Card index of conversations on environmental topics - raising conscious children
Greetings to all my readers! With you, as usual, is the owner of the blog, Tatyana Sukhikh. One reader asked me to share ideas about what issues could be raised in conversations with preschoolers about garbage and cleanliness. So I decided to tell you what topics my file of conversations on environmental topics contains.
Conversation is the most important method of working with children
There are two ways to provide useful information, instill good habits, and give children the skills to do something: talk to kids about pressing topics and set a personal example. If we talk about ecology, then the education of a responsible citizen begins with our personal example and well-constructed conversations filled with emotional examples.
In kindergarten, we “talk” with children all the time, but we don’t limit ourselves to moralizing, but try to make the conversation interesting, instructive and productive. It is clear that garbage is not the only topic of conversation within environmental education. Below I will provide a list of sample topics for all ages.
It is worth saying that the conversation itself is rarely used as an independent method, but it is an obligatory component of any educational moment in a preschool educational institution.
Thus, we distinguish between introductory conversations that organize children to perform one or another type of activity, accompanying conversations during a process or activity, and final or clarifying conversations.
In addition, a distinction is made between cognitive and ethical conversations.
Therefore, the list of topics about ecology from the card index, which I will give below, can be used not only as part of thematic classes on environmental education, a month or week of ecology, but also during walks, when we observe nature, during organizational moments and on special occasions. , if an incident occurs that can be resolved through conversation, for example, a child picked flowers or broke a branch of a tree.
I will also add regarding conversation as the main, in my opinion, method of the educational process, that it is important to understand the power that the human word has. It wounds and heals, lifts you from your knees and kills.
Remember that children absorb literally every statement you make and clearly understand the difference between what you say and how you act in real life.
If you throw cigarette butts and pieces of paper on the sidewalk, there’s no point in moralizing about ethical issues...
List of topics for conversations within environmental education
So, I give a list of topics, and remember that it is suitable for any age, but, naturally, the information content must strictly correspond to the age of the child.
What is clear to the preparatory group will be absolutely incomprehensible to the kids. Next, I will roughly describe what a card from an ecology card index looks like.
And, of course, I’ll give you a tip on a good thematic guide: “Conversations based on pictures “Lessons of Ecology.” Demonstration material. (16 pictures + 8 diagrams).”
Topics of conversation on ecology:
- People are friends of nature;
- You need to be able to feel sorry;
- Amazing all around;
- Forest: love, protect and not be afraid;
- Secrets of plants;
- Birds and animals in winter;
- Pharmacy in the meadow;
- Do animals have houses?
- How can we help nature;
- All living things are under our protection;
- Insects are part of nature;
- Garbage is a disease of the planet;
- Don't pollute nature!
- Kindness must be learned;
- Our home is nature;
- Our helpers are birds;
- Nature in art;
- Fire: friend or foe?
As you noticed, the names of the topics are universal, they are suitable for classes on ecology in the second junior group, and 1st grade will also find something to talk about.
How to design environmental conversation cards
Let’s take the topic: “Don’t pollute nature!” in the older group. We write down the topic on a card, then write down the goals of the conversation:
- Emphasize the problem of human pollution of nature;
- Explain how people pollute the environment: garbage, landfills, water and air pollution;
- Ensure that preschoolers understand the relevance of the problem;
- Together with children, determine ways to solve the problem of environmental pollution.
1. Introductory conversation about the existence of the problem of environmental pollution. Questions for children and expected answers:
— How do people pollute nature? (Garbage, exhaust gases, industrial waste);
— Where does household waste go from apartments and houses? (They take the garbage cars to the landfill);
— What happens to the garbage at the landfill? (Rots, decomposes, emits terrible odors, gathers hordes of rodents, its number is growing);
— How to reduce landfills? (Buy less unnecessary things, sort garbage, recycle paper, glass, compost food waste);
— What can be made from waste paper and glass? (New paper, glass products);
— What other types of waste are there? (Metal, construction, plastic);
- What can be done with them? (Recycle and reuse);
-What do you children throw in the trash can? (Candy wrappers, broken and old toys);
— How to reduce the amount of waste? (Donate unnecessary toys to charity, try to fix broken ones and reuse them, sort other garbage);
— Why do we need waste processing plants? (To recycle and reduce waste).
2. Demonstration of slides about products made from recycled materials.
- What can be made from ordinary garbage? (Paper products, glass, old unnecessary things can be used to make new toys, interior items, crafts and even entire houses);
3. Outdoor game “Who can collect the pieces of paper faster” and “Sorting the garbage.”
4. Drawing on the theme “Garbage and nature.”
5. Closing conversation
- What did we talk about today? (About environmental pollution, waste recycling, recycled products);
- What conclusion can be drawn? (You need to take care of nature, do not litter and try to reduce the amount of waste, give a second life to unnecessary things).
What else should I add?
Using the same principle, you need to think through questions and answers on all topics. Within the framework of the article, I don’t see the point in writing “cheat sheets” on each topic. It’s actually not difficult, the main thing is to know what to talk about with your children. If you really don’t have time, you can buy ready-made cards.
https://www.youtube.com/watch?v=cQfj04uRCLw
Conversations with children of the senior and preparatory groups are carried out as a separate type of educational process and as during other types of activities.
For the younger and middle groups, it is better to talk with children during walks, art classes, etc. And be sure to use life situations to instill in children a reasonable and caring attitude towards the world around them. And let’s not forget to include parents in the work; we consult with them and talk about the same topic.
I hope my tips were useful? If so, share with those who may also find them useful, and please subscribe to the news.
Sincerely, Tatyana Sukhikh! Till tomorrow!
By the way, I recommend reading:
Greetings, dear readers of my blog! I'm with you again...
Hello my good readers! Tatyana Sukhikh is with you today...
Source: https://metodbv.ru/kartoteka-besed-na-ekologicheskuyu-temu/
Card files of different types of conversations for the first junior group
The Federal State Educational Standard defines the types of conversations practiced in kindergarten with children aged 1.5–3 years. This classification is determined by the principle underlying it. At the same time, for this age category, conversations are not separately determined based on the content of the material, based on the educational and practical experience of children, that is, cognitive ones - these components, in fact, are present in every (!) conversation.
Table: card index of conversations by type in the first junior group
Author - Vasylishin N.A., teacher of kindergarten, school-gymnasium No. 60, Lugansk.
| Principle | View | Goals relevant for the first junior group | Example (topic, tasks) | Contents, techniques |
| For didactic purposes | Introductory |
| “Spring” Get acquainted with the sign of spring - a drop. | The teacher reads a poem to the children: I open the buds into green leaves. I water the trees. Full of movement My name is spring! The teacher asks what time of year it is and what signs of spring the kids know. The children answer. Then the teacher introduces the kids to the poem:
The teacher talks about the drop, accompanying the material with a video or pictures. |
| Final |
| "Transport"
| The teacher shows a toy train, car, plane and asks them to name these objects in one word. Then the teacher asks what these types of transport are needed for. Focusing on the fact that transport helps people travel, the teacher invites the kids to take a ride in a taxi, train and plane using the vehicles of the same name. | |
| By number of participants | Group | Presentation of a block of information to the entire group of children. | "Family"
| — Guys, what do you think the word “family” means? - This is mom, dad, me, sister/brother, grandmother, etc. - That's right, these are people who love each other. A family can be big, or it can be small, just mother and child. But the main thing is that there is love in the family.
|
| Individual |
| “How to wash your hands correctly” Explain how to properly hold soap, wash your hands, and dry them. | The teacher asks a question about why you need to wash your hands. Then he tells the procedure for performing the procedure, commenting on the process of soaping hands like this: “First, let’s stroke the soap on all sides, then put it in a soap dish and stroke our palms, one another, now we’ll make a “hedgehog” by crossing our fingers.” After which the adult shows how to dry your hands. | |
| By time | Morning |
| "How I spent my weekend"
| The teacher asks the kids one by one about how they spent their weekend, talks about their weekend and offers to play the outdoor game “Bubble” (children hold hands, push the boundaries of the circle in which they stand, then the bubble “bursts”, the kids open their hands and sit down). |
| “What I saw on the way to kindergarten” Activate vocabulary on the topic. | The teacher asks the kids to tell about what they saw on the way to kindergarten (lots of cars, a yard, children, buses, etc.). | |||
| Situational (this type also includes evening conversation, which, as a rule, arises as a result of a precedent after dinner, sleep or a walk. | The goals are similar to an individual conversation, but it is carried out with the whole group or in mini-groups. | “How to get acquainted correctly” Teach children (usually shy ones who have difficulty starting to communicate with other children) to introduce themselves correctly when meeting others. | The teacher invites the kids to listen to the poem:
Then the teacher and children discuss whether the boar introduced himself correctly and determine the order of introduction: say your name, ask the name of the interlocutor and end the introduction with the words: “Nice to meet you!” | |
| By the nature of educational activity | On speech development |
| "Favorite toy"
| The teacher asks why the bear lying on the floor is sad. The children answer: because his paw came off. The teacher asks what needs to be done to make him happy again. The kids answer: sew on the paw. The teacher reads a poem by A. Barto and, putting on a white robe, sews on the paw. Then the guys find a place for the bear on the shelf in the group and agree not to harm the toys. |
| Getting to know the world around you | Expanding children's understanding of the world around them. | “Winter” Systematize knowledge about winter, identifying typical weather conditions, precipitation, and wintering features of birds and animals. | The teacher reads a poem about winter to the kids. For example, I. Surikova: White, fluffy snow swirls in the air and quietly falls to the ground and lies down. And in the morning the Field turned white with snow, as if it were covered with a shroud. The teacher asks what time of year we are talking about. Asking questions:
Next, the teacher talks about how animals adapt to winter (hibernate, change coats, etc.), as well as about human work in winter. | |
| In physical education |
| "My health"
| The teacher asks riddles related to healthy lifestyle:
Then the teacher explains what health is and asks the kids what helps to maintain it. | |
| For artistic and aesthetic development (in music and drawing classes) |
| “How to listen to music” Introduce the children to the rules of behavior when listening to music (sit quietly, don’t spin around, don’t disturb your friends). | The teacher tells a fairy tale about “Old Raven.” “A long time ago, in a forest there lived a Raven who loved music very much. But now he grew old, became deaf, and could hardly hear his favorite music of birds, sea, and forest. And then sparrows settled on his tree, chirping so much that they drowned out other sounds. Raven began to feel sad. And then his friend Tit decided to help him: she asked the sparrows not to make noise. The birds listened to it and were surprised at what beautiful music of nature reached them. And Raven began to recover, and although he could not hear better, all sounds died down near his tree, because there one could hear the music of nature.” After listening to a fairy tale, children answer the question: how to behave when listening to music. | |
| According to KGN (in some sources these conversations are called conversations on valeology) |
| “Learning to hold a spoon correctly” Continuation of work on teaching kids to hold a spoon correctly. | The doll Katya “comes” to the group, who constantly gets her dress dirty because she cannot bring a spoon with soup to her mouth without spilling it. The children “calm down” the guest by repeating for her the nursery rhyme “Okay, okay.” Then the teacher invites the kids to arm themselves with magic spoons and show Katya how to eat the soup. At the end, Katya thanks the guys for the lesson. |
This is interesting. The type of conversations is also distinguished depending on the person organizing this type of work. In the first junior group, this can be a group or individual conversation with a psychologist (for example, if children in a group constantly fight and bite), that is, a conversation on a narrow specialization, which also has a precedent nature.
Conversations in mini-groups and individually are also aimed at eliminating gaps in children’s knowledge
Author's files of conversations in the first junior group
You can view the file of ethical conversations in the first junior group here
An example of a file cabinet of situational conversations with children aged 1, 5–3 years can be seen in the publication of O. V. Usacheva, teacher at MBDOU Kindergarten No. 111, Sochi, can be seen here
The file of conversations on valeology is cross-cutting in nature, that is, they are partially repeated from year to year, so it is more convenient for the teacher to compile a general block of conversations on universal topics. In other words, topics such as “We love porridge” about the importance of a balanced diet, “Our workers” about people of different professions, etc., in an age-appropriate interpretation, will be relevant in both the first junior and middle or senior groups. The teacher selects the topics he needs and makes adjustments based on the level of development of the children. An example of a general file of conversations on valeology with children in a preschool educational institution, compiled by S.I. Mashneva, teacher at MDOBU kindergarten 126, Sochi, can be seen here
Health Day for children of the 1st junior group
teacher of the highest qualification category Pryakhina Elena Nikolaevna, municipal budgetary preschool educational institution, child development center - kindergarten No. 9 “Forget-Me-not” in the city of Dubna, Moscow region.
Activity:
1. Conversations: “I love vitamins, I want to be healthy,” “Friends of Moidodyr.” 2. Looking at photographs about a healthy lifestyle. 3. Reading fiction: Sergei Mikhalkov “About a girl who ate poorly”, “Walk”. 4. Outdoor game “Do as I do.”
Conversation on the topic: “I love vitamins, I want to be healthy” with children of the first junior group
Target:
Reinforce in children the names of some vegetables, fruits, berries, and food products; expand children’s understanding of how healthy many foods are and how important it is to eat right; continue to improve children’s speech and ability to answer questions; teach children the ability to conduct a dialogue with the teacher. Visual material: dummies of fruits and vegetables.
Progress of the conversation:
The teacher asks the kids:
— Guys, do you like vitamins? What vitamins do you like? (children's answers) Who gives you vitamins? (most likely, the children will name one of the family members, a teacher or a nurse) Where is mom (or others)
) do they buy them? Listen, analyze and summarize the children’s answers.
Next, the teacher informs the children that vitamins are not only sold at the pharmacy in beautiful packaging, but are also found in the foods we eat.
The teacher draws the children’s attention to dummies of fruits and vegetables:
- Look, kids, what do I have? (children's answers) Do you know how many vitamins they contain! Here you go, raise your hands, those kids who love carrots. Well done! Please clap your hands for those little ones who love lemon. Well done! Please, those who love oranges, stomp your feet. Well done!
Oranges help with colds and sore throats! Well, it’s better to eat lemon, even though it is very sour. Eat more oranges, drink delicious carrot juice, and then you will definitely be very slim and tall. There are no healthier products -
Delicious vegetables and fruits.
- But you know guys, vitamins are found not only in vegetables and fruits, but also in other foods. It is very healthy to eat porridge with butter, honey, fish contains many vitamins, you should definitely eat meat. Berries are also rich in vitamins. What berries do you know? (children's answers)
If you want to be healthy, eat right. Eat more vitamins
And don’t know about diseases.
- You see, kids, how many benefits vitamins have! Therefore, eat the vitamins that are bought for you at the pharmacy. But, and most importantly, eat well so as not to get sick, grow healthy and smart!
Conversation on the topic: “Friends of Moidodyr” with children of the 1st junior group
Target:
Continue to develop cultural and hygienic skills in children; expand children’s understanding of how important it is to keep their body, hands, face, etc. clean; continue to teach children to listen carefully to the teacher’s story, to involve children in conversation while looking at the illustrations; teach the ability to conduct a dialogue with the teacher, listen and understand the question asked.
Visual material: illustration “Moidodyr”, screen “Lessons of Moidodyr”, envelope with a letter-poem.
“A letter to all children on one very important matter”
My dear children! I am writing you a letter: I ask you to wash your hands and face more often.
It doesn’t matter what kind of water: Boiled, spring, From a river, or from a well, Or just rain! You must wash yourself in the morning, evening and afternoon - before every meal, before bed and after sleep! Rub with a sponge and washcloth, be patient - it doesn’t matter! And ink and jam Soap and water will wash away.
My dear children! I really, really ask you: Wash more often, wash more often - I can’t stand being dirty. I won’t shake hands with dirty people. I won't go visit them! I wash myself very often. Goodbye! Moidodyr.
(Y. Tuvim)
Reading fiction: Sergei Mikhalkov “About a girl who ate poorly”, “Walk” with children of the 1st junior group
Target:
To develop in children the ability to listen to new poems, to follow the development of the plot in the work; Explain to children the actions of the characters and the consequences of these actions.
Progress of the lesson:
— Kids, today we talked a lot about health, about how important it is to eat well and eat vitamins. And now I want to read you the poem “About a girl who ate poorly.” The teacher shows the children an illustration and reads a poem.
"About a girl who didn't eat well"
Julia doesn't eat well and doesn't listen to anyone. - Eat an egg, Yulechka! - I don’t want to, mommy! - Eat a sandwich with sausage! — Julia covers her mouth. - Soup? - No... - Cutlet? - No... - Yulechka’s lunch is getting cold.
- What’s wrong with you, Yulechka? - Nothing, mommy! - Take a sip, girl, swallow another piece! Have pity on us, Yulechka! - I can’t, mommy! Mom and grandmother are in tears - Julia is melting before our eyes! A children's doctor appeared - Gleb Sergeevich Pugach.
He looks sternly and angrily: “Yulia has no appetite?” I just see that she is certainly not sick! And I’ll tell you, girl: Everyone eats - both animals and birds, From hares to kittens Everyone in the world wants to eat. With a crunch, the Horse chews oats. The yard dog is gnawing on a bone. Sparrows peck at grain, Wherever they can get it, In the morning the Elephant has breakfast - He loves fruit.
Brown Bear licks honey. The Mole is having dinner in the hole. The monkey eats a banana. Boar is looking for acorns. The clever Swift catches a midge. Swiss cheese Loves the Mouse... The doctor, Gleb Sergeevich Pugach, said goodbye to Yulia. And Julia said loudly:
- Feed me, mommy!
— Kids, what was the name of the girl in the poem? Did Julia behave well? What did she do wrong? Who spoke sternly to her? Who did they tell her about? (the teacher listens to the children’s answers, corrects and supplements them, generalizes, draws a conclusion)
- You know, guys, in order to be healthy, you need to not only eat well, but also walk, because while walking we harden ourselves, it’s especially useful to harden ourselves in the summer. Now I’ll read to you about the guys who went for a walk. The teacher reads a poem.
"Walk"
We came to the river to spend Sunday, but we couldn’t find a free place near the river! They sit here and sit there: Sunbathe and eat, Relax as they want, Hundreds of adults and children! We walked along the bank and found a clearing.
But in the sunny clearing, here and there - empty cans And, as if to spite us, even broken glass! We walked along the bank and found a new place. But they sat here before us too; They also drank, they also ate, they lit a fire, they burned paper - they littered and left! Of course, we passed by... - Hey, guys! - Dima shouted.
- This is a great place! Spring water! Wonderful view! Beautiful beach! Unpack your luggage! We swam, sunbathed, lit a fire, played football - had as much fun as we could! They drank kvass, ate canned food, sang choir songs...
We rested and left! And we remained in the clearing By the extinguished fire: Two bottles we broke, Two sodden bagels - In a word, a mountain of garbage! We came to the river to spend Monday, just a clean place
You won't find it near the river!
-Where did the guys go for a walk? What did they see on the river? Do you think it's good to do this? How did the guys relax? What were they doing? Did they do well when they left the river? The teacher listens to the children’s answers, corrects and supplements them, summarizes them, and draws a conclusion:
- Please remember, kids, that when you relax with your parents on the river, keep it clean and tidy. Take care of our nature! Don't pollute it! Our health depends on the purity of nature.
Goals and objectives of the conversation in the first junior group according to the Federal State Educational Standard
An organized conversation with a group of children or individually on a specific topic is called a conversation.
In the first junior group, the mission of this type of work is:
- speech development of children (according to experts, speech acquisition by children aged 1.5–3 years occurs easier and faster when children are included in dialogue - this is how a passive vocabulary is accumulated, which gradually turns into an active one),
- expanding ideas about the world around (for children of the first junior group this is, for example, dividing animals into wild and domestic, basic rules of behavior in public places, etc.),
- nurturing cultural and hygienic skills (in the first weeks of visiting kindergarten, conversations on the topic of hygiene are spent most of the time working with children).
Education of cultural and hygienic skills is one of the most important goals of conversations in the first junior group
The objectives of conducting conversations in the first junior group are:
- development of the topic of educational material (for example, when working on the topic “Getting Acquainted”, children in a conversation in the form of the game “Snowball”, saying their name and repeating the names of their comrades, remember the names of the guys in the group),
- development of guesswork (for example, in a conversation on the topic “Pets”, to start a conversation about a cow, the teacher shows the cow with his fingers, pronounces the sound “mu”, and the children guess who they are talking about),
- assistance in remembering norms and rules of behavior (group and individual conversations on the topic of cultural and hygienic skills (CHS), in particular, how to hold a spoon, wipe your hands, use the potty, etc.),
- stimulating observation (regardless of the topic and methods of work, the entire educational process in the first junior group is accompanied by clarity, which is necessarily discussed in a group conversation at the level of questions “What is shown in the picture?”, “What are the children doing?”, if in the illustration shows the procedure for performing hygiene procedures after returning from a walk).
