessary to remember that some plants are poisonous, so you cannot pick them without adults, much less put beautiful berries in your mouth. Educator. Guys, you can’t make noise in the clearing, you can’t pick too many flowers, you can’t catch insects... Why? (Children's answers.) But look: a bumblebee landed on the yellow eye of the mother and stepmother. For what? (children's answer) Educator. That's right, to collect nectar. In the mother-and-stepmother flowers, a wonderful table is laid for bees and bumblebees, and at a time when there are no other flowering plants yet. Pay attention to the color of the flowers. What is she like? (Children's answers.) Why such brightness? Children . To attract the attention of insects. Educator. Bumblebees and bees help primroses reproduce. How? Children. Pollination. They carry pollen on their paws. Listen to the riddle. In a clearing, near the fir trees, a house is built from needles. It is not visible behind the grass, but there are a million residents in it. Children. Anthill. Educator. Everyone knows that the ant is the orderly of the forest. If there are a lot of anthills in the forest, then the forest is healthy. Anthills cannot be destroyed, sticks cannot be shoved into them, and ants cannot be crushed. Look how the ants work: everyone is busy with their own business - some are dragging a straw, which is several times larger than an ant, and some are fighting with a beetle, driving the uninvited guest out of the anthill. The ant is a hard worker, the ant is the protector of the forest. This is why anthills should be protected. Educator. Look, what other insects do you see? (Children's answer.) Educator. Admire once again how beautiful our meadow is in the spring. We saw and learned a lot of interesting things. And most importantly, you didn't harm anyone. You are true friends of nature. I want to remind you that Nature generously gives us beauty. And beauty must be loved and appreciated. Look carefully and remember, and when we get to kindergarten, we’ll draw a spring meadow. Show your drawings to your parents and tell them how many interesting and unusual things you saw in the clearing today. Let's say to the clearing: “Goodbye, see you again!” Work after the excursion. Summarize the knowledge gained after the excursion through conversation, reading stories about medicinal plants, and conducting a quiz “In a forest clearing.” Make a panorama from the drawings.

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