Project portfolio: wild and domestic animals. Questionnaire for parents “My attitude towards pets Pets help mutual understanding in society

Questionnaire for parents

"Environmental education of preschool children"

Dear parents!

As part of the implementation of environmental and educational projects, a preschool educational institution conducts a survey of parents on the issues of environmental education of preschoolers. We would like to know your opinion about the work of the kindergarten, teachers, and additional education teachers with children on environmental education.

1. Do you consider environmental education of preschool children to be an important component?

2. How do you understand what ecology is, what it studies, what it does?

3. Do you think the state of a child’s health depends on the state of the environment?

4. In what joint activities do you carry out environmental education of children in the family?

Conversations with a child about nature

Bird feeding

Camping

Observation of natural objects

Reading fiction with natural history content

Other forms___

5. How do you assess the level of environmental knowledge of your child?

Average

6. Do you introduce children to the rules of behavior in nature?

7. What information would you like to receive from a preschool institution on environmental education for preschoolers___

8. How do you evaluate the work of a preschool institution in environmental education of preschoolers? ___

Thank you for your participation!

Preschooler and ecology

In preschool childhood, the foundations of personality are laid, including a positive attitude towards nature and the world around us. Kindergarten is the first link in the system of continuous environmental education, so it is no coincidence that teachers are faced with the task of forming the foundations of a culture of rational environmental management among preschoolers. You can start environmental education in a preschool institution from the moment children enter the nursery or first junior group. The main circumstance ensuring the success of this work is the teacher’s understanding of the psychophysiological characteristics of children of this age. Two- to three-year-old children are trusting and spontaneous, easily involved in practical activities together with adults, and enjoy manipulating various objects. They react emotionally to the teacher’s kind, unhurried tone and willingly repeat his words and actions. Their involuntary and short-lived attention is easily focused by any novelty: an unexpected action, a new object or toy. It should be remembered that at this age children cannot do one thing for a long time, cannot concentrate on one thing for a long time - they need a constant change of events, frequent changes of impressions. An adult must understand that words are an abstraction and they must be backed by a visual image of an object and actions with them - only in this case do small children begin to respond to the teacher’s speech. So, the success of environmental education of young children can be ensured by the following ways of interaction between an adult and them: soft, friendly communication, understanding the condition of children, their experiences caused, first of all, by separation from their family; slow expressive speech, repeated repetitions of the same thing; reinforcement of the word with the image of the object, the action depicting it; frequent switching of children's attention from one subject to another, from one type of activity to another; using techniques that evoke positive emotions in children; conscious creation by the teacher in his behavior (actions and words) of a role model; frequent praise for children (kind verbal assessment and patting on the head). The teacher’s task in working with children of primary preschool age is to lay the first guidelines in the natural world - plants and animals as living beings and their dependence on living conditions. At this stage of personality development, the leading factors in the intellectual development of a child are a specific image of an object, actions with it, accompanied by a word, so the teacher primarily focuses on the sensory development of children. The formation of the initial foundations of ecological culture is the accumulation of specific, sensory ideas about objects and natural phenomena that surround children and are part of their life activity. At the age of two to three years, children must learn to distinguish and correctly name objects and objects of nature with which they constantly interact, must learn their main sensory properties - shape, color, size, degree of hardness or softness, the nature of the surface, and also learn the visible components parts of objects and objects; in addition, get initial ideas about possible activities with them. An important aspect of environmental education at this age stage is the formation of children’s understanding of the specifics of a living object, its fundamental difference from an object (inanimate object), the formation of basic skills in proper interaction with plants and animals, and participation in activities to create the necessary conditions for them. Raising children will not become ecological if already at this age they do not understand: the plant on the window needs water, the parrot in the cage needs grains and water, the birch tree on the plot needs water, and the sparrows in winter need bread crumbs. Familiarization with natural objects, their parts, basic properties, visual ways of functioning in very specific conditions is the formation of initial ecological ideas, which are the basis for the correct attitude towards living beings, correct interaction with them. Knowledge is important not in itself, but for developing a differentiated vision of natural