The problems of ecology and the environment are now said a lot and often. Climate change, water and air pollution - these issues are regularly raised in the media. However, the vast majority of the population prefers to distance themselves from such problems. And the reason for this is the lack of not so much knowledge in the field of ecology as awareness of involvement in the surrounding world, the foundations of which are laid at an early age. Therefore, such attention is today paid to the formation of the ecological culture of primary schoolchildren. This task goes beyond the framework of classical pedagogy and becomes public.
Ecological culture is ...
The concept itself is quite multifaceted, so you can find a large number of definitions. This is a harmonious fusion of human needs and the principles of the environment. To have an ecological culture means to be able to act in accordance with the requirements of rational nature management, to prevent pollution and environmental destruction. This requires not only knowledge in the field of biology, geography, chemistry, ecology, but also value orientations, awareness of the importance of such a line of behavior. And such landmarks are laid in early childhood. Speaking about the formation of the foundations of the ecological culture of elementary schoolchildren, research teachers note that this concept includes:
- interest in environmental issues;
- knowledge of the environment, the principles of its development;
- emotional perception of nature;
- environmental literacy;
- personal motives that determine the attitude to the environment.
This is becoming a complex task for the entire school team.
Features of the formation of ecological culture of primary schoolchildren
Elementary classes - a significant period in the development of the child's worldview, the time of intensive accumulation of ideas about the world. In this segment, environmental education becomes a priority pedagogical task. And its solution is impossible without restructuring the educational process. In the framework of the GEF, much attention is paid to the formation of the ecological culture of primary schoolchildren. It is planned to include the ecological component not only in all subjects of the school curriculum, but also in the practice of extracurricular activities.
The goals of the formation of the ecological culture of primary school students are defined:
- development of cognitive interest, readiness to study and understand the world around us, practical skills of conscious interaction with it;
- creating holistic ideas about the natural and social environment;
- fostering willingness to follow environmental standards.
Thus, the basis of environmental education laid several basic components: value, cognitive, activity.
Methods for the formation of ecological culture of primary school students
Environmental education is a process of continuous development and upbringing aimed at the formation of knowledge, perceptions and skills that allow for a responsible attitude to the environment. These components of ecological culture are taken into account when choosing the methods and techniques used in the environmental education of younger students. The educational process is based on the following principles:
- an integrated approach (environmental ideas are laid in different lessons, as well as in extracurricular practice);
- teachers, parents, and representatives of the public participate in the environmental education of children;
- variety of technologies used;
- emotional involvement of children.
Among the effective methods of environmental education are: problematic conversations and questions, the implementation of creative tasks of an interdisciplinary nature, the organization of excursions, projects, and more. It is important that the theoretical knowledge of the children can be put into practice. A special direction is the formation of the ecological culture of primary schoolchildren through the game. This type of work matches the age of the students as well as possible, and makes it possible to acquire knowledge in an accessible form with a positive emotional coloring.
"The world" and environmental education
The undisputed leader of the school curriculum, which allows students to familiarize themselves with the basics of environmental knowledge, remains the subject "The World." Most educators prefer thematic programs:
- The Green House (A. A. Pleshakov);
- “Nature and people” (Z. A. Klepinin);
- “Peace and Man” (A. A. Vakhrusheva).
In these developments, a large place is given to the problems of protection and respect for nature. When selecting material and developing tasks, local history, activity, and environmental approaches are observed. The value component plays an important role in forming the foundations of the ecological culture of primary schoolchildren. Therefore, in the classes on the “World around”, an identification technique is often used, which allows the child to expand his own ideas about the natural environment and empathically engage in the process. To do this, the guys are invited to imagine themselves on the site of a natural object in specific conditions when completing tasks. In the classroom, a change of activities is also welcomed, including: elements of the game, logical exercises, productive tasks, creative work.
Interdisciplinary communication in environmental education
The formation of the ecological culture of primary schoolchildren is a complex problem. Therefore, in the upbringing of a caring attitude to nature, the possibilities and content of all subjects of the course of primary classes are involved. Starting at the lessons of the surrounding world, the process of forming the foundations of the ecological culture of younger schoolchildren continues in the classes in mathematics, the Russian language, literary reading and is reflected in extracurricular activities.
The objects of the aesthetic cycle (literary reading, music, art) contribute to the development of moral representations and orientations, beliefs related to the attitude towards nature.
In the lessons of mathematics, children learn to quantify the state of natural objects, which is greatly facilitated by environmental tasks.
Technology in elementary school provides an opportunity in practice to get acquainted with the properties of natural materials and the possibilities of their economical use.
Integrated lessons are also effective, for example, literary reading + the environment. They form in children a holistic view of the surrounding reality, teach to see the interconnection of phenomena.
Extracurricular environmental education
Extracurricular activities are a mandatory element of the environmental education system. The effectiveness of the formation of the ecological culture of younger schoolchildren during extracurricular hours is due to the possibility of combining various types of work and the creative application of knowledge about the world around them. Extracurricular practice combines cognitive, gaming, labor, research, and project activities. Individual, group, mass forms of work are used.
Individual lessons often include observing children for natural phenomena, plant and animal species, and conducting various experiments.
Group work can be organized within the framework of environmental groups, allowing you to gather interested children who want to dive deeper into environmental issues.
Massive extracurricular activities (thematic events, holidays, business games) contribute not only to the development of environmental culture, but also to the successful socialization of schoolchildren.
Extracurricular work allows you to use such forms of work, the positive value of which is difficult to overestimate, but it is difficult to apply them within the framework of the lesson. These are travel games, excursions, lengthy experiments, ecological theater performances.
Ecological circles
To complement the content of the course around the world, to expand knowledge and skills in the field of ecology allows circle work. Programs are compiled by teachers, at the rate of 1-2 lessons per week throughout the school year. The main directions of the methodology for the formation of ecological culture in elementary school students in circle classes:
- cognitive;
- research;
- practical;
- educational and entertaining.
The task of cognitive and entertaining areas of work is to introduce children to the surrounding objects of animate and inanimate nature, the influence of man on nature in an entertaining, playful way. It can be environmental games, holidays, shows, presentations.
Design and practical areas contribute to the development of respect for nature. Elements of labor activity give the child the opportunity to feel involved in maintaining the ecological balance: planting flowers, shrubs, planting greenery, feeding birds in winter.
The research area contributes to the development of logical thinking, the ability to see problems, study materials, draw conclusions (observations, excursions, experiments).
Eco-projects for primary school students
Project activities are an integral part of the educational process. The implementation of projects to a large extent contributes to the formation of the ecological culture of the personality of a primary school student. In the process of preparing students:
- get emotional experience of direct interaction with nature;
- firmly learn the rules of environmentally friendly behavior;
- participate in environmental activities.
Work on environmental projects takes place individually or in small groups. Duration of work: from one lesson to the entire academic year.
At the same time, the teacher takes the position of a moderator, tactfully guiding, prompting, advising. The themes of eco-projects can be offered to children to choose from, depending on their interests and preferences. In order to motivate, it is desirable that they be associated with the zone of proximal development of students. Given the age of the participants, parental support is important.
Sample design areas:
- “Ecology in the house” (study of the parameters of the optimum temperature, humidity, air composition, energy saving);
- “Book of complaints” (acquaintance with representatives of the surrounding flora and fauna, identification of the dangers threatening them);
- “The Garbage Kingdom” (the search for the most environmentally friendly ways to collect, dispose and recycle household waste).
Promotion "Help to birds"
This way of forming the ecological culture of primary schoolchildren has already become traditional. Campaigns to help wintering birds are usually conducted as follows.
Tasks: introducing children to species of birds wintering in this region; drawing attention to the problems of birds; development of creative abilities and practical skills; the development of environmental culture, the ability to evaluate human behavior in relation to nature.
Participants: primary schoolchildren together with parents and teachers. The venue is usually school grounds. During the preparatory phase, the guys get acquainted with the presentations and literature on wintering birds, prepare leaflets and memos for parents, develop the action symbols (emblem, motto).
The main work is the direct manufacture of bird feeders from various materials, the preparation of food for birds, which is used until spring.
In addition, as part of the action, a competition of drawings and thematic crafts, quizzes, and speeches (reading poetry, riddles, skits) can be held.
Then the made feeding troughs are distributed in the school garden, a duty schedule for feeding the birds is compiled, a creative exhibition is organized.
Green Pharmacy Project
Along with promotions, project activities have enormous potential in terms of the formation of the ecological culture of younger students. An example of a cognitive research project is the development of “Herbal Pharmacy”. According to the composition of the participants, this is a collective project (1st grade students and their parents), in terms of duration - medium-term.
Objectives:
- study of medicinal properties of plants;
- fostering respect for nature;
- development of creative and cognitive activity;
- formation of research skills.
In the course of work, the teacher poses a question for the children: can plants replace drugs?
The following types of work are used to answer it:
- organization of a book exhibition, the creation of ecological costumes of medicinal herbs, watching educational films;
- conversations, consultations, quizzes;
- statement of problematic issues, observations, experiments, search for additional information;
- visiting a pharmacy, role-playing, organizing an environmental festival, creating a booklet about medicinal herbs.