Diary of industrial practice Environmental practice
Ministry of Education of the Omsk Regionbudgetary professional educational institution
Omsk region
"Omsk Pedagogical College No. 1"
DIARY of
industrial practice
Environmental practice
specialty 02/44/04
Special preschool education
Group students
Full name
Head of practice
Full name
Practice base
OMSK 2018
Safety briefing
Environmental training practice
specialty 44.02.04
Special preschool education
Group student
Practice base
№
| FULL NAME. student | the date of the | Permission to work | Signature of the person being instructed |
| 1 | |||
| 2 |
FULL NAME. position of instructing ________________________________________________
(signature) (signature transcript) M.P. organization Information about the practice base
preschool educational institution
Address:
Manager
Senior teacher:
Group teachers
List of children
| Blokhina Anya | |
| Grigoriev Kolya | |
| Zhigulskikh Marina | |
| Konstantinov Ilya | |
| York Zhenya | |
| Kornienko Lisa | |
| Menchikova Natasha | |
| Popov Nikita | |
| Lobanov Dima | |
| Sukhanov Misha | |
| Sivkov Dima | |
| Talerov Edik | |
| Tatarnikova Liza | |
| 14 | Savintsev Vlad |
| 15 | Sadykov Farruk |
| 16 | Shadrin Alyosha |
| 17 | Shuvaeva Olya |
| 18 | Gaan Andrey |
| 19 | Borisov Zhenya |
| 20 | Roor Ira |
Individual plan for the student’s daily work
| date | Activities | Note |
| Safety briefing | ||
| Getting to know the preschool educational institution | ||
| Meeting a group of preschool children | ||
| Studying the specifics of a teacher’s work | ||
| Monitoring the ecological and developmental environment in the group | ||
| Monitoring of the ecological and developmental environment in preschool educational institutions | ||
| Monitoring of the ecological and developmental environment at the preschool site | ||
| Photo report on the topic of ecological space |
Task No. 1 Monitoring the ecological and developmental environment in the group
The following indoor plants grow in the group:
- aloe, crassula. They release phytoncides into the air and help children avoid contracting seasonal colds.
- Chlorophytum crested. It perfectly absorbs carbon dioxide from the air and is well suited for rooms with a large number of people.
- fuchsia, begonia. These plants have distinct flowers, stems and leaves. Thanks to this, kids will be able to study their structure.
- Kalanchoe
- gloxinia
- Crassula
- coleus, hypostes with multi-colored leaves. These plants are quite bright, and children will be interested in watching their growth, which helps develop their powers of observation.
The plants correspond to the program the group is working on.
The plants are well-groomed, fuchsia, begonia and gloxinia are blooming.
There are no animals in the corner of nature, because... A number of children have allergies.
In spring, onions are sprouted in a corner of nature.
Plant care items:
2 basins, rags according to the number of children, aprons according to the number of children, dry brushes, watering cans, sprayers, a mole toy.
From the very beginning, the teacher must teach children to finish what they have started and put things in order. Some students consider the work finished as soon as the main task is completed (the plant is replanted or watered, dry leaves are cut off), and they forget about cleaning or lose interest in the final stage of the activity. Such children are not scolded or forced to clean up after themselves. It is better to ask those who are willing to help, clean and put the equipment in its place.
However, you should pay attention to those children who strive to restore order after work in a corner of nature, praise them for their neatness, love of cleanliness, and give them as an example to others: “Look, guys, how Olya and Alyosha tried! Not only did they plant the flowers, but they also cleaned everything clean and didn’t leave a speck. Our new flowers will be so pleased to live on a clean shelf, in order and comfort. They also thank Olya and Alyosha and nod their leaves.” Soon, maintaining order and cleanliness in a corner of nature will become an exciting activity for all the children.
Calendars and observation diaries
No less important tasks of organizing a corner of nature are:
Improving ideas about the seasons, seasonal changes in living and inanimate nature, months, parts of the day.
Formation of concepts about the connections between living and inanimate nature.
Development of observation, curiosity, cognitive activity of children.
Such an important element of a corner of nature as an observation calendar serves to solve these problems. The main type of observation in nature in the older group is weather observation. Consequently, on a bright information stand, such as the observation calendar in the senior group, the main place is given to displaying the weather condition.
Weather observation is carried out after a morning reception or during an afternoon walk. To determine the state of the weather, children must know its characteristics well and use the appropriate terms: “Sunny, rainy, cloudy, cloudy, etc.” Returning to the group, the students enter the results of their observations into the calendar, using simplified images (sun, cloud, cloud with raindrops, snowflake).
To record daily observations, the teacher lines the album sheet into as many parts as there are days in the month, and signs the name of the month and indicates the numbers. Children draw a specific icon in the desired cell or paste a pre-prepared picture. To help children better navigate the days of the week and find them faster, the same day in different weeks is marked with the same color.
A variant of the calendar is possible, in which data is entered not for a month, but for a week, indicating its days with a conventional color, and the wind, rain, air temperature - with signs (cloud, tree, man).
The weather observation calendar should contain many symbols that children draw themselves or with the help of a teacher, consolidating their knowledge about weather phenomena
In addition to observing the weather, observations of objects of living and inanimate nature are carried out, the results of which are also recorded in the calendar. To do this, several small windows are placed on the calendar, and the teacher prepares a set of pictures for each season, which the children will display as they see this or that phenomenon during a walk.
For autumn, these could be: a bunch of rowan berries, a chestnut in a prickly peel, a puddle, large thunderclouds, golden leaves; in winter: a snow-covered tree, a bullfinch, a snowdrift, sparrows at the feeder. It is quite possible that during a walk the child will see a natural phenomenon that is not in the picture: a rainbow, a rare bird (oriole, jay) or will be interested in moss on a tree trunk or vegetables in the garden. In this case, the children’s interest needs to be supported and consolidated by asking them to draw what they saw after the walk.
All children's drawings are placed in the windows of the calendar and next to it, even if they do not turn out very similar. Firstly, little creators will remember and appreciate that their works were not left without attention, and secondly, in the drawings of children of the sixth year of life, what is important is not the similarity to the original, but the desire to share what they see with others. In order to develop in pupils a desire to observe the weather and keep a calendar, all children are assigned to draw symbols in the calendar windows in turn, and not just those who are good at drawing.
Among the many ready-made nature calendars for kindergartens, it is better to choose one that provides space for pupils’ drawings
In addition to observing the weather and natural objects on a walk, the older group of the kindergarten observes birds (which ones flew to the feeder or to the window on winter days), the growth of onions, peas or oats in the garden on the window. Such observations last no longer than two to three months, but their results are recorded in a diary, album or notebook, which are then stored in a corner of nature.
Equipment for educational and experimental activities
The study of nature and knowledge of its secrets is closely connected with experimental, experimental and research activities. To stimulate the cognitive activity of children, the nature corner should be equipped with equipment and materials for experimentation and experiments. First of all, these are simple and at the same time entertaining subjects, combining which in pairs, the teacher will give the child both an exciting activity and food for thought:
Magnet and aluminum, copper, iron objects (safe for children). Why don’t they all attract, although they ring if you knock them against each other?
Magnifying glass and fabric, paper, leather, fur in small scraps. What does their surface look like when magnified? Which material is most similar to our palms, in what way, and why?
Cocktail straws and feathers, ping-pong balls, napkins, pebbles, coins. Why do some roll or fly away if you blow on them? The stone falls loudly, but the feather falls silently. You can throw a stone far, but you cannot throw a ball from a napkin. Why?
A bowl of water and paper boats, strips of paper, napkins, coins, stones. Some swim, others drown. What happens to the feather? With a ping pong ball? Children are able to make a correct guess based on their experience and will experience great joy when their guess is confirmed.
Usually, materials for experiments and experimentation are located next to a corner of nature, because observations in nature and experimentation are closely related
In addition to the above, in a corner of nature there may be the following objects and objects of natural origin:
sand, clay;
sugar and salt (they are not tasted, but their solubility in water is studied);
chestnuts, acorns, cones;
wood trimmings, sawdust in tightly closed containers;
tea, coffee (to consider whether they dissolve in water, whether they color it, and conduct a conversation based on the children’s experience);
cereals, flour;
plants' seeds.
At different times of the year, seasonal, replaceable objects are introduced into a corner of nature:
bouquet of autumn leaves;
basket with vegetables or fruits;
bunches of rowan (it should be emphasized in a conversation with the kids that after the rowan “stays” with them, it will be given to feed the birds and the berries will not be wasted);
spruce or pine branch;
model (craft) of a bullfinch on a branch;
snowman model;
clearing with snowdrops (craft) and so on.
In a corner of nature there may also be a fairy-tale hero who will give children tasks, ask riddles, and help with advice.
Didactic games and manuals
Like any developmental area in a kindergarten group, a corner of nature is impossible without a variety of educational and educational games. These are games on natural history and environmental topics, which are designed to consolidate and deepen children’s ideas:
About wild and domestic animals, the peculiarities of their behavior, habits, differences and similarities (a wolf is similar to a dog in appearance, but a dog is a man’s friend, helps him, protects him, and a wolf is a wild animal, lives in the forest, is dangerous for humans).
About the flora of the immediate environment (trees, herbs, shrubs).
About the ecosystems “forest”, “meadow”, “garden”, their features.
About representatives of the animal world: insects, amphibians, reptiles.
About plants and animals of different climatic zones (Arctic, Antarctic, desert, jungle).
About the connections between seasonal changes in nature and changes in people's lives.
About the influence of natural factors (fresh air, sun, water) on human health, about the use of nature’s gifts by man.
About the nature of space, celestial bodies, human space exploration.
So that knowledge on these topics can constantly be improved and developed in individual and group work with children, in the corner of nature it is necessary to have board and printed games: “In the garden and in the garden”, “Who lives where, what benefits does it bring?”, “Little friends” human (about beneficial insects)”, “Ecological chamomile”, “Ecological sunshine”, “We are traveling”, “Which branch are these babies from?”, “Build a chain”, “Friends of nature”, etc.
Table 1
Environmentally themed games for children
| Game name and equipment | Tasks | Progress of the game |
| Ecological sunshine. A poster with a picture of a sun with pockets in the center and at the ends of its rays. Subject pictures: 3–4 “central” and 6 depending on the meaning. Envelopes (bags). | To form in children an idea of the relationships between living and inanimate nature, to improve the ability to express their opinions, and to cultivate environmentally appropriate behavior. | The teacher places the poster so that it is at eye level with the children and is clearly visible to everyone. He takes out the “central” picture from the bag and places it in the center of the sun. - Children, who is shown in the picture? (Cow). A cow is a very useful animal, but how is it useful? (It gives a lot of milk, from which delicious vitamin-rich, healthy products are made). What natural phenomena help a cow produce milk? Let's tell you. From another bag (envelope), the teacher or child, one by one, takes out and places in the pockets at the ends of the rays of the sun pictures depicting objects of nature, the children explain how this or that is connected with the cow (Dandelions and clover are the food that the cow eats to give milk . Bees pollinate the flowers that the cow eats. Stones - a warm cowshed is built from stones, etc.) |
| Build a chain. Cards depicting a natural phenomenon, a living object (initial), a chain of arrows, 2-3 empty windows leading to another object (final). Subject pictures. | To consolidate knowledge of the relationship between natural phenomena, the world of animals and plants, develop coherent speech, the ability to construct sentences, cultivate interest in the natural world, love for animals and plants. | Children are given cards that depict an animal, plant, or natural phenomenon, and are asked to consider what happened in the beginning and what happened later. When the child describes his card, he is asked to take out 2-3 more pictures from the envelope, related in meaning to his card, put them in the windows and describe what happened to the hero. For example, on the card in the first window there is a gray bunny, and in the last - a white one. The child says: “At first the bunny was gray, and then he became white and changed his fur coat.” Taking out pictures from the envelope depicting snowfall, a fox, a gray bunny hiding under a bush, the child builds a chain and explains: “In the fall, the bunny was wearing a gray fur coat, but snow fell and everything turned white. The fox is looking for a bunny and wants to catch it. The bunny in his gray fur coat is afraid to go out into the snow. But nature gave him a white fur coat to hide in the snow from the wolf and the fox.” |
| "Find a home for animals." Large cards with images of meadows, forests, fields, gardens. Subject pictures depicting plants and animal inhabitants of these natural zones. | To consolidate knowledge about plants and animals of the forest, meadow, garden, field. Develop cognitive interest and understanding of the ecosystems of the immediate environment. Cultivate love for native nature. | The game is played on the lotto principle. Children are given large cards and asked to look carefully and name what is depicted on them. The presenter takes out object pictures from a bag or envelope and shows them to the children, and the one who recognizes the “inhabitant” of his ecosystem takes the card for himself. If the child makes a mistake and none of the children know the correct answer, there is no need to focus attention on the mistake; they put the card aside and repeat the actions with it when the envelope (bag) is empty. |
Visual aids are of great importance in the development of children: posters, plot paintings, series of paintings about nature. Children of the older group, unlike younger ones, can absorb images in photographs well, so colorful, surprising and joyful photos of the miraculous treasures of our planet can also be found in a corner of nature.
Excellent visual aids are folders that the teacher designed himself or with the help of colleagues and parents: “Our summer”, “Collecting the harvest”, “What grows and who lives in our park?”, “Know your native land”.
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Article “Environmental education of preschool children as a pedagogical problem. "
In the previous period, the term “preschool education” was used in relation to preschoolers, implying both the education and upbringing of the child. However, in recent years, the concepts of “preschool education” and “educational programs” have appeared in preschool pedagogy, and kindergartens themselves have been renamed into educational institutions. In this regard, many specialists find it possible to use the term “environmental education”.
Summarizing the various definitions, goals, and objectives of environmental education, environmental education for preschoolers should be considered a continuous process of learning, upbringing and development of the child.
The purpose of environmental education
preschoolers – formation
of ecological culture.
Ecological culture
- this is the formation of a consciously correct, emotionally positive attitude directly towards nature itself in all its diversity.
Set of tasks
in the field of environmental education includes:
formation of a system of environmental knowledge accessible to the understanding of a preschool child
(knowledge about plants and animals, their relationships with the environment, ecosystems, the relationship between humans and nature);
development of cognitive interest in nature;
fostering a humane, emotionally positive attitude towards the natural world and the environment in general
, development of a sense of empathy for natural objects;
formation of an initial system of value orientations
(perception of oneself as a part of nature, the relationship between man and nature, the value of communication with nature);
mastering norms of behavior in relation to nature;
formation of the ability and desire to preserve
nature (care of living objects).
Contents of environmental education
includes two aspects: the transfer of environmental knowledge and its transformation into attitudes.
Knowledge is an obligatory component of the process of forming the principles of ecological culture, and attitude is its final product.
Truly ecological knowledge forms the conscious nature of the relationship and gives rise to environmental consciousness. An attitude built without an understanding of the natural connections in nature, the connections of man with the environment, cannot be the core of environmental education, cannot become the beginning of a developing environmental consciousness, since it ignores the objectively existing press and relies on the subjective factor.
The study of the laws of nature can begin in preschool childhood as part of environmental education and upbringing. The possibility and success of this process has been proven by numerous psychological and pedagogical domestic studies. In this case, the content of environmental knowledge covers the following circle:
Ecological-subcultural practices in environmental education of preschool children.
Ecological-subcultural practices in environmental education of preschool children.
Dunaeva Yulia Alexandrovna
teacher
MBDOU kindergarten "Solnyshko"
Sechenovsky district
Nizhny Novgorod Region
Intensive educational work to develop environmental consciousness among the population begins in kindergarten - in the first link of the system of continuous environmental education.
Preschool childhood is the initial stage of the formation of a person’s personality and his value orientations in the world around him. During this period, a positive attitude towards the man-made world, oneself and the people around him is formed. The basis of environmental education is the formation in a child of a consciously correct attitude towards the natural objects that surround him and with which he becomes acquainted in preschool childhood.
Children's consciously correct attitude towards nature is based on their sensory perception, emotional attitude, knowledge of the characteristics of life, growth and development of individual living beings, some biocenoses, knowledge of adapted dependencies on environmental factors, relationships within natural communities (food connections). The conscious nature of the relationship is manifested in the fact that children themselves can explain the situation or understand the adult’s explanation. They can independently or with the help of an adult identify individual labor actions, understanding the situation and knowing the needs of a living being, which are aimed at preserving and improving the lives of animals and plants.
The process of developing a consciously correct attitude towards nature is accompanied by certain forms of child behavior, which serve as criteria for assessing his environmental education (ecological culture).
Ecological culture is a set of views on nature, a conscious attitude towards it, which is reflected in human behavior and all of his practical activities.
The “repository” of traditional ecological culture is the ecological subculture of children.
To date, various aspects of children's subcultural characteristics are presented in the studies of V.V. Abramenkova, M.A. Kozlovskaya, E.Yu. Kopeikina, E.E. Sapogova, E.O. Smirnova and R.E. Radeva, M.V. Osorina. The meaning and significance of childhood and children's subculture as a socio-historical phenomenon are considered by A. Barkan, M.D. Donaldson, W.T. Kudryavtsev, V.D. Shadrikov and others.
The ecological subculture as a form of existence is described by A.D. Kleshchev, and G.P. Sikorskaya sees the ecological subculture as an educational system complex. The ecological subculture of Childhood and the child’s self-development in it is studied by V.A. Zebzeeva.
The main pedagogical condition contributing to the formation of an ecological subculture of children in the preschool education system is the use of environmental and subcultural practices of Childhood.
Ecological-subcultural practices are situational, autonomous, independent, initiated by adults, peers or the child himself, the acquisition and repetition of various cultural experiences of communication and interaction with nature in various groups, teams, communities and social structures - with adults, peers, younger or older children . This is also the development of positive life experiences of empathy, goodwill, love, friendship, care, assistance to natural objects, as well as the formation of a negative attitude towards manifestations of dissatisfaction, resentment, and rudeness by someone in relation to natural objects.
Ecological and subcultural practices used in preschool educational institutions:
1. Arrangement of the child’s own ecological cultural environment.
2. Information-rich verbal and substantive communication with educators and peers.
3. Practice questioning, the beginning of reflection (ask a question of environmental content and find an answer to it).
4. Practice of knowledge and independent learning.
5. Moral standards for the practice of communication and interaction with nature.
6. Formation of character and self-will (the desire and ability to act for the benefit of nature, despite one’s desires).
7. Habitual participation in environmental activities and work in nature.
8. Cultural space of natural history reading.
9.Ecological creativity.
10. Examination of illustrations, reproductions, albums.
11. Playing music and mastering the elementary foundations of musical culture.
12. Regular listening and free singing of songs about nature.
13. Ecologically oriented physical activity.
14. Collecting.
15. Visiting cultural institutions and cultural events.
16. Television and computer - replacing modern cartoons traditionally loved by children with those that glorify nature and a literate, caring, and thrifty person in relation to nature.
Ecological-subcultural practices involve the inclusion of the child in solving problematic environmental situations of development in order to acquire environmental experience; implementation of the knowledge and experience accumulated by the child in specially organized and non-regulated activities or situations, in the surrounding pedagogical, social or natural environment.
Ecological culture as a quality of personality is formed both in the process of pedagogical interaction and during the spontaneous formation and activity of the individual himself; each of the designated practices will include the child’s initiative and cultural forms created by adults for the child, reflecting signs, symbols, images of nature.
Literature:
1. Zebzeeva, V.A., Moiseeva, L.V. Ecological development of personality in the humanistic paradigm of preschool education: monograph / V.A. Zebzeeva, L.V. Moiseeva; State Educational Institution of Higher Professional Education “Ural. state ped. univ." – Ekaterinburg, 2008. – 169 p.
2. Kopeikina, E.Yu. Subculture of childhood: abstract. dis. for the job application scientist step. Ph.D. cultural studies: (24.00.01) / Kopeikina Elena Yurievna. - Nizhny Novgorod, 2000. - 31 p.
3. Krylova, N.B. Cultural practices of childhood and their role in the formation of the child’s cultural idea / N.B. Krylova //New values of education (Identity of childhood). - 2007. - No. 3. — P.79-108.
4. E.V. Mikheeva. Ecological-subcultural practices in environmental education of preschool children. News of the Volgograd State Pedagogical University. – 2009. – No. 6 (40). – С147-150 s.