objects and the ability to act with them. The correct attitude towards living beings, which, in accordance with the “Young Ecologist” program, is the end result, an indicator of environmental education, is manifested at this age only in the voluntary and active participation of children in joint activities with adults aimed at maintaining the conditions necessary for the inhabitants of the green zone and to communicate with them. Such activities should be colored by the children’s positive emotions and active perception of everything that the teacher says and does. An important place in technology is occupied by a game - a simple plot or moving one, with imitation of the movements of animals with onomatopoeia. In addition to fairy tales, we use other works of folklore, poems, the plots of which are played out with children. Success in the environmental education of 3-4 year old children is ensured primarily by the teacher’s understanding of their psychophysiological characteristics. Children of this age are trusting and spontaneous, easily involved in joint practical activities with an adult, react emotionally to his kind, unhurried tone, willingly repeat his words and actions. The task of the younger preschool age is to lay the first guidelines in the natural world, in the world of plants and animals as living things. creatures, to provide an understanding of the initial connections in nature, an understanding of the need for one or two conditions for their life. The leading factor in the intellectual development of a child of this age is the specific image of an object and actions with it. The words must follow them - then the situation as a whole becomes clear to the baby and is assimilated by him. It follows that the leading activities in the environmental education of younger preschoolers are repeatedly repeated sensory examination of objects, natural objects and practical manipulation with them. Everything that can be given to children is offered to them for examination, in which the teacher includes as many senses as possible. Children pick up natural vegetables and fruits, stroke and examine them, squeeze, smell, taste, listen to how they creak or rustle, i.e. examine them in all sensory ways. The teacher labels each sensation with a word and asks the children to repeat after it. An important role in children’s knowledge of natural objects is played by practical modeling actions, when the teacher depicts with his hands the shape, size, height or length of natural objects: he “draws” a round tomato, an apple, a long carrot, a large round watermelon or a head of cabbage in the air. Asks the children to do the same with their hands - movements and actions reinforce what the eyes see and what is indicated by the word. The teacher carefully introduces the game as a method of environmental education. At this age, story play is just beginning, it is not yet the leading activity, so the teacher’s task is to select simple and familiar images, play actions and words for IOS through which the environmental content will be expressed. The best images for this purpose are the images of the fairy tales “Ryaba Hen”, “Turnip”, “Kolobok”, “The Wolf and the Seven Little Goats”, “Zayushkina’s Hut”. From the very beginning of the year, the teacher in both the first and second junior groups repeatedly talks and plays with dolls bi-ba-bo fairy tales, starting with “Turnip”. The grandfather, who grew a good turnip in his garden, “comes” to classes with a “fruit and vegetable” theme (not only turnips grow in his garden, but apples and various berries grow in his garden), introduces children to a variety of fruits, and participates in examines them, gives them a try and generally treats children kindly. The theme of domestic animals is easy to imagine with the help of Baba and Grandfather from “Ryaba the Chicken”, who, in addition to chickens, have a cow, a goat, a horse and other animals. Either Grandfather or Baba “comes” to classes, they talk about a cow with a calf, then about a goat with kids, show how they feed them with grass, hay, and water. The teacher gives the children the opportunity to participate in these operations as assistants - they feed toy (or depicted in the picture) cows and goats with hay, graze them, build barns for them, and imitate their actions and sounds. This game allows children to explore rural reality, develops their gaming skills, imagination, and consolidates their knowledge of fairy tales. The technology of environmental education for younger preschoolers includes the following components: various cycles of observations in everyday life (aquarium fish, ornamental birds, spruce on the site in winter, autumn flowering plants, spring primroses). Each cycle includes 3-5 observations and allows children to gain the first concrete knowledge about these natural objects; monthly (for one week) observations of weather phenomena, which are accompanied by daily keeping of a calendar (using pictograms) and dressing a cardboard doll; participation in feeding wintering birds and observing them, which are recorded in a special calendar with picture cards with their image every day for 1-2 weeks at the height of winter feeding; germinating onions in winter and creating a calendar for their growth: observations of growing onions are carried out for 4-5 weeks (once a week) by a teacher in the presence of children and sketches are made with their help; joint activities of the teacher with children in a corner of nature to care for indoor plants, an aquarium - children become familiar with labor operations and understand their significance for living beings; telling and acting out folk tales, looking at illustrations in books; conducting environmental classes once every two weeks; carrying out environmental leisure activities.

CONSULTATION FOR TEACHERS "Cultivating an environmental culture in preschool children"

Nature is an inexhaustible source of spiritual enrichment for children. Children are constantly in contact with nature in one form or another. They are attracted to green meadows and forests, bright flowers, butterflies fluttering above them, beetles, birds, animals, as well as falling snow flakes, streams and puddles. The endless and diverse world of nature awakens in children a keen interest in the environment, curiosity, encourages them to play, artistic and speech activities. Impressions received in childhood are remembered for a lifetime, and often influence a person’s attitude towards all living things. By watching a small bug crawling along a tree branch or a blade of grass, or raindrops knocking on a window, you can teach a child to notice the phenomena of living and inanimate nature, and to establish the simplest connections between them. Children develop specific ideas about the life of plants and animals, the need to create favorable conditions for their growth and development, develop an interest in nature and the ability to admire it at different times of the year, in any weather. “It is necessary that a child, starting from an early age, get used to evaluating his actions not only by the immediate effect, but also by their consequences, i.e. evaluate the present in the light of the future. Only with such upbringing of the younger generation... the future of humanity will be in serious hands,” wrote Professor M. Kamshilov. The perception of nature helps to develop the child’s moral qualities - cheerfulness, emotionality, sensitive, attentive attitude towards animals and plants. A child who loves nature will not mindlessly pick flowers, destroy bird nests and anthills, or offend animals. In accordance with this, the main objectives of environmental education are: · Fostering love for nature through direct communication with it, perception of its beauty and diversity; · Formation of knowledge about nature; · Development of empathy for the troubles of nature, the need to fight for its conservation. The process of developing an ecological culture is not simple and lengthy. That is why environmental education begins from early childhood. The work is carried out in two directions: · Formation of the principles of environmental culture in children; · Development of the beginnings of ecological culture in adults. In my work I used the following forms of child behavior, which can serve as a criterion for the level of his “ecological education”: · independent observations, looking at pictures, illustrations; · setting up experiments and experiments; · the desire to talk about impressions, discuss them, convey them in games, creative activities, and in work caring for animals and plants. Children's observations of natural objects with which they are in constant contact allow children to form specific ideas about them. Observations of seasonal phenomena in nature teach preschoolers to notice them themselves. The joint activities of children and teachers help develop work skills. Reading fiction, illustrations, and reproductions of paintings by famous artists arouse a strong interest in nature. Weekly classes on ecology, the use of ITS (game-based learning situations), conversations, educational games develop a positive emotional attitude towards nature. Working as a teacher in primary and secondary groups, I chose the direction: “Education of environmental culture in children.” Initially, a diagnosis of children’s knowledge and skills in ecology was carried out, on the basis of which a project called “Green outfit of the Earth” was later developed, in which I included experimental research work, artistic activities, and the active work of the students’ parents. The goal of the project is to update children’s knowledge about the diversity of the plant world. The implementation of the project began with introducing children to vegetables and fruits, their diversity, similarities and differences, and benefits for humans. During the “Wonderful Basket” lesson, children learned to name, distinguish, and describe vegetables and fruits, and then drew and pasted them at will into an improvised basket. Conducted didactic and board games “Who can pick fruits (vegetables) faster”, “Edible, inedible”, “What’s extra?”, “What’s your tree’s name?” and others... Systematic and consistent work helped me teach the children to classify vegetables and fruits, name them, and include them in their vocabulary. Together with my parents, I organized an exhibition called “Gifts of Nature” made from vegetables, fruits, and natural materials. At the next stage of the project, I introduced the children to seasonal changes in nature. Daily observations helped children analyze, compare, and draw conclusions. The children reflected their observations in drawings and in the nature calendar. The joint activities of the teacher and children play a big role. Together with the children, we learned to care for plants in a group, washed the leaves, watered and loosened the soil, fertilized the flowers, planted onions in dry and damp soil, and observed where the feathers would grow faster. The children watched with great interest the process of onion growth and enthusiastically described every new change they noticed. Experiments were conducted with water, snow, air, how they affect the development and growth of plants. The children's interest was enormous; they enthusiastically shared their impressions with their parents. At the third stage, I introduced the children to the forest and its inhabitants. My children learned what nature's pantry is, drew trees, mushrooms, berries, learned to distinguish and name them. At each lesson I used artistic expression, folklore (rhymes, riddles, songs, etc.), material from the children's encyclopedia and other educational literature. The children learned the works of writers - naturalists V. Bianki, E. Charushin, M. Prishvin and others. They also used musical material. (P. Tchaikovsky “The Seasons”, children's songs) Parents were also involved, with whom an environmental poster competition and a competition for clothing models made from waste and natural materials were held. In parallel with my acquaintance with nature, I conducted art classes. The children drew, glued, and sculpted what they saw, what they remembered, and what they wanted to do with their own hands. These are “Mushroom clearing” and “Rowan berry brush”, and “Vegetables for cabbage soup”, and “Hare’s carrot”. The completion of the project was a stand with photographs entitled “Ecology and I are best friends”, as well as an album with the works of children. The parents whom my children and I invited to classes were not forgotten either. Consultations on environmental topics were held for them, and the KVN “Nature around us”, which summed up the results of a competition for environmental posters and clothing models made from waste material. From the results of my work I concluded: · Children learned to independently observe objects and phenomena of living and inanimate nature, and share their thoughts. · Began to show interest in indoor plants and care for them. · There has been a positive change in the behavior of children in nature. · Children began to show interest in educational literature. Thus, increasing a certain level of children’s environmental knowledge is the result of working on the project, the result of my pedagogical efforts, which helped me improve my professional level and will help me plan my work in the future.

Consultation for educators "Organization of ecological space to ensure children's livelihoods"

Internet resources: Doshkolnik.ru

A preschool is a place where children spend a huge amount of time and should feel comfortable, safe, and joyful. Children walk quite a lot in the fresh air. A child’s perception of the world is formed under the influence of the environment, including the playgrounds located on the territory of the kindergarten.

General rules for landscaping preschool educational institutions.

Landscaping and landscaping the territory of a kindergarten is a responsible and very important task. The importance of site improvement work can hardly be overestimated. Particular attention should be paid to the organization of environmental space on the territory of the kindergarten. Plants on the territory of a preschool educational institution are a kind of “green shield”; they create a favorable environment, protect from dust, reduce the entry of exhaust gases into the territory, increase the percentage of oxygen in the air, and make it moderately humid. In addition to the fact that various plants are useful in health and aesthetic terms, they are also interesting in educational terms. Children can get acquainted with the names of plants in the region, with the characteristics of their growth (seed collection, flowering, leaf shape), get involved in working on the land, and apply their knowledge in practice. Flower beds should be located throughout the kindergarten - an institution for young children should truly be a blooming garden. At each group plot, children will be able to see how flowers grow, care for them and collect seeds, and be able to observe the blooming landscape from the group windows.

Despite the relatively small territory of the kindergarten, every detail plays an important role in its improvement and landscaping. There are no trifles here! It is strictly forbidden to use materials, structures, plants, landscape solutions that raise even the slightest doubt about safety, durability, stability when exposed to various conditions and circumstances. When drawing up a landscaping plan for a site, we must take into account the following requirements:

1. No more than 50% of the total area is allocated for plantings (if there is a forest, park, or garden near the site, then this area can be reduced to 30%).

2. Green spaces should not interfere with the access of sunlight to the building, so shrubs are planted no closer than 5, and trees no closer than 10 m from the walls of a building that has windows on the sunny side (in hot climatic regions these distances are reduced).

3. A single-row protective strip of trees or shrubs should be provided along the perimeter of the land plot.

4. Trees and shrubs with poisonous fruits, thorns, etc. should not be used for landscaping.

5. When selecting plants, you need to take into account the height and nature of the kindergarten building. In some cases, it is advisable not to plant trees, but to limit the planting to tall shrubs.

6. It is necessary to provide water for watering green spaces and the site.

The preliminary landscaping plan must indicate the range of plants and their special characteristics (time of appearance of foliage, flowering, fruiting, change of leaf color). You should also have a layout drawing indicating the placement and distances between plantings of trees and shrubs of different species, as well as flower beds.

What plants are suitable for landscaping?

The landscaping plan for the land plot must include the following vegetation groups:

1. large trees that provide shade;

2. small trees and groups of bushes;

3. hedges;

4. flower beds;

5. lawns.

For landscaping a sunny area, trees with a dense crown are recommended. You can plant small trees and shrubs on the site. The following tree and shrub species are recommended for such plantings: rowan (lacey foliage, decorative and edible fruits, fast growth), lilac (fragrant flowers, general decorative appearance), viburnum (beautiful flowering, decorative edible fruits). With careful selection, you can have flowering and decoratively colored shrubs on your site from spring to late autumn.

Playgrounds, a physical education area, a berry garden, and a zoo are bordered by bushes approximately 0.5 m high, which serves as a natural border between these areas. Near outbuildings and along fences, you can arrange hedges of densely planted trees and shrubs, which are recommended to be trimmed in late autumn - this results in dense branching of plants. Plants with beautiful foliage and blooming are convenient for hedges: honeysuckle, serviceberry, viburnum, jasmine, yellow acacia, derain, lilac, spruce, thuja. Hedges are trimmed at a height somewhat greater than the height of an adult - this way they will not provide dense shade. Trees are planted either in the spring, before the sap begins to flow in them, or in late autumn, after the leaves have fallen.

The ground level around trees and bushes should be slightly lower than on paths and playgrounds so that water does not flow onto them. Hedges are trees or shrubs planted in one or two adjacent lines along the perimeter of the kindergarten territory. The inclusion of a hedge in the design serves, as a rule, several purposes - making the site and its individual elements decorative, protecting the garden area from the effects of noise, dust and wind. In order for the green fence to fulfill its function of protection from prying eyes, its height must be at least one and a half meters. Evergreen hedges are spectacular all year round, which is especially valuable during the color-poor winter months. Most of them lend themselves well to regular trimming. A trimmed hedge will take up less space, but will require much more care. The usual height of hedges is 2-3 m. They are grown from small trees and shrubs and used as border planting: to separate a recreation area, playground or vegetable garden. Plants in a hedge are planted in one row or in several, respectively, a single-row or multi-row “forest belt” is obtained.

How and where is it better to plant a hedge?

It is better to plant a hedge consisting of one row along the perimeter of the kindergarten territory, since hedges made of two rows look less decorative and occupy a larger area. The use of a multi-row hedge made of tall shrubs is justified only where reliable shelter from the wind is needed. A single-row hedge made of deciduous or coniferous trees is usually made 0.6-1 m wide. Plants that are easy to trim, as well as those bushes and trees that like free growth, are selected for the hedge. The following options are possible. Rose hip. This shrub is undemanding to soil. The following varieties are perfect for hedges: cinnamon, wrinkled, ordinary, small-leaved, rust. Spruce. For hedges, you can use the following varieties of spruce - common, white or Canadian, prickly. Spruce will make a wonderful tall or medium-sized hedge - dense and difficult to pass, if you trim it correctly and in a timely manner. Spruce requires loamy soil. Currant. This shrub tolerates shaded areas well and is not picky about the soil. The following varieties of currants can be used for hedges: alpine, golden, black, red. Hawthorn. Hawthorn makes excellent, dense hedges. The following varieties are usually used: blunt-leaved, Siberian, single-seed, etc. It is not picky about the soil, but loves good lighting. Thus, a properly planned and well-landscaped area is one of the most important conditions for organizing work with children to familiarize them with nature. A good plot of land in a city kindergarten is of particular importance, since it is often the only place for children to communicate with nature for a long time. Landscaping the site creates a favorable microclimate, reducing dust, gas pollution, and noise levels. Favorable air temperature, humidity, and sun exposure are created in the green area.

Literature:

1. Bondarenko A.K. Didactic games in kindergarten: Book. for kindergarten and kindergarten teachers - 2nd ed., revised. – M.: education, 1991.- 160 p.

2. O. Gazina Playing, we study nature // Preschool Education No. 7/1995- p. 14

3. Ryzhova N.A. Environmental education in kindergarten. - M.: Publishing house. House "Karapuz", 2001.

Koltashkova Svetlana Yakovlevna,

deputy head

on educational work

MBDOU "Kindergarten No. 2 "Thumbelina"

city ​​of Khanty-Mansiysk

Target: develop the creative potential of teachers and their competence in the field of ecology; improve the professional skills of teachers and the efficiency of their procedural activities, establish close cooperation between kindergarten teachers.

Preparation for the seminar-workshop:

Select questions for the business game and make notes.

Prepare manuals for organizing and conducting a seminar.

For teachers:

Prepare the section “Managing a didactic game” in the Methodological Recommendations for the Education and Training Program in Kindergarten, ed. V.V. Gerbova, T.S. Komarova.

Prepare a subject-based didactic game with environmental content for children of middle and senior preschool age.

Progress of the event:

Good afternoon, dear colleagues! Today we are holding a seminar-workshop for teachers on the topic: “Ecological Bridge”

We suggest that you first meet to get to know each other better. (ball in a circle with performance)

Nature is the most important means of education and development of preschool children. How many discoveries a child makes while communicating with her! Every living creature seen by a baby is unique. There are also a variety of natural materials (sand, clay, water, snow, etc.) with which children love to play. Preschoolers communicate with nature at different times of the year - both when fluffy white snow lies around and when the gardens bloom. No didactic material can compare with nature in terms of diversity and strength of developmental impact on the child.

The influence of nature on the development of a child’s personality is associated with the formation of certain knowledge about its objects and phenomena. Therefore, if we talk about the tasks facing a teacher introducing children to nature, then first Among them will be the formation in children of an elementary system of knowledge about nature.

Second The task is to develop labor skills and abilities in children.

Third The goal is to develop a love for nature in children.

All of the listed tasks facing the teacher are closely interconnected - it is necessary to consider and solve them in a complex.

So what is ECOLOGY? (teachers' answers)

Ecology is the science of the relationships between plant and animal organisms and the communities they form between themselves and the environment.

In order to develop in children the need to communicate with representatives of the animal and plant world, cognitive interest in them, the ability to see and understand beauty, the need for self-expression in creative activity, conditions are created in kindergarten where children can, with daily free access, replenish their knowledge, realize the need to communicate with nature.

Name the elements of the subject-developmental environment of a kindergarten used for environmental education of preschoolers.

(Participants take turns naming: a corner of nature: models and diagrams; visual material; nature calendar; files of work, observations and experiments; laboratory; educational panels; methodological, encyclopedic and fiction literature; ecological trail; mini-gardens in group rooms and a vegetable garden on the territory; ecological collections and mini-museums; winter Garden; plant passports, etc.).

You have cards with task No. 1, try to highlight and rank in order of importance the following principles for creating an ecological room in a kindergarten (put the most relevant, in your opinion, position in first place):

The presence of as many species of plants and animals as possible;

The presence of inanimate objects (soil, stones, shells, etc.);

Providing comfortable conditions for all representatives of wildlife, the habitat and care they need;

Safety (absence of dangerous species of animals, insects);

Providing opportunities for children to care for plants and animals;

Providing opportunities for children to observe wildlife;

Providing opportunities for children to experiment with inanimate objects;

People have always been interested in weather. The closer a person was to nature, the more his life depended on rains and droughts, on frosts and thaws.

And although these long-term observations, reflected in signs and riddles, proverbs and sayings, are not all accurate, they can be fully used to familiarize children with nature, folk traditions, and to develop their creative abilities; Observations provide an opportunity to experience the joy of discovery and feel the taste of research work.

Weather forecasting based on folk signs fosters respect for traditions and ensures the connection of generations.

We offer you a small blitz competition “How plants and animals predict the weather.”

We remind you of the beginning of signs of future weather in the behavior of plants and animals, and you finish the line.

- The spider intensively weaves a web - (for dry weather).

- It’s already warming up on the road - (before the rain).

- Swifts, swallows fly low - (foreshadow rain).

- Mice come out from under the bedding onto the snow - (a day before the thaw).

- The dog rolls on the ground, eats little and sleeps a lot - (to the blizzard).

- When bird cherry blossoms - (towards cold, frost).

- If the grass is dry in the morning – (expect rain in the evening).

- A lot of sap flows from the birch tree - (for a rainy summer).

- In the morning, the woodlice blossomed and remained open all day - (for good weather).

- Flowers before the rain – (smell stronger).

Maybe one of you can remind me of other signs?

Try to formulate rules of conduct in the forest for children:

Appendix No. 2 (teachers complete the task)

And now we invite you to solve a crossword puzzle on the theme “Happy Birthday, Earth”

1. someone slowly inflates a red balloon in the morning, and when he lets it go, everything around him will become bright. (Sun)

2. I am transparent, I am also solid, they walk and ride on me. I don't drown in water, I don't burn in fire. (ice)

3. walked across the sky at night, dimly illuminating the earth. “It’s boring, I’m bored alone, but my name is...” (moon)

4. runs through the snow, but there is no trace. (snow drift)

5. The floor is flat above the houses, you can’t reach it with your hands. (month)

6. In the morning the beads sparkled, they sent all the grass with them, but we went to look for them in the afternoon - we are looking, we are looking, we will not find them. (dew)

7. He will respond to a call with a call, and to a word with the same word. It will respond to laughter with laughter, it is called... (echo)

8. clean, sunny, mushroom, warm, sonorous. Mischievous. Grass and rye are reaching towards the sky. Hard worker - summer... (rain)

9. We love her everything, when she makes noise, gurgles, splashes, but the cat doesn’t love her - he washes himself with his paw. (water)

10. No matter how much you walk along it, everything will run ahead. (shadow)

11. everyone who passes by will come up, get drunk and gain strength again for the road. (spring)

12. I sit on a branch all summer, and in the fall I circle a yellow butterfly (leaf)

13. The field turned black and white, rain and snow were falling. It also became cooler, and the waters of the rivers were frozen with ice. The winter rye is fading in the field, what month is it, tell me. (november)

14. when everything is covered with gray snow and the sun says goodbye to us early? (winter)

15. I bring in the harvests, I re-sow the fields, I send the birds to the south, I strip the trees, but I do not touch the fir-trees and pines. I... (autumn)

16.white, like milk, everything around was clouded. (fog)

17. The ear turns golden, the river turns silver. Nature has blossomed! What time of year is it? (summer)

18. Our chocolate garden is empty, cobwebs are flying into the distance. And the cranes flocked to the southern edge of the Earth. The doors of the schools opened, what month has it come to us? (September)

I propose the following task “Poetry and music in nature”

Poems to music…………

Attention! Musical mystery. Listen to the music and tell me what bird the music is talking about? (swan)

I suggest you make a swan using the origami method (teachers complete the task)

Project portfolio

Wild and domestic animals through the eyes of a child

Age of project participants

2-4 years (second youngest group)

Brief summary of the project

The project is intended for children of the younger group.

• Objective of the project

Expanding children's understanding of wild and domestic animals through project activities.

• What will participation in the project give to its participants?

In-depth knowledge of domestic and wild animals and their young. Speech memory in children will improve.

• Project results

The result of the project will be a presentation made by children together with their parents at home on the topic of the project.

• How will be assessed and discussed:

progress of the project"“In order to interest and involve the child in the activity, we offer solving riddles, a starting presentation, parents are invited to answer the questions of the questionnaire, we play the game “Who is screaming?”, and an observation sheet is filled out.

project results, the final questionnaire is distributed to parents, a questionnaire for children is filled out, and a project product is produced.

Questions guiding the project

• Fundamental Question

Do we know animals and do animals know us?

• Problematic issues

What happens if you change domestic and wild animals? Can wild animals live next to humans?

• Study questions

What will domestic animals eat if they end up in the forest? Who grazes in the meadow? Can wild animals live next to humans? How are wild animals different from domestic animals?

What you need to be able to do and know to achieve your goals

Know: Know and name some domestic and wild animals and their young.

Be able to: Be able to recognize in nature and in pictures, in toys (3-4 types of domestic and 2-3 types of wild animals and their young.

Where can I find this out?

Nikolaeva S.N. Young ecologist. System of work in the junior group of kindergarten. For working with children 2-4 years old. - M.: MOSAIC SYNTHESIS, 2010.-80p.

Zebzeeva V.A. Theory and methodology of environmental education for children. Educational and methodological manual. - M.: TC Sfera, 2009.- 288 p.

Environmental education of preschool children: A practical guide / Ed. L.N. Prokhorova. - M.: ARKTI, 2003. - 72 p.

Volobuev A.T. 500 riddles about everything for children. 2nd ed., revised - M.: TC Syera. 2008.- 96 p.

Stepanov V. Forest mysteries - M.: RIPOL classic, 2013.- 16 p.

Selimova R.F. Learning to create a project: Methodological manual for preschoolers / R.F. Selimova. - M.: Publishing house ROST. - 96s.

Stepanova O.N., An integrated approach to building the educational process for young children, - scientific method. magazine "Kindergarten - Everything for the teacher!" No. 4, 2012.

On what issues does interaction with students’ parents take place?

Preparatory stage. At the parent meeting - on issues of organizing the project and surveying.

Main stage. Regarding the preparation of the presentation, the production of the project product.

The final stage. Regarding questions of questioning and reflection.

What are the ways and means of involving parents in joint work?

Organizing a parent meeting.

Questioning.

Consultations.

Joint creation of games and project results.

Inviting parents to a presentation of the project results.

What external specialists and experts can you get advice from?

Veterinarian in charge of keeping animals and living in their environment.

Psychologist for entering into the images of animals.

Trainer.

Zookeeper.

During an excursion to DTU to a living corner, animal care specialists.

Publication by educator

Project business card

Presentation by the teacher to identify the ideas and interests of students

"Wild animals "

Children should know:

Names of wild animals in our forests: bear, wolf, elk, wild boar, badger, beaver, fox, hare, squirrel, hedgehog, lynx;
- that wild animals get their own food, build their own homes;
- what is the name of the home of a bear (den), wolf (den), fox (hole), squirrel (hollow);
- which other animals live in minks (hares, moles, mice, gophers, hamsters);
- which of the animals changes the color of their fur coat (hare, fox), horns (elk, deer);
- distinguish between the names of body parts of animals and humans.

Expanding children's vocabulary:

Nouns: bear, wolf, fox, hare, hedgehog, elk, deer, wild boar, badger, lynx, squirrel, den, den, hole, hollow, wool, skin, predators;

Adjectives: shaggy, shaggy, fluffy, strong, cunning, prickly, fast, dexterous, brown, toothy, clumsy, club-footed, timid, long-eared;

Verbs: hunts, sneaks, howls, gets scared, jumps, waddles, cheats, tracks, stores, digs, hibernates, lies down, hibernates.

With your child, look at illustrations depicting animals of our forests (illustrations of a hare, squirrel, wolf, bear, hedgehog, wild boar, lynx, elk, fox, deer, beaver, raccoon), note their external characteristics;

Tell us about where animals live, what they eat;

consolidate the names of animals and their cubs in the child’s vocabulary.

Didactic task “Guess who it is?”

(match nouns to adjectives).

Brown, club-footed, clumsy, omnivorous - ... .

Gray, toothy, scary, predatory - ....

Didactic task “Who has who?”

(we practice word formation of a noun using suffixes):

bear - bear cub/cubs wolf - wolf cub/cubs

Didactic task “Name your mother”

(we practice using the genitive case of nouns):

The little bear has a mother bear

Didactic task “Who lives where?”

(we practice using the nominative case of nouns).

Who lives in the hole? A fox lives in a hole.

Who lives in the den? A bear lives in a den.

Exercise "Count" to agree a numeral with a noun.

One wolf, two wolves, 3..., 4..., 5...
One she-wolf, two she-wolves, 3..., 4..., 5...
One wolf cub, two wolf cubs, 3..., 4..., 5...
Etc.

The elk is big, and the hare is...
The squirrel is weak, and the wolf is...

Finger gymnastics

- Didactic exercise “Compare animals with people”

Man has a mouth, and animals have a mouth.
A person has a face, and animals have a muzzle.
Humans have teeth, and animals have fangs.
A person has a belly, and animals have a belly.
Humans have nails, and animals have claws.
Humans have hands, and animals have paws.

Didactic game

fox - yapping
bear - growls
wolf howls
hedgehog - snorts, etc.

Didactic exercise

“What is extra and why?”

Squirrel, fox, cow, wolf (cow, since the rest are wild animals).

Hedgehog, bear, hare, dog (dog, since the rest are wild animals).
Hare, dog, cow, cat (hare, since the rest are domestic animals).
Fox, cat, hare, wolf (cat, since the rest are wild animals).
Horse, bear, goat, dog (bear, since the rest are domestic animals).

Didactic exercise

“Make a story about a wild animal according to plan.”

This is a fox, a wild animal. The fox is a predator, hunts mice, birds, and hares. The fox is a medium-sized animal. She has a small slender body, a head with a sharp muzzle and pointed ears, fast legs and a bushy tail. The fox's body is covered with thick red fur. The fox's home is a hole. Her cubs are fox cubs.

Read poems to your child and discuss them .

Name the animals in our forests that are mentioned in the poem.

Who lives where.

In winter the bear sleeps in its den,

A sparrow sits under the roof.

The red fox is in the hole,

The bug is in a warm kennel.

There is a wolf in the lair,

A hare is trembling under a bush.

The squirrel hid in a hollow,

A hedgehog sleeps in dry grass.

Read with your child at home:

“Little deer” by Y. Kushak, “Feed the birds in winter” by A. Yashin,

“The nimble tit is galloping...” A. Barto,

“In a bearish hour” G. Tsyferov, “First hunt”,

“Forest bun - prickly side”, V. Bianchi, “Winter quarters of animals”,

"Sister Fox and the Wolf"

"The Tale of Komar Komarovich"

folk tales about animals and their habits.

Author of the work: Slezka Elena Aleksandrovna, teacher of the MADOU "Kindergarten No. 16", Kirishi, Leningrad region.
Description of material: This material will be useful to kindergarten teachers and legal representatives of children - parents.
Topic of the week:"Wild animals"
Let's read it.
The fox has a sharp nose
She has a bushy tail
Red fox fur coat
Inexpressible beauty.
The fox walks with its peahen,
He strokes the lush fur coat.
“I am a bird hunter!
I am an expert at catching chickens,
As soon as I see you, I’ll sneak up,
Then I’ll jump and grab it,
I'll take it to the kids' hole.
I. Lopukhina
Dili-dili-dili-dili! –
The bells were ringing.
Dili-dili-dili-dili! –
The bells woke up:
All foxes and hares,
All happy bear cubs.
The little foxes woke up
The little foxes reached out.
Dili, day! Dili, day!
Let's start a new day!

Teddy bear with furry paw
Slowly he picks raspberries.
The clubfoot walks and looks
Sweet and fragrant honey.
E. Melnikova

Wolves sleep in a ball,
Bunnies are under a bush.
Foxes sleep in their hole
The bear is in a hole on the mountain.
E. G. Karelskaya.
Tell your child.
- about the appearance of wild animals and their habits;
- about wild animals and their young;
- where wild animals live.
Let's play.
Play finger games with your child, which promote the active development of the child's speech. Repeat the exercises daily until the baby remembers them.
Mishka is sick
Poor bear got sick - (We hold our heads with our hands.)
The bear ate a lot of honey. (We show with our hands how to eat with a spoon.)
The bear cries and shouts: (Three eyes with fists.)
- My stomach hurts! (Hands stroke the stomach.)
The bear is moaning, shedding tears - (Knock on the palm.)
He has a stomach ache. (Hands stroke the stomach.)
Naughty greedy bear (Wag your finger.)
The bear ate more raspberries... (Sigh, spread your arms sadly to the sides.)
Didactic games.
Game “Who is hiding in the picture?”
Target: develop visual attention, consolidate the ability to name a wild animal.
Material: pictures with wild animals in the forest.
Progress of the game. The adult suggests looking at the forest in the picture and finding which of the animals is hiding in it.

Game "Guess who?"
Goals: enrich your vocabulary with adjectives. Develop the ability to select an animal based on its description.
Material: Pictures of animals or toys.
Progress of the game. The adult gives a description of the animal, and the child must find out who the adult is talking about, find the right toy or picture.
Big (who?)..., clumsy..., small..., strong..., fluffy..., weak..., cowardly..., gray..., red..., cunning.. ., dexterous... etc.

Game "Animals and their babies"
Target: teach children to find baby wild animals and name them, repeating after an adult; develop memory, speech, attention.
Material: series of pictures “Wild animals with babies”.
Progress of the game: An adult invites children to help wild animals and find kids who are lost. The adult takes the animal, and the child looks for the cub. Together with an adult, the child names the animal and its cub.

Together with you we teach children
Recognize and name wild animals in the singular;
Use verbs in speech that denote the actions of animals: hare - jumps, runs, gnaws, trembles;
bear - runs, chews, climbs trees; fox - jumps, runs, catches.
Recognize and show baby animals: a fox has a fox cub, fox cubs; a bear has a bear cub, cubs; the hare has a little hare, little hares.
Name parts of the animal's body: nose, paws, eyes, fur, tail, belly, back, teeth, claws, ears, etc.