A living corner in the garden. A corner of wildlife in kindergarten: how to choose the right indoor plants? Equipment for experiments in the middle group

Of great interest to children are observations of animals. The most common in preschool institutions is an aquarium with fish. An aquarium is a model of a reservoir where almost all biological processes that are typical for natural ponds and lakes take place. Observation of the life of fish and plants not only helps to understand and love nature, cultivate artistic taste, but also contribute to the development of children's observation skills and care for living organisms.

It is good if there are birds in the corner of nature. With proper care for them, they feel great, sing and even breed. Bird care arouses great interest in children, fosters a careful and caring attitude towards animals. In a corner of nature, canaries and budgerigars are usually kept - birds that have become domesticated.

Of the reptiles, you can keep (only) turtles - marsh and steppe. Of the numerous and diverse in composition of mammals, the selection requirements are met, first of all, by representatives of the order of rodents - a hamster, a guinea pig. Unpretentiousness in food, the small size of the premises for their maintenance, peaceful disposition and, at the same time, a variety of habits make these animals desirable inhabitants of a corner of nature.

Animals bring nature to life. Watching them, children learn to recognize and distinguish them by external signs: moving parts of the body, the nature of the movement, the sounds made. Along with animals that live in a corner of nature all year round, temporary inhabitants should also be placed here. Observations of lizards, frogs, bugs and butterflies, arouse keen interest among preschoolers, provide rich food to satisfy children's curiosity. They are held from spring to late autumn.

Temporary inhabitants are plants and animals of the local region, whose vital activity is especially interesting and vividly manifested in certain seasons (primroses in spring, bright flower garden plants that bloom in autumn, insects).

When selecting the inhabitants of a corner of nature, a number of requirements should be taken into account, which will help to avoid mistakes and ensure the effectiveness of the educational and educational impact of work and observations of children.

1. Plants and animals must be typical of a particular systematic or ecological group. This makes it possible to acquaint children with the main, typical features, conditions or lifestyles characteristic of a large group of plants and animals.

2. Plants and animals should be outwardly bright, attractive, able to arouse and retain the still not very stable attention of preschool children.

3. It is necessary to have several copies of the same species of plants and animals. This makes it possible for children to see in objects not only common, but also individual signs, leads the children to an understanding of the diversity and uniqueness of living organisms.

4. Plants and animals must be absolutely safe for the health of children.

5. Corner of nature - a place of work and observation of children. Care for its inhabitants in terms of quality, nature of labor, effort and time expended should be available to preschool children (with the help of a teacher). Therefore, unpretentious plants and animals are selected that do not require sophisticated equipment for their maintenance.

6. It is necessary to take into account the possibility of normal life, growth and development of plants and animals in the conditions of the premises of a preschool institution with its elevated temperature, dryness, and the presence of noise.

Corners of nature as a comprehensive means of environmental education in kindergartens pay great attention. Teachers show imagination, creativity and high skill, equipping and decorating them. There are many new interesting ideas to make the corner of nature even better and more diverse.

Why do preschoolers need a corner of nature

The purpose of a preschool educational institution (DOE) is to ensure the full physical, mental and mental development of the child for his timely transition to the next, higher level of education. Undoubtedly, the formation of a harmonious, competent personality is impossible without the creation of a rich and diverse developmental environment. An important component of this environment is a corner of nature, which should be in every kindergarten group room.

A corner of nature in kindergarten teaches children how to handle it with care

Its significance is especially great for urban children, who, unfortunately, do not have the opportunity to often be in the bosom of nature, to get acquainted with its gifts and amazing secrets, as required by the inquisitive nature of children. Therefore, one of the most important tasks of the natural history zone in the preschool educational institution is to maximize the filling of children's lives in the garden with communication with inanimate and wildlife. In addition to this, the corner performs many other equally important tasks:

1. Rehabilitation of children. Many plants present there help to clean the air from dust and carbon dioxide. In addition, contemplation of pictures of nature, communication with birds and animals helps to relieve tension after classes, reduces aggressiveness and irritation in children prone to negative emotions, and has a positive effect on the mental state of children.
2. Development of cognitive abilities. Preschoolers learn the world with the participation of all the senses, they need to see everything, explore, touch everything. The space of the group should be filled with objects, materials and objects that stimulate the cognitive activity of kids, give space to their research needs and encourage creativity. A corner of nature is created as a place where a child can experiment, act, learn new things (and therefore poisonous plants and aggressive animals should not be there).

   A corner of nature in the kindergarten group performs aesthetic, educational and educational functions

3. aesthetic education. All materials and objects presented in the corner should be selected in such a way as to awaken in children the ability to see the beauty of their native nature and appreciate it. Bright autumn leaves, photographs and paintings of winter forest landscapes, autumn parks and summer meadows, models of mushrooms, trees, colorful images of animals and birds evoke a response from pupils and contribute to the development of interest in nature.
4. Moral education. Communication with nature gives children the first lessons of kindness, the importance of which can hardly be overestimated. Animals and plants in the corner are dependent on a person: they need his care, attention.

   The opportunity to take care of other living beings instills kindness and responsibility in children.

   Caring for plants, animals, birds and fish, children learn to be responsible for the safety of someone else's life, to be caring and generous towards the weak and defenseless. Thus, the first ideas about humanity and nobility are laid in the children's consciousness.

5. Education of ecological culture, that is, the ability to behave in the natural environment so as not to harm it. Competent and rational use of natural resources is also an integral part of ecological culture. Only people who know the laws of nature and know how to appreciate its gifts will be able to save the planet from troubles caused by humanity's ignorance in the field of ecology.

Requirements for corners of nature in kindergarten

When creating corners of nature in the preschool educational institution, both general requirements for all groups and specific ones, corresponding to the age characteristics of children, are taken into account.

The organization of corners of nature is regulated by paragraph 6.13 of the sanitary and epidemiological requirements for preschool institutions (SanPiN 2.4.1.2660 - 10, dated 01.10.2010).

The list of acceptable plants is regulated by the document "Hygienic requirements for the safety and nutritional value of food products" dated 06/01/2011.

General requirements for corners of nature

These requirements, which are growing and expanding year by year, are reflected in the educational programs:

• According to sanitary standards, it is forbidden to place animals in group rooms, locker rooms, bedrooms. If a kindergarten wants children to be able to observe and care for them, a separate room is allocated for keeping hamsters, parrots, etc. The inhabitants of the living corner are brought from there to the younger groups, and the children of other groups can go to this room under the supervision of a teacher.
• Location with natural light. The plants that are there should not be shaded by furniture, toys, that is, they need to be given maximum sunlight during the daytime.

  It may be a good idea to install a fence near the corner with plants, which will remind the children that in this place you can not run and make noise

• One of the key requirements is safety. Plants, materials and tools must not harm children or pose a potential hazard.
  
• The furniture should be well fixed, and the shelves should be at the level of the children's eyes. Toddlers should not reach up to see everything.
• Aesthetics of design, brightness and attractiveness. In any group room, a corner of nature usually also has aesthetic functions: it decorates the group thanks to the green parts of plants, flowers, as well as the calendar of nature, children's drawings and other crafts.
• Diversity. Fulfillment of this requirement is achieved by filling the corner according to the age of the children with the necessary plants, materials and equipment.

Requirements for the selection and maintenance of plants in the corner of the nature of the kindergarten

There are also general requirements for plants that are placed in a natural history corner:

• typicality, that is, they should be bright representatives of their group (ficus - tall, with a straight strong stem, violet - with noticeable pubescence of leaves, etc.);
• external attractiveness (thick leaf rosette, rich color of the leaves, abundant flowering);
• starting from the second junior group, in the corner it is desirable to have two or three plants of some species that have distinctive features (for example, white and pink violet) to compare the characteristics of living objects and establish conclusions about the uniqueness and exclusivity of each of them;
• unpretentiousness and ease of care, so that preschoolers, under the guidance of a teacher, can take care of them;
• each plant should have a name plate and a passport, which will indicate the requirements for caring for it (frequency and abundance of watering, the need for spraying, etc.) and optimal conditions for growth.

Most of the plants approved for kindergarten still should not be eaten. Children, especially small ones, need to be explained that plants must be protected, that leaves should not be torn off unnecessarily, and that they should not indulge in a corner of nature.

Equipment corner of nature in different age groups

The full and systematic use of all the possibilities of a corner of nature will allow older preschoolers to form extensive knowledge about the world of animate and inanimate nature, about the connections in it, the role of man in the conservation of natural resources, as well as to educate the foundations of ecological culture and environmentally sound behavior and nature management. In each age group, it is necessary to have a sufficient amount of natural materials for crafts: leaves, maple lionfish, chestnuts, acorns, twigs, feathers. Young children make crafts together with the teacher, older pupils may well use these materials for independent creativity. But teachers equip the corners in accordance with the program requirements and the age of the pupils.

Due to the need for many approvals from parents and veterinary control, it is now rare to find animals in kindergartens and schools.

For most children, communication with animals is of interest, but due to sanitary requirements, animals in modern kindergartens are rare

Natural corner for toddlers

The tasks of natural history and ecological work at an early age are not yet very extensive and include:

• acquaintance with living objects of the nearest natural environment;
• the formation of ideas about the most characteristic features of the appearance and habits of animals;
• about the plant in general, its features and parts;
• children are also given simple and understandable knowledge about the seasons based on observations of changes in nature.

The nature calendar for the little ones represents the four seasons

What should be in the corner:

• 3-4 plants with large leaves, a well-defined stem, bright and long-blooming (common geranium, fuchsia, evergreen begonia, primrose, balsam, camellia, Chinese rosan);
• a calendar of nature, in which the teacher marks the season with a picture with clearly distinguishable seasonal signs;
• doll in seasonal clothes and shoes;
• models of vegetables and fruits;
• natural material in containers (chestnuts, acorns, cones, dry leaves);
• didactic games of natural history content corresponding to the age of children (“Who is this?”, “Find and name”, “Fold the picture”);
• subject pictures depicting animals, plants, natural phenomena (cat, Christmas tree, sun);
• tools for caring for plants, watering cans, sponges for wiping dust from leaves, which the teacher uses, if possible involving children in the work.

Children should be encouraged to explore materials in a corner of nature. Together with the kids, it is worth repeating the names of plants and their parts, examining and discussing the images in the pictures. It is important to include in natural history games and observations in the corner of nature emotional moments that evoke a positive response in children: a bunny (toy) is soft, fluffy, let's stroke it; the flower (live) has blossomed, it smells good, let's carefully smell it, admire how beautiful it is.

Photo gallery: plants for a corner of nature in the first junior group

During flowering, fuchsia should be watered sparingly. A layer of pebbles should be placed on the bottom of the pot of ever-flowering begonia to retain water. Flowering primrose needs top dressing twice a week.
Balsam gets sick if the room temperature is above 22 ° C or below 10-15 ° C Chinese rose loves soil rich in humus Camellia hates drafts

Features of a corner of nature in the second junior group

Children's knowledge of nature at this age is significantly expanding: they are more fully acquainted with objects and phenomena of inanimate nature, seasonal changes, flora and fauna. Children learn the division of animals into domestic and wild and the corresponding differences in their lifestyle and habitat. More extensive information is given about birds (migratory and wintering), the concept of insects (ants, butterflies) and other representatives of the animal world (lizard, turtle, frog) is formed.

The idea of ​​the plant world is also enriched: kids learn the concepts of “grass”, “tree”, “flower” and learn to distinguish them by external signs. A primary idea is being formed about the needs of living organisms for food, water, warmth, about the work of a person to care for animals and plants. Children begin to show feelings for objects of nature, animals, plants, to express elementary value judgments about its phenomena: “I like the dog, it guards the house. I don't like when it's raining and cold." There is an interest in experimenting with water, sand.

In the corner of nature for the second youngest group, there should be models of vegetables and fruits, figurines of wild and domestic animals

A corner of nature for this age contains:

• New plants - coleus, aralia, ficus. The total number of plants reaches 4–5. Large leaves of ficus or aralia are suitable for learning how to take care of the plant on their own (cleansing from dust). Children can water their own plants.
• Nature calendar. It takes on a more complex look: in addition to the seasons, it can contain windows or pockets where children, after walking, insert an image of a natural phenomenon that they observed, as well as their drawings or applications on environmental topics.
• The range of didactic games, subject and plot pictures is expanding - in them, children are introduced to the features of the appearance and lifestyle of fish, insects, amphibians. For free viewing, children are offered sets of toys depicting animals and their cubs, as well as inhabitants of various ecological systems (pond, forest).
• It is also necessary to equip an area for simple experiments with sand and water, where a sand mill, various molds, stamps for printing footprints in the sand, shovels, rakes, small toys for digging and searching, pouring vessels, floating toys (ordinary rubber and clockwork moving).

As a result of purposeful and systematic work, by the end of the year, children of the fourth year of life will recognize and name two or three indoor plants, confidently find parts of plants, navigate the representatives of the animal world of their area, and name the basic conditions they need for life. The children will have a desire to observe seasonal phenomena, weather changes, and mark its condition on the calendar. Valuable at this age is the realization that plants and animals are alive, they need to be protected and protected.

Photo gallery: plants for a corner of nature in the second junior group

Coleus is easy to grow from seeds Ficus leaves must be periodically wiped with a soft cloth
Aralia loves partial shade

Natural history zone in the middle group

The middle group is a team of fidgets and inquisitives. Many teachers and psychologists note that it is at this age that the cognitive abilities and mental development of children make a significant qualitative leap. Preschoolers have the ability to absorb more information, and much more complex and diverse in content than last year. This age is characterized by the manifestation of inquisitiveness, interest in the surrounding world and events in it, the development of stability of attention and observation.

Children of the middle group quickly develop speech, there is a need to communicate, share their impressions.

As a result of these features, new knowledge about plants and animals becomes available to middle-level preschoolers, both in their own area (distribution according to their habitats and habitats) and in other natural zones (tropical, polar). Children not only acquire new knowledge about natural objects, but also give a definition of their essential features (wild animals find shelter and food themselves, and people feed domestic animals), establish a connection between the structure of a plant, an animal and its adaptability to the world around it (a plant needs a root, in order to hold on to the soil and get nutrients from it, the hare changes the color of its fur for the winter in order to become invisible in the snow).

The value of the natural history zone lies, among other things, in expanding children's ideas about the world around them

Very often, children notice signs of inanimate (water pours, spreads; dry sand is free-flowing, and wet sand is molded) and living objects (they feed, grow, breathe). Many preschoolers at this age like to make up short stories based on their own observations of well-known natural objects, using comparison words, generalizations. The beauty of nature at different times of the year leaves them indifferent. The foundations of environmentally literate behavior and thinking are emerging: children understand and can explain why it is bad to pick flowers, offend birds, and litter in nature.

By the end of the middle group, children:

• distinguish between 4-5 ornamental plants, know how to care for them, what they need for development and life;
• show a strong interest in the phenomena of inanimate and animate nature, the change of seasons, weather, changes in people's lives at different times of the year;
• understand the distinctive properties of living organisms;
• have a primary understanding of the ecosystems of forests, meadows, rivers;
• they are able to explain how the structure of an animal depends on its mode of movement, lifestyle (a fish has fins to swim in water, and a bird needs wings to fly, a hedgehog needs thorns to protect itself from predators).

In order to meet the increased need for knowledge of the natural world, the equipment of the nature corner in the middle group is greatly enriched and expanded.

Plants in the corner of nature for the middle group

First of all, they replenish with new plants: aloe, agave, rex begonia, asparagus, fragrant geranium. Plants are selected to have different types of leaves, and children are taught how to care for each one. For example, fleshy leaves with notches, like agave, are wiped with a damp, hard brush or brush, and pubescent, like geranium or violet, with a soft, dry brush. Plants with small leaves are sprayed with a spray bottle.

To make it easier for children to remember which particular way of caring for the leaves is preferable for a particular plant, they stick a schematic representation of the corresponding tool located on a wooden skewer into the pot, or fix it in a different way. At the same time, up to 8 different plants can be in a corner of nature, and some of them should be presented in two or three types (begonias, geraniums) so that children can compare their appearance and properties.

In addition to plants, you must have a set of tools for caring for them: brushes, sponges, watering cans, sticks for loosening the earth, a basin, rags, as well as aprons and oversleeves to protect children's clothes during work and experimenting with natural materials.

Nature calendar for the middle group

The calendar of nature in the middle group serves not only to indicate the time of year, but also the state of the weather on the current day. Draw it up in the form of several circles with a movable arrow, on which certain phenomena of both animate and inanimate nature are indicated, and after observing and discussing the state of the weather, the children point to the necessary picture with an arrow. Also, observations of the weather can be recorded on a strip of paper drawn into five squares (according to the number of working days of the week). Every day from Monday to Friday is indicated by a certain color (preferably the colors of the spectrum from red to blue). The number of children in the middle group is not announced, but the days of the week are called.

It is important to ensure that children like to work in a living corner

Since observations of natural objects are carried out in kindergarten every day and the teacher carries out long-term planning, he prepares in advance the required number of small images of clouds, the sun, raindrops, snowflakes. This material can be stored in a special pocket on the weather calendar. After observing the weather and noting its features, upon returning to the group before lunch or in the afternoon, the teacher invites the children to remember what the weather is like today and what icon it represents. Children find the desired designation in the pocket and stick it in the window of the corresponding color.

The calendar of observations of the weather and living objects in the middle group can be calculated for a week

These actions can be accompanied by explanations first by the teacher, and then by the children themselves: “Today is Tuesday, the second day of the week, the weather is good, the sun is shining, so you need to stick a picture with the sun in the second window.” The windows are counted on the left. The weather that was on the weekend is not noted by the children, as it is difficult for them to remember it in two days. At the end of the week, the teacher, together with the children, examines the images of weather phenomena, analyzes which days were more: rainy, sunny, cloudy.

In the calendar, you can combine the observation of animate and inanimate nature. To do this, a sheet of paper is drawn into two strips of five squares, at the top they note what the weather was like, and at the bottom - a living object of observation. In this case, the teacher must prepare a sufficient number of simplified images (flower, bird, bug, grass). If purposeful observation of wildlife during a walk was not planned, you can paste the image on the basis of episodic observations of children. To do this, they conduct a conversation: “What interesting, beautiful things did we see on a walk?” In the course of the conversation, they find out what object they met (leaf, ants, grass) and, after discussion, paste the picture.

Games and visual aids for a corner of nature in the middle group

Didactic games of natural history content become more complex and diverse, include information about animals of different climatic zones and ecological systems, the same applies to the content of paintings, albums, folders that will be relevant and interesting in the fifth year of life. Their subject matter can be very diverse, but it should be borne in mind that it is preferable for children of this age to give drawn images rather than photographs.

Models and images of vegetables and fruits are supplemented with new ones, and those that do not grow in the area (orange, pineapple, banana). Figurines of animals - inhabitants of tropical countries (giraffe, elephant, rhinoceros, monkey) and the North (polar bear, walrus).

The collections of seeds, feathers, stones are also of interest to children of the middle group, but they should be designed so that the kids cannot mix them, scatter them (they are well attached to the base, laid out in closed transparent jars, bags).

Video: ecology laptop

An excellent tool for environmental education, starting from the middle group, can be a laptop - an innovative methodological guide, designed in the form of a folder or a folding book with many pockets, envelopes that contain a variety of materials on a single topic.

Equipment for experiments in the middle group

Mandatory for this age is a variety of equipment for experimental activities and experiments. It:

• water-soluble and water-insoluble materials (sand, clay, salt, sugar, cereals);
• objects that float and sink (stones, shells, paper, acorns, dry leaves);
• magnifying glasses, magnets.

Children are interested not only in the process of experimentation itself, but also in the reasons that caused this or that result (a magnet attracts everything metallic, it attracted a nail and a paper clip, which means they are made of metal).

In the corner of nature for the middle group, you can arrange a research mini-laboratory

How to use toys when decorating a corner of nature

A funny and evoking a lot of positive emotions addition to the corner will be a fairy-tale hero, a toy in the form of a gnome, a fairy, a woodsman. This character may appear one day with an interesting or unusual gift: a particularly bright autumn leaf, a basket of sweet apples for kids, a luxurious rowan bunch, which will then be dried for bird food. The fairy-tale hero remains to live in a corner of nature, introducing an element of magic and fantasy into the natural environment, which children really like. Communication with this character can turn into a tradition: children are much more willing to share their impressions of what happened on a walk with their favorite character than simply retell what they saw at the request of the teacher.

A kind and funny fairy-tale character can live in a natural corner

The hero can "take part" in all kinds of activities for kids: help them mark the weather on the calendar, take care of the plants, play a didactic game. He can be "rejoiced" when the children do good deeds, take care of pets in the ecological room, and "sad" when the children forgot to water the plants or tidy up the equipment for experiments.

Photo gallery: samples of layouts of climatic zones

Rare exotic animals live in the tropical forest Model of the North introduces children to the harsh nature of the Arctic Region Rubber bath toys are used in the equipment of the model of the pond A model of a cozy rural courtyard will also interest children

It would be great to create a simple layout of one or more natural areas characteristic of the area where children live, for example, a forest clearing, a pond, a river.

A corner of nature for children of the senior and preparatory groups

Children of the sixth or seventh year of life are future schoolchildren. Their knowledge of nature and ecological ideas are most fully formed. They know about the diversity of representatives of the three kingdoms: plants, animals and fungi, they know how to apply this knowledge in practice, identifying medicinal and rare protected plants, poisonous and edible mushrooms.

Understanding the cyclic nature of processes in nature, the regularity of certain of its phenomena becomes available to children. When caring for living objects, older preschoolers are able to regulate their behavior (for example, independently determine whether watering is needed and in what volume). The circle of cognitive interests of children expands as much as possible: they are interested not only in plants and animals of various climatic zones of their native planet, but also in celestial bodies, the nature of the cosmos, as well as the underground world of minerals and minerals. Knowledge about the diversity and richness of the living world allows children of senior preschool age to compare plants, animals and humans, draw conclusions, establish correspondences and differences (breathes, grows, eats all living things, but only a person can speak, think, experience feelings).

The desire of older preschoolers to take care of living objects should be supported and encouraged.

On the basis of all of the above, the concept of the ecosystem of the planet Earth, its uniqueness and value is formed. With constant support and the creation of a sufficient developmental environment, children master the norms of cultural behavior in nature, they have a desire to follow them, protect and increase its gifts and wealth. The activities of children in the corner of nature become more intense and varied, as well as the very filling of the corner with materials and manuals.

Duty corner in the senior group

Duty shifts are introduced - accordingly, a duty area is needed. The desire of children to be on duty depends to a large extent on its appearance, so the teacher should think about how to make it bright and attractive, with what images to decorate it. See below for more details on assignments.

A colorful duty corner will interest and attract children to work

Selection and maintenance of plants for a corner of nature in the senior group

In order for children to receive the most complete and diverse knowledge about them, both upright and climbing and creeping plants are placed in a corner of nature, as well as with roots in the form of bulbs and corms.

It can be:

• tradescantia;
• indoor grapes;
• climbing ivy;
• cyclamen;
• primrose;
• clivia.

Since they all have different needs for lighting and watering, the educator himself should study well how to care for such plants in order to pass on knowledge to children. In addition, plants with drastically different needs, such as tradescantia and violet, for example, are needed so that children can see a significant difference. Up to 10 plants can be in the senior group at the same time, up to 12 in the preparatory group. Children should know 6-7 of them, name the parts, the shape of the rhizome (bulb, tuber), describe the most striking interesting signs of indoor flowers (for example, that saxifrage can be propagated "live children", offspring). Since we are dealing with preschoolers who can "play too much" and forget about the needs of the plant, signal cards should be made to remind.

Knowledge about plant life, along with the ability to care, enriches both the mind and soul of the child.

It’s easy to make them: print sad and funny emoticons, cover with waterproof transparent material (adhesive tape) and attach to a small stick. Noticing that the plant needs watering (or loosening, wiping the leaves from dust), the teacher sets up a card - a sad smiley.

The teacher himself can attract the attention of children to him, or he can turn to a fairy-tale hero who lives in a corner of nature for help, taking a toy in his arms and pretending to listen to her words: “Guys, our fairy tells me that someone is in a corner of nature cries. What plant can be sad here and why? Focusing on the signal card, children quickly find who needs help, establish what exactly needs to be done and eliminate the cause of the green friend's "bad mood". Later, when the attention of the children is diverted by another type of activity, the teacher sets a cheerful smiley on this plant, praises and thanks the little plant protectors on behalf of the fairy-tale character.

Calendars and observation diaries

In addition to the general calendar, where children already independently draw icons depicting the state of the weather, other forms of work to consolidate knowledge about nature can be introduced in the senior and preparatory groups:

• seasonal diaries of nature observations;
• calendars of bird watching, plant growth;
• individual calendars.

Their design and maintenance largely depends on the creativity and desire of the teacher to instill in children the skills of observation.

The calendar of nature in the senior group includes many different items: weather, date, month and day of the week, live objects of observation

You can start with an autumn diary. To do this, you need to take an ordinary sketchbook, make an appropriate cover for it, explain to the children that the nature around is interesting and beautiful, but very diverse, and it is impossible to remember everything that happens in it. This autumn diary of observations will help you remember the gifts of a wonderful autumn.

If the album has 40 sheets, then there will be 80 pages in it, which is quite enough for every day of the week spent by children in the garden in the autumn months.

At the top of the sheet, a strip about three centimeters wide is separated, in which the number and name of the month are written in the color established by tradition for each day of the week: “September 6”, “November 12”, etc. Since many children of older groups already know how to read, write in block letters and know for months, this work can be entrusted to such developed guys.

Further, the landscape sheet is drawn into 8 divisions, into which the following data is entered daily: it was a sunny or cloudy day (an image of the sun or clouds), precipitation, wind (its symbol can be a tilted tree or a schematic image in the form of several wavy lines).

Observation diaries teach children to be more attentive to the world around them, thereby developing curiosity in them.

The temperature is recommended to be indicated by a figure of a little man of different colors: red in the heat, yellow in warm weather, green in cool weather and blue in frost. Children fill in the rest of the cells with images of living objects that were observed during the day. Such work is carried out in the evening, during the time allotted for free activities, with children who have expressed a desire to help with the design of the album.

The bird watching calendar is kept in winter, for two or three weeks, and the observation of the growth of plants (onions, peas) is drawn into a separate album once a week.

Children who are interested in this type of work may want to keep individual observation calendars, and the teacher should help them with this: draw an album sheet as the child wants, sign, help with filling. Individual observation calendars can be stored in a corner of nature in a folder with files and given to children in their free time. The desire of preschoolers to keep a calendar on their own indicates a high self-organization and developed cognitive abilities.

Visual aids for a corner of nature in the senior group

Visual material is replenished in accordance with the growing horizons of children. These can be both sets of drawings and photographs purchased in specialized stores, or images downloaded from the Internet by the educator himself, beautiful and exciting:

• phenomena of inanimate nature (hoarfrost, frosty patterns, starry sky, volcanic eruption, thunderstorm);
• landscapes of various climatic zones, such as tropical forest, desert, Arctic ice;
• enlarged images of small living creatures (snail, ant, ladybug);
• photos of exotic animals with cubs (koala, lioness, kangaroo);
• open space pictures.

Visual aids - a necessary addition to a corner of nature

But the focus, of course, should be the nature of the native land. As part of local history work, together with the parents of the pupils, it is possible to make photo albums “The nature of my city”, “My flourishing native village”. Here you can display the beauty of squares, lush summer flower beds, landscaping of courtyards. Children will be happy to look at such an album, look for familiar places, see the beauty of their native settlement in a new way - and fall in love with their small homeland even more. If there is a reservoir near the settlement, then you can make an album “Our river and its inhabitants”, “Who lives in the pond”, by combining drawings and photographs. Also, such topics of photo collections will be fascinating: “The trees of our park”, “We are harvesting”, “We are friends of nature” - of course, if the children themselves are present in the photo.

Didactic games in the corner of nature for the older group

Here the educator has the opportunity to show their talents, pedagogical skills and creativity to the fullest, because the range of topics is almost limitless, like the natural world itself. But special attention in older groups should be paid to games of an ecological and environmental orientation, such as the game "Ecological Sun". A large image of the sun with six rays is made, in the center of which and at the tips of the rays there are pockets. They include specially selected pictures. Children should explain how the object depicted in the center depends on those that are on the rays: “The rain waters the apple tree with water. The earth gives the apple tree nutrients. The birds save her from the caterpillars. The man collects apples from it, etc.”

It is welcome when a corner of nature is also equipped with didactic games and manuals

Equipment for experimentation and experiments

It should also be chosen in such a way that children can perform simple environmental actions in their mini-laboratory or simulate situations that reflect human protection of nature (cleaning polluted water with a gauze filter). Older preschoolers can use schematic step-by-step guides for performing experiments, comparing their actions and results with those shown in the diagram.

Literature for a corner of nature in the senior group

Senior preschoolers enthusiastically study children's encyclopedias, cognitive literature. It will not be superfluous to place several children's encyclopedias of natural history. You can also include works of fiction about nature and animals, such as books by Vitaly Bianchi, stories by Evgeny Charushin, fairy tales by Sergei Kozlov, and others.

Older preschoolers are attracted to cognitive literature

Original name for a corner of nature

Traditionally, natural areas in kindergartens are simply called "Corner of Nature". But the name can be diversified by showing a little imagination and fiction.

For younger groups, simple names are suitable:

• "Nature and kids";
• "We and nature";
• "A window into nature".

Older preschoolers will like more romantic, fabulous names:

• "Nature Defenders (Friends) Club";
• "Green Planet";
• "Kingdom of the secrets of nature";
• "The Magical World of Nature".

Instead of a name, a poetic motto can be placed above the corner, for example: “We study, love and protect nature”, “In the Gnome group (“Bunny”, “Fish”), kids love nature from the bottom of their hearts. This will make the natural history area of ​​the group more original and different from the corners of other groups.

Labor and duty

It is necessary to involve pupils in work in a corner of nature from a very early age.

Education of labor skills in the younger groups of kindergarten

In the first younger group, children can water the plants together with the teacher, wipe large dense leaves under his control with a damp cloth. Also, kids can be entrusted with planting in the ground with ready-made grooves or holes of bulbs and large seeds (beans). This is a short-term episodic work, to which all the children of the group are involved in turn. Of course, after each action performed, the kids are praised and informed of the expected result of the work: “What a great fellow you are! We planted an onion, now it will grow green, lush, we will give it to the kitchen, it will be added to the soup, and the soup will become even tastier!

Sprouting onions is one of the very simple and visual experiments for kids.

In the second younger group, work is possible in subgroups and collective (by the whole group of children), but due to limited space in the corner, the first option is usually chosen. Working in a subgroup of 4-6 people, children do not yet coordinate their actions, but simply work side by side, performing the same operations. Since voluntary memory and attention in babies at this age are poorly developed, they should be explained the order of doing the work in stages, accompanied by a show, and after each action, continue showing and explaining. At this age, positive evaluation and encouragement are also needed.

Children of the fifth year of life also work in subgroups, but they can perform various operations (one subgroup waters the flowers, the other wipes the leaves). At this age, they can perform the following actions:

• water the plants with an already measured portion of water;

Children should be taught to carefully and carefully treat indoor plants.

When arranging a garden on the window, children sow peas, cucumbers, and plant onions. Their actions are more coordinated and meaningful. However, it is impossible to leave babies without control: they are not yet independent enough and can harm plants without wanting to. In addition to caring for plants, children can be involved in the work of arranging a corner of nature: offer to arrange stones or shells in containers, beautifully arrange equipment for playing with sand and water, arrange folders with pictures, etc. Thus, children will learn to notice the mess and eliminate it.

Younger preschoolers will be happy to help the teacher water the plants

Explaining the procedure for doing work to children of this age, the teacher first gives full instructions, then repeats, dividing into important completed stages (make grooves, spill water, spread seeds, cover with earth). When children work, they are only reminded of individual episodes, and not the whole process.

Since preschoolers of the middle group tend to be more critical of their own actions and the ability to control their emotions, their actions are evaluated taking into account real results, and not just positive ones. But this is always done in a benevolent form of advice, not instructions or censure. In the fifth year of life, children develop a sense of responsibility, an understanding of the importance of their work to save the life of a living being. At this age, animal care also begins, for which children are taken to an ecological room or an animal in a cage is brought into the group.

Labor in a corner of nature in senior preschool age

The process of labor in nature is much more complicated. Pupils develop the ability to independently set a labor task for themselves, to see ways to achieve it, the future result, to select the necessary tools and materials.

Older children can be entrusted with more complex operations with plants.

The explanation becomes the main method of a new type of labor, and the educator resorts to showing only when he gets acquainted with the most difficult operations, for example, when transferring plants to a larger pot. Pupils can independently perform most of the actions, bringing them to completion (grow flowers as a gift to their mother in separate cups, take care of their favorite plant until it blooms).

Children are able to perform a much larger number of actions, and they are more difficult, require attention and organization. In addition to watering, loosening the soil, washing and rubbing the leaves, children perform the following types of plant care:

• transshipment and transplantation;
• pruning;
• top dressing;
• propagation of plants by bulbs, cuttings, rhizomes and offspring. Of course, the educator helps them to perform these complex operations.

For top dressing, environmentally friendly folk remedies are chosen: infusion of eggshells, banana peels. If it becomes necessary to treat a plant for diseases or to control pests with chemical means, these works are performed by a teacher in the absence of children.

For older preschoolers, work is collective or in subgroups with a division of duties. They can work together, agree on who is responsible for what, what they do, what items they use.

Older preschoolers can share responsibilities

Starting from the senior group, duty is introduced in a corner of nature. It is organized in pairs or subgroups of 4 people and can last a day or two or even a whole week. Duty involves the performance of all work on caring for plants, as well as maintaining general cleanliness and order in a corner of nature.

The people on duty in the corner of nature not only take care of the flowers, but also maintain the general order in this area.

Duty officers should be able to negotiate among themselves, work together, not quarrel. Therefore, when selecting pairs for duty, the teacher should take into account not only the level of preparedness of the children and the development of labor skills, but also personal attachments and relationships between children in the group. The teacher can help with advice, reminders, leading questions. At the end of the duty, the attendants share their impressions: what they liked to do, what was difficult, etc. The rest of the children evaluate the work of the attendants, its results.

Analysis of design and work

When analyzing the organization and design of a corner of nature, the following criteria are taken into account:

• accessibility for children;
• safety;
• compliance of materials, facilities, equipment with sanitary standards, program requirements and the age of children;
• the variety and functionality of the material (can children use it on their own, use it in games);
• the presence of calendars of observations, the systematic conduct of their conduct;
• availability of material for experimentation, crafts, creative games;
• aesthetic design;
• the presence of seasonal, temporary objects (for example, bouquets of autumn leaves, winter plantings of onions, branches of lilac, birch, cherry for forcing leaves and flowers in winter).

The analysis is especially important for young teachers who seek to improve their skills and take an example from more experienced colleagues.

A corner of nature is a necessary and important part of the developing environment of the kindergarten. The knowledge, skills and abilities that children acquire in it will definitely be useful to them in the future, when studying at school. In addition, it is a wonderful means of environmental education for preschoolers. The successful development of the kids and the formation of their feelings of love and respect for the natural world depend on how the educator is able to organize this.

With nature. Less and less often they are in the forest, in the meadow. Behind the city noise it is difficult to hear the singing of birds, among the asphalt it is impossible to observe animals from the wild. To interest children, schools can equip a small room so that the animals of the living corner live in it.

Purpose

It's no secret that every child is looking for a reliable companion. Don't limit yourself to just hanging out with classmates. A little attention, care, time spent on feeding and care - and a faithful and reliable friend can appear among the pets: a hamster, a rabbit, a rat or a parrot.

Animals of the living corner serve as an excellent visual aid. On the example of such exhibits, it is easier to conduct biology classes and thematic seminars. Care and accustom to work, develop a sense of responsibility.

Many in the process of studying begin to study in depth the issues of nature. Some prefer photography, others are engaged in research work. Based on their observations, children begin to systematize and generalize information, and the results are presented in the form of interesting presentations.

Peculiarities

Animals of the living corner should be available for viewing by children and not pose a danger to them. It is assumed that keeping animals should not be an end in itself. The collection is designed to expand the horizons of knowledge and ideas about the environment and the participation of children in and care for them are designed to shape the personality and develop socially important properties and functions of the future member of society. In order for the corner to organically fit into the room and not cause discomfort when visiting it, you should take care of cleanliness and sanitary hygiene.

When placing aquariums, terrariums, cages and aviaries indoors, it is advisable to combine them with plant forms that are most suitable for their habitat. The presence on the walls of thematic stands (models, stuffed animals) will help children better understand the structure of the body, skeleton, feeding and keeping of various species. Do not divide the corner into zones for junior and high school students. Shared care stimulates the development of a sense of responsibility.

Children, gradually getting up to speed, can take on some of the care of pets. A functional living corner in the school requires more effort than it would take to breed only plant forms. There are added concerns about the purchase and preparation of feed, its storage, obtaining and permits, maintaining cleanliness and sanitary and hygienic standards.

Starting with a small corner of nature, you can try adding an aquarium and see how interest and attendance changes. At the next stage, you can get snails, frogs, toads, newts. It is worth settling reptiles and small mammals only after realizing that there will be proper support from children, their parents and from the school administration.

Despite the complexity, it is quite possible to set up shifts. Now it is possible to provide temperature and lighting control, and watering and distribution of feed on weekends can be automated. In this mode, the corner can be open to the public up to six days a week.

Aquarium

As a rule, the expansion of a corner of nature begins with the appearance of fish in it. For aquarium maintenance, even simple small crucians or loaches caught in a pond are quite suitable. They are not particularly demanding on the conditions of detention and feed. Of the decorative species at the initial stage, it is recommended to have guppies, veiltails, swordtails.

In an aquarium, not only small fish can live. It is quite capable of providing conditions for keeping hydras, swimmers, snails, daphnia. In combination with a variety of aquatic vegetation, you can create a kind of natural reservoir. Elodea, pondweed, hornwort and other unpretentious species will make the aquarium an interesting object to study and observe.

Hamsters

The peculiarity of these animals is daytime sleep. They are ready to be actively awake in the late afternoon. In addition to a place to rest, they should have enough space for walking. In the house, you can equip several levels connected by ladders, as well as equip a running wheel, tunnels, so that they are not bored when walking in a confined space.

When planning a living corner at school, it should be remembered that it is impossible to house several animals of this species in one cage, they are unlikely to get along together. The optimum temperature regime for them is 20-25 °C. The cage needs a drinker, a bowl for food, for sand, a stone for grinding teeth, a filler at the bottom. The cage is cleaned twice a week.

You can add fruits, vegetables, lettuce, fresh herbs to grain feed mixtures. They will eat carrots, zucchini, pumpkin, feast on persimmons, pears and apples. Females waiting for offspring should be additionally fed with low-fat cottage cheese, boiled egg yolk or chicken meat.

Turtle

Fans of these intelligent reptiles claim that they are very easy to become attached to. It is believed that turtles like to be stroked on their shells. With proper care, pets can live for a long time in a living corner, delighting visitors with their silent and funny movements.

They cannot live in a box. The minimum size of the terrarium is from 60 cm in length and up to 40 cm in width and height. Land turtles are undemanding to care for. For soil, sawdust, hay, wood chips, shell rock mixed with large washed sand, large pebbles are used. Requires a heating lamp and ultraviolet. Plants in a terrarium with a turtle do not live long: it eats them. You can feed it with fruits and berries, vegetables and fresh herbs (clover, dandelion).

Caring for turtles does not cause worries, if you properly equip her habitat. Experts advise using an absorbent film for the bottom layer in the terrarium, and a perforated rubber mat on top. You can already place soil on it. A bowl should be used for feeding. It is necessary to ensure that pets do not eat the soil or its substitute. If this happens, you should think about replacing it and review the diet by adding vitamins and trace elements.

hedgehogs

These creatures prefer to stay awake at night. It's hard to see them during the day. Tame enough to pick up, will not work. For the winter, hedgehogs completely hibernate. Since the end of autumn, they have been preparing a nest for themselves from all kinds of garbage (threads, newspapers, rags). Closer to winter they become lethargic, they come out only when they are hungry. A sleeping hedgehog should not be awakened. He becomes vulnerable to disease and will not be able to lead a normal life until the spring. His aviary with a nest must be moved to a cool and protected place from precipitation.

Hedgehogs need more free space to live. On the territory as close as possible to the natural habitat, there should be various rubbish, which he will gradually collect to build a nest. Hedgehogs, as animals of a living corner, are picky. It is best to purchase special food for hedgehogs. But if necessary, you can replace it with meat, sometimes offer milk with crumbled bread, cottage cheese and apples. But since hedgehogs are insectivorous, they need various beetles or grasshoppers for the proper functioning of the digestive organs. If they are not given at all, the hedgehog will get sick. You can store this food in dried form for future use in order to feed pets in spring and autumn.

Semi-finished products, products with preservatives (sausage, smoked meats), dry food for dogs or cats should not be offered to them. It is impossible to release into the wild a hedgehog born in captivity or having lived in an artificial environment for a long time: it will die.

Other inhabitants of the living corner

In addition to the above pets, you can keep lizards, snakes, white mice, rats, squirrels, rabbits. Guinea pigs also take root easily in captivity. They eat everything they give (hay, bran, vegetables), but are demanding on the conditions of detention. These rodents will not survive in damp and drafty rooms, as they are prone to disease.

Of the birds, parrots are well suited. These are beautiful pets, they can live in a school corner for a decade or more, tolerate captivity well and quickly get used to the conditions. Their affable chirping, attempts to imitate speech, as well as curiosity and ingenuity will delight children.

Safety

Animals in the corner of nature should be constantly examined by a veterinarian. At the slightest suspicion of disease, quarantine conditions should be provided. Such a possibility should be foreseen in advance and a suitable room should be available.

No matter how carefully the corner of wildlife is organized, it should be remembered that this is still a place of increased danger. Animals should be handled with care. When moving pets prone to aggression, protective clothing and gloves should be used.

Detailed instruction is required when allowing students to service potentially hazardous equipment. Accurate implementation of safety regulations will minimize the risk of possible emergencies. And the constant observance of sanitary and hygienic standards in the room where the living corner is located will make his visit pleasant and comfortable.

From an early age, not only the foundations of personality are laid in children, but also most of the values, in particular the attitude towards nature. A corner of nature in a kindergarten is not just a part of the interior, its importance can hardly be overestimated. Close proximity to nature has a positive effect on preschool children, making them kinder, more attentive and gentler. Caring for the inhabitants of the corner develops responsibility, thrift and care in children. And observations of changes in nature that occur at different times of the year form curiosity in kids, the ability to think logically and notice details.

A living corner in kindergarten is drawn up in each age group, taking into account sanitary standards, the age of the pupils and their capabilities.

Rules of SANPIN for DOW 2.4.1.3049-13 p.6.11. it has been established that the placement of animals, aquariums and birds in group rooms (dressing room, group room, bedroom, buffet, toilet) is not allowed.

Therefore, the main inhabitants of the corner will be plants: indoor flowers and a mini garden on the windowsill. A mini garden is made up of garlic, onions, oats and other crops grown in boxes in autumn and winter.

1. Work in a corner of nature should be available to kids in terms of time and strength, so plants are selected that are unpretentious in food and care for them.
2. Plants should not harm the health of babies.
3. Flowers in a corner of nature in a preschool educational institution should be selected from different types for comparison.
4. When placing plants, their biological needs must be taken into account.
5. Making a corner of nature in a preschool educational institution must be done so that preschoolers can come up, observe, and do certain work.
6. Plants should have an attractive appearance that can attract and hold the intermittent attention of children.

Corner of nature in the younger group should have no more than 4-5 types of unpretentious indoor flowers. These are plants with pronounced flowers, leaves and stems that bloom for a long time and beautifully. Primula, balsam, ficus, geranium are perfect.

Corner of nature in the middle group should contain 5-6 species of plants. These are flowers with different sizes and shapes of leaves. In particular, agave, asparagus, chlorophytum.

Into a corner of nature in the senior group place from 6 to 7 types of flowers in 2 or 3 copies. Plants should have different stems (creeping, climbing) and have bulbs or corms. These include ivy, tradescantia, amaryllis.

For preparatory group the number of plants is 6-7 species, which differ in the method of reproduction (bulbs, viviparous). For example, saxifrage, bryophyllum, cyperus.

When planning the design of a corner of nature in kindergarten, do not forget to provide a place to store working equipment, these can be:

• spray,
• watering can,
• leaf wipes,
• stick for loosening the soil,
• seedling cups.

In the younger groups, the teacher monitors the cleanliness of the corner and tools. In the senior and preparatory group, this can be done with children (assign a duty officer). The work of preschool children in the corner of nature is carried out in accordance with the curriculum.

When decorating a corner of nature in a preschool educational institution with your own hands, remember that it should contain a lot of visual material. The most significant of them is the calendar of nature.

In the kids group it will be enough to place a picture depicting the current season. And also a doll dressed according to the season.

For older kids a manual with pictures of the seasons and weather conditions with a movable arrow in the center is attached to the wall. After the walk, you can discuss the weather with the children and move the arrow to the desired image. Also, in a corner of nature, it is necessary to allocate a place for children's drawings on the topic of the observations made.

in senior groups children are introduced to conventional signs for indicating the weather. Every day, preschoolers mark fluctuations in the weather with conventional signs and at the end of the month they sum up: how many days were cloudy, how many sunny, windy, rainy. By the end of the year, the guys will get an idea about the climate in their region.

Often, a natural and ecological corner in a kindergarten is combined into one and, in addition to the above, is placed in it:

• a set of pictures with birds, insects, domestic and wild animals, plants;
• models of vegetables and fruits;
• children's crafts from natural material;
• equipment for conducting experiments - molds, containers of different volumes, spatulas, measuring spoons. You can conduct didactic games and experiments with water, sand, stones, shells, clay to study their properties.

Activities in the corner of nature contribute to the development of labor skills in preschoolers. Already in the younger group, the teacher involves children in the implementation of feasible labor assignments. In the senior group, duty is introduced in the corner.

Working in a corner of nature gives the children a lot of pleasant experiences. Preschoolers learn to understand the world around them, to notice both general and individual signs of natural objects, which leads them to an understanding of the uniqueness and diversity of living organisms. Communication with nature stimulates the thirst for creativity in children. A properly organized living corner is a powerful educational tool in the aesthetic, psychological and moral development of children.

A living corner in kindergarten is a fairly common phenomenon. When children learn that there is a living corner in kindergarten, children are very happy: try to find a child who would not like to watch fish in an aquarium or listen to parrots talk. Unlike children, parents are more skeptical and often wonder if a living corner in a kindergarten is legitimate, because bird feathers, animal hair, plant pollen are one of the most common allergens, and no matter how it turns out that, along with the joy of communication with flora and fauna the child has not earned himself an allergy.

In this article we will talk about a living corner in kindergarten: aspects of its organization, its inhabitants, the rules of a child's behavior in a living corner.

A living corner in a kindergarten should be organized in accordance with clause 6.13 of the sanitary and epidemiological requirements for preschool institutions (SanPiN 2.4.1.2660 - 10, dated 01.10.2010), which means that

• Plants and animals must be safe.
• A living corner in a kindergarten should not include aggressive or unpredictable animals, thorny and poisonous plants.
• Stray animals in the corner are excluded.

In addition, the list of plants that are prohibited can be further studied in the "Hygienic Requirements for the Safety and Nutritional Value of Food Products" dated 06/01/2011. Among the prohibited exhibits, one can find, for example, parsley, widely used in everyday life.

A living corner in the kindergarten is organized only with the permission of the veterinary supervision, which registers the exhibits, notes the timeliness of vaccinations given to animals, and advises on the necessary hygiene procedures. In practice, ideally, everything should look like this: a veterinarian is assigned to a preschool institution, who gives recommendations on the selection of animals, birds, fish separately for each group. Beforehand, the medical staff of the preschool educational institution conducts an individual conversation with each of the parents, in which they find out contraindications in children, a predisposition to allergies.

The corner is in the care of the employees of the preschool educational institution: children should not take care of pets and plants. The only thing is that they can help, for example, water the plants. To do this, the parent committee buys small watering cans, marks for each child. A competitive element can also be introduced into caring for plants: each of the children is responsible for their own plant and at the end of the year the results are summed up, who coped with the task better.

Unlike plants, it is forbidden to organize a living corner in a kindergarten with aquariums, animals and birds in a group.

A living corner in kindergarten is a real mini-zoo. The room must be specially equipped, hot and cold water must be supplied to it, sewerage must be organized, food and equipment must be laid out on shelves that are not accessible to children.

A living corner in kindergarten is an important step in raising children. Preschoolers learn to care for plants, get acquainted with the types of flora and fauna, and find differences. It is important that “every creature has a pair” - so that children can personally find common features and individual differences.

Objects in the corner are placed in such a way that children can freely approach and examine them. As a rule, a living corner in a kindergarten is inhabited by fish, birds, and mammals.

Typical inhabitants of the zoo corner:

• Fish: swordtails, guppies, catfish, zebrafish, goldfish, barbs.
• Birds: budgerigars and canaries.
• Mammals: hamsters, guinea pigs, rats, rabbits.

An interestingly designed corner of nature in the group room of a preschool institution is an important part of the overall development of the child. The location depends on the design and its components: the presence of plants, their species, various panels. It is important that this part of the room is well lit, which means that the most suitable place is by the window. It often occurs when a corner of nature is located in a common corridor, while it can even have a fountain.

It should be noted that sanitary rules prohibit equipping a corner of nature in a group room with cages with animals. Plants should not pose a danger to children (for example, have thorns). For different age groups, their own corner of nature is formed in kindergarten, the options can be seen in the photo below.

Acquaintance with nature

The younger group of children is unpretentious to the types of plants placed, because their knowledge in the field of plant growing is very small. This means that it is enough to arrange several types of long-flowering plants with large and pronounced leaves for ease of perception by children. Suitable ficus, primrose or geranium. One of the advantages of the corner is the opportunity given to kids to care for flowers. Of course, this happens under the supervision of a teacher.

In the middle group, plants are already more diverse in appearance, leaf shape. Their number can reach six pieces. Children are trusted to water the plants, but no more. If a transplant is necessary, then they can only observe the process. So, asparagus or chlorophytum flowers are very suitable for this age category.

The design of the corner may include figured plant trays. The older group needs more variety for full development. Therefore, the number of plants for this age category of children can be increased to seven species, while they will attract more attention if flower pots are placed on elegant metal stands at different levels from the floor. It is unlikely that you will be able to complete them on your own, but you can replace the iron structure with hanging planters located at different heights.

A natural corner can be supplemented with a self-painted decoration of flower pots. To do this, you need gouache, a brush and decorative varnish. The pattern that is applied with gouache on the outside of the pots can be very diverse. Here, both specific images and just lines are allowed, intricately interspersed with each other. For children of the senior and preparatory groups, it will be interesting to do this work on their own. After the paint dries, the pots are varnished. And then the plants are planted directly.

You can make a panel similar to the previous one by using a pre-made herbarium. A corner of nature in pictures is also quite an interesting option. To do this, you need to perform compositions on large-format white sheets using dried leaves and flowers. It is better to use A3 or larger paper so that the pictures are well viewed from a distance. The herbarium in this case is attached to PVA glue.

Planting live plants

A creative flow of thought is necessary in order to decorate a kindergarten, the design of corners for which is only a small part of the possible options. So, you can supplement the living corner, depending on the season, with small boxes with seedlings, which will eventually be planted in a nearby area. Making a children's corner can be accompanied not only by planting live plants, but also by autumn bouquets from collected leaves or dried flowers.

A swing can be made from anything - even tires. Our article will help you with this!

Since the aquarium is allowed to be displayed only in a living corner of the common corridor, an artificial one can be made in the group room, while the design of the corners in the kindergarten in the pictures will fade somewhat for children in its colorfulness. But, nevertheless, you will need an empty aquarium, sea stones, which are laid out at the bottom in any order. But first, a printed photograph of the seabed is pasted on the back wall of the aquarium. If desired, you can fill the container with water.

The design of a children's corner in the library can include all of the above ideas, with only one difference - beautifully arranged books between flower pots.

1. The value of a living corner in familiarizing preschoolers with nature

The educational value of nature can hardly be overestimated. Communication with nature has a positive effect on a person, makes him kinder, softer, awakens the best feelings in him. The role of nature in the upbringing of children is especially great. Familiarization of children with nature in kindergarten requires constant direct communication with it.

In a preschool institution, children are introduced to nature, the changes taking place in it at different times of the year. Based on the acquired knowledge, such qualities as a realistic understanding of natural phenomena, curiosity, the ability to observe, think logically, and treat all living things aesthetically are formed. Love for nature, the skills of caring for it, caring for living beings give rise not only to interest in nature, but also contribute to the formation of the best character traits in children, such as patriotism, diligence, respect for the work of adults who protect and increase natural wealth.

To acquaint children with nature, to cultivate a love for it, a corner of the nature of the kindergarten, which contains indoor plants and some animals, will help. Each age group has its own corner of nature, but it is good to have a common corner of nature for the entire children's institution. It can be used to replenish the inhabitants of the corners of nature age groups.

The corner of nature provides an opportunity to focus children's attention on a small number of inhabitants, on their most typical signs, and thus provide deeper and more solid knowledge. The variety of plants and animals that children encounter directly in nature makes it difficult to single out the general, essential and regular in the life of plants and animals.

Familiarization with a limited number of specially selected objects in a corner of nature allows us to solve this complex and important task. The spatial proximity of the inhabitants of a corner of nature also matters. Children get the opportunity to look at plants and animals well, to observe them for a long time.

Children see the inhabitants of the corner of nature every day, which facilitates the work of the educator; under his leadership, the guys systematically observe and care for living beings. In the process of caring for them, children get an idea of ​​the diversity of flora and fauna on earth, how plants and animals grow and develop, what conditions need to be created for them.

In a corner of nature, preschoolers can approach animals and plants throughout the day, examine them, and conduct long-term observation of them. Children develop concrete knowledge about nature. When getting acquainted with living objects, preschoolers develop observation, interest in nature.

While working in a corner of nature, preschool children develop the following cognitive processes: perception, thinking, imagination, as well as attention and memory. Children think (establish causal relationships), remember the names of the inhabitants of the corner of nature, come up with games using the objects of the corner of nature. While caring for the inhabitants of nature, children develop labor skills and such valuable qualities as diligence, respect for the living, and responsibility for the assigned work.

Location: Tomsk region, Tomsk

Babies begin their acquaintance with the outside world immediately after birth, but only at kindergarten age do they approach this process meaningfully. In the nursery and the younger group, children begin to study the seasons, natural phenomena, and learn to respect living beings. To acquaint children with nature, to cultivate love for it, respect for the work of adults, curiosity and observation, a corner of nature in kindergarten will help. It houses indoor plants, some pets, didactic material and plant care items.

Before you start decorating a corner of nature in the DOW group, you need to choose the right location for it. As a rule, this is the brightest and sunniest part of the room.

In addition to all of the above, there should be didactic material in the corner: these are entertaining games that reveal the secrets of the world to the kids, various visual aids, and albums with pictures.

Description of the forms of entertaining and leisure activity.

1. Table with recesses for water and sand, with a plastic work surface. Plastic rug, dressing gowns, arm ruffles.

2. Natural material: sand, water, clay, stones, shells, cones, branches, pieces of wood, various fruits (beans, cereals) (all items are large).

3. Containers of different capacities, spoons, spatulas, sticks, funnels, sieve, rubber and plastic toys for playing with water.

4. Mirrors for playing with a sunbeam.

5. Items for games with a shadow.

6. Magnifiers, "magic" glasses - colored "glasses" (made of plastic).

Corner of nature: "Green corner":

1. Indoor plants: 3-4 species with large leathery leaves, erect stem, large bright flowers. One of the plants should be duplicated so that children can learn to find the same plants. Recommended plants: ficus - a good air purifier, ever-flowering begonia - fights diseases of the upper respiratory tract, balsam, coleus, hybrid fuchsia.

2. Plants characteristic of different seasons:

- in autumn - an exhibition of bright, large vegetables and fruits;

- in winter - branches of coniferous trees;

- in the spring - a garden: planting onions, oats, sprouting peas, beans - for observations;

- in summer: bouquets of ornamental plants: asters, chrysanthemums, tulips, carnations, etc.;

3. Aquarium (layout) with snails and brightly colored fish.

4. Watering cans, sticks for loosening the soil, a sprayer, rags, brushes, aprons (children are not on duty, they only carry out small assignments of the teacher).

Consists of 2-4 pages: a picture depicting the season; weather observation sheet - use plot pictures or photographs depicting the activities of children at different times of the year; bird observation sheet - cards with birds that have been seen are placed in the feeder. Before going for a walk, they put on a didactic doll according to the season and put it in the calendar of nature.

Extras: themed albums by season and theme of the week, algorithms for the water and sand center, game models of a farm, forests, etc.

• Conversations with children:

The structure of a houseplant.

What does a plant need to grow?

How to care for a houseplant?

• Didactic games

Guess the plant from the description.

Find a plant by name.

• Reading fiction:

poem by E. Blaginina "Spark",

Slovak fairy tale "The sun is visiting",

A.K. Tolstoy "My bells ...",

Guessing riddles, memorizing poems, compiling descriptive stories

• Joint and independent activity.

Observations of plants in a corner of nature.

Observations of the work of the educator in caring for the plants of a corner of nature (labor to help)

• Artistic creativity

coloring pages on the theme of nature;

Description of expected results.

- orientation in the seasons;

- fostering respect for nature;

Children's possession of information:

- that a plant needs light, heat, water, air, earth to grow;

- that a plant consists of a root, stem, leaf, flower;

– that plants differ from each other;

- that the state of the plant depends on the care of the person.

It should be noted that the Corner of Nature zone is constantly being transformed and supplemented with new elements and objects. There is a separate shelf for crafts, toys, various natural materials (shells brought by children from vacation, cones, stones, etc.), as well as your own photos and photos of your relatives and friends in nature. Each child can bring his own thing, which is dear to him, and put it on a shelf in the Corner of Nature.

Ksenia Zubkova
Living corner in kindergarten

Environmental education and upbringing, aimed at developing a person's scientific knowledge of nature, beliefs and practical skills, a certain orientation and an active life position in the field of nature protection, rational use and reproduction of natural resources, is an objective necessity for all mankind.

In recent years, the process of creating new concepts of preschool education and new draft programs for the upbringing and education of preschool children has noticeably intensified. A modern educator is not required to strictly follow one standard program, as it was relatively recently. Nowadays, every teacher and team of kindergarten teachers has the right to choose a program or make it from several programs in accordance with the general educational and educational orientation of the preschool institution and their pedagogical guidelines.

In accordance with the three stages of preschool age - junior, middle and senior preschool age - it consists of three parts. Each part is based on general ideas that reflect the views of the authors on preschool childhood, the conditions for the effective development of the child in the preschool years, his full-fledged personal formation and development, readiness for schooling.

Preschool age is the most important stage in personality development. This is the period of the initial socialization of the child, introducing him to the world of culture, universal values, the time of establishing initial relations with the leading spheres of being - the world of people, the world of objects, the world of nature and his own inner world. The unique features of physical, mental, social and personal development are manifested in the originality of the ways and forms of cognition and activity of a preschooler. The knowledge of the world by a child is carried out in an emotional and practical way: he uses various objects - and examines their shape, color, size, enjoys the bright colors of nature - and begins to comprehend the diversity of natural objects. The richness of the surrounding world, its colorfulness, sound polyphony captivate, awaken the feelings and imagination of the child, push to independent knowledge, action, to the manifestation of creativity.

Features of acquaintance of children of middle preschool age with the world of nature

At 4-5 years old, a preschooler shows a significant and deeper interest in the nature around him: animals, plants, weather phenomena. The questions that arise at this age are “why?”, “Why?”, “Where from?” sometimes they put adults - parents, teachers - into a dead end, amaze with the inquisitiveness of the child's mind, the desire to penetrate the essence of phenomena and their relationships, the figurative form of understanding the perceived. To satisfy children's curiosity without suppressing interest in recognizing nature, to form ideas about nature that are productive for the child's versatile development, to instill the first skills of activity and independent thinking are important tasks of working with children in this age period.

Extremely important for preschool children of the fifth year of life is the "discovery" (singling out as objects of knowledge) of living beings in nature, their internal similarity with external dissimilarity. So, it turns out that the animal and the plant are similar - they are alive: they breathe, grow, eat, feel the attitude of a person towards them. The child begins to thoughtfully reflect on the manifestations of people's attitude to nature, experiences anger, pain from human cruelty, enjoys, rejoices in kind, noble, touching deeds.

High emotional responsiveness, empathy of four-year-olds makes it possible to actively form an ecologically valuable experience of communicating with animals and plants, to stimulate and encourage humane manifestations of behavior and activities in nature, to bring up joyful experiences from a morally positive act. The proposed program of environmental education will help adults - teachers, parents - to begin introducing children to ecological culture, forming the foundations of an ecological worldview in them.

The arrangement of a living corner in kindergarten and the basic requirements for its objects

A corner of wildlife in kindergarten is one of the necessary conditions for visual and effective familiarization of preschoolers with nature. In the corner of wildlife, preschoolers can approach animals and plants throughout the day, examine them, and conduct long-term observations of them. Children develop concrete knowledge about nature. While caring for the inhabitants of a corner of nature, labor skills, diligence, respect for the living, and responsibility for the assigned work are formed.

Zoo corners in preschool institutions are arranged, first of all, with the aim of developing children's ideas about the diversity of the animal world. Direct communication with nature gives the child more vivid ideas about the world than looking at illustrations, reading books or telling stories from elders. Of course, one should not completely exclude these forms of acquaintance with the animal world. On the contrary, they will only supplement and expand the children's ideas about the animal world, obtained from direct communication with animals. Children will certainly enjoy interacting with animals. In addition, when performing simple work in the zoo, children will acquire useful simple animal care skills and feel responsible for their pets. For the arrangement of a zoo corner, it is best to allocate a bright room with windows to the south or southeast. In this room, you can not only accommodate the inhabitants of the living corner, but also conduct classes with children. Objects are placed in such a way that children can freely approach them and observe animals. There should be a certain number of objects in the zoo corner. This will provide deeper knowledge, without distraction. It is very important when drawing up a zoo corner to choose its future inhabitants correctly. In this case, it is necessary to take into account some requirements for the inhabitants of a living corner.

1. All animals must be brightly colored in order to keep the unstable attention of children, to interest them.

2. It is necessary that several specimens of the same animal species be kept in a living corner, which will allow you to see not only the similarities between them, but also individual differences. Such observations will help to form in children a holistic view of the diversity of the animal world.

3. It is important to remember that all animals must be safe for children.

4. Animals in the zoo should not require complex equipment for their maintenance, care for them should be relatively simple, consistent with the strength of children and their free time.

5. When placing the inhabitants of the zoo corner, it is necessary to take into account their biological characteristics. So, a terrarium with a turtle should be placed in a sunny place, and an amphibian aquarium in a cool and shaded one.

Permanent inhabitants of the living corner are aquarium fish (viviparous species - swordsmen, guppies, platypecilia; catfish, labeo, zebrafish, barbs, goldfish). Watching them is interesting, and care work is not difficult for children and is available to them (it consists in feeding, cleaning the aquarium). Can be kept in a living corner of amphibians and reptiles. In addition to the permanent inhabitants of the zoo corner (spur frogs, axolotls, turtles), you can bring local animal species (green and gray toads, frogs, lizards) to demonstrate to children.

Bird care will be of great interest to children. Typical representatives of the feathered inhabitants of the living corner are canaries and budgerigars. These birds breed in captivity, and the development of chicks, the care of birds for offspring is a valuable material for observing children.

Mammals are valuable objects for a living corner due to their complex behavior. Watching them, children learn to recognize and distinguish them by external signs. In the zoo corner you can place rabbits, hamsters, guinea pigs, rats.

In the zoo corner of the younger group, it is best to keep songbirds. They have a bright color, easily adapt to captivity. Mammals, on the other hand, require a lot of attention, so they are kept in the zoo corner of the senior group of the kindergarten, and cages with hamsters, rabbits, and guinea pigs are brought to the younger groups for temporary observation. In the aquariums of the zoo corner for children of the older group, it is better to keep viviparous and spawning fish. Amphibians and reptiles are easy to care for. They can be kept in zoo corners of all age groups. However, most likely these animals will arouse interest in children of older groups, since they do not have a bright color that could attract the attention of children of younger groups.

The youngest children gain knowledge about animals through observation. Brightly colored tropical fish, guinea pigs with an interesting appearance, with complex behavior, turtles, hamsters are well suited for this. Children should be introduced to animals: say their name, give their children the opportunity to look at their appearance, watch their movements, talk about the nutrition of animals, perhaps give them food. At this age, when the child is especially willing to make contact, he can be asked to imitate the sounds of an animal, to repeat the movements of animals that do not make sounds.

After such classes, children will remember information about the animal well, they will perceive it better.

In addition, it is important to interest the child. Classes should be held in the form of a game. The child must learn to recognize the color of the coat, the color of the eyes, the shape of the body, its relief. At the same time, children can be taught figurative comparison, for example, to say that the fur of an animal is soft as fluff. Children will be very interested in solving riddles about animals, which they will then be shown to them. Children can name animals.

Then children need to be taught to establish cause-and-effect relationships. Why does a turtle have a shell? Why does a parrot have wings? Why does a rabbit jump while a guinea pig runs? Children can be told about wild and domestic animals (demonstrate a rabbit, canary, hamsters). At this stage, for the first time, children can be given the opportunity to care for animals under the guidance of a caregiver. These can be the simplest actions: put food in the feeder, pour water into the drinker. At this stage, children are already beginning to invent stories and poems themselves, draw pictures.

Children of the older group can be given ideas about the diversity of animals, their uniqueness and the need to protect them, demonstrate viviparous fish, give knowledge about animal reproduction, their upbringing of offspring. Grooming becomes more complex, new skills are added - changing bedding, self-feeding, changing water in a drinking bowl, bathing animals, caring for offspring. At the same time, films about animals and filmstrips are shown to children.

Work of preschoolers in a corner of nature

As for plants and getting to know them, in the older group, children get acquainted with new indoor plants, remember their names, and identify the difference between their structure and already known plants.

A lot of work is being done to form and consolidate children's ideas about the needs of plants in certain environmental conditions (water, good soil, light, heat). The formation of these ideas, their consolidation in the conditions of everyday life is best done through simple experiments.

Experience with water. Plants are selected that quickly respond to changes in soil moisture (coleus, balsams, etc.). Observation is carried out on Monday morning after a two-day break in watering plants. One of the plants is watered an hour before the observation (without attracting the attention of children). By the time of observation, the watered plant should already be in a normal state, the other turns out to be withered, with drooping leaves.

Children, together with the teacher, examine both plants, compare, and identify the difference in their condition. Then, examining the soil, they find that one is watered, the other lacks water. Abundantly watering the plant, leave it until the evening. In the evening or the next morning, a second observation is carried out, in which, comparing both plants, the children find that their condition is equally good. After that, a conclusion is made about the need of plants for water and about the timely satisfaction of this need (watering).

Soil experience. The teacher, together with the children, plants oats in two cups, in one of them there is earth, in the other - sand. “Let's see,” the teacher says, “in which of the cups the oats will grow better, and we will try to take good care of one and the other planting.” Children watch the germination of oats twice a week, water both crops.

The first observation should be made when there are visible shoots in both cups. During the observation, children can be asked the following questions: in what soil were oats planted and what did they want to know? Did we care for oats in the same way? Did oats germinate equally well? The next observation is made in class when there is a clear difference in the condition of the oats in different cups.

In the future, work is carried out on feeding and transplanting plants and monitoring them.

Experience with light. Before observation, it is necessary to germinate 3 bulbs: two - in the dark, one - in the light. A few days later, when the difference is obvious, the teacher invites the children to examine the bulbs and establish how they differ from each other in color and shape of the leaves: yellow and twisted leaves for those bulbs that sprouted in the dark (in the basement). In confirmation of this, one bulb of those that grew in the dark is exposed to light, the other is left in the same conditions.

The second observation is carried out when the bulb with yellow leaves straightens and turns green. Then expose the third bulb to the light. When the state of the third bulb also changes, a lesson is held at which the results of the experiment are discussed. The teacher helps children to generalize ideas about the importance of favorable conditions (light) for plant growth.

Systematic monitoring of the condition of indoor plants is also underway. Children are taught the ability to identify plants that experience light hunger (by elongated stems and pale leaves, take care of them: move them to a well-lit place, wash them.

Experience with branches (identifying the need for heat in plants). In winter, poplar branches are brought in, placing them in two vases with water. One vase is left on the windowsill, the second is placed between the frames. Then watch the branches bloom.

The first observation is carried out when the leaves appear on the branches standing on the windowsill. They compare the branches in both vases, note the difference in condition, explain the reason, which lies in different thermal conditions.

In the future, children are taught to pay attention to the temperature of the water used to water the plants, to the need to prepare it in advance so that it warms up.

Placement of objects in a corner of nature

In kindergartens, a corner of nature is organized for each group separately. Its objects are placed in the bright part of the room (on low tables and window sills) like this; so that they are well lit, but do not block the light from the window. The window for the corner of wildlife should be facing southwest, south or southeast.

Plants are not recommended to be placed close to the windows and stoves, as sudden temperature fluctuations are harmful to them. When placing plants, it is necessary to take into account their relationship to light, heat and moisture. So, the inhabitants of tropical forests and swamps, such as tradescantia, aspidistra, ivy, cannot stand strong sunburn. They are best placed near the windows of the north side or in the piers between the windows. Subtropical and desert plants grow best on the sunny side.

For all plants that stand on the window, wooden stands are needed. For uniform development, the plants are rotated from time to time so that the light falls on different sides of them.

Aquariums are placed in front of windows, however, avoiding bright lighting in summer. Terrariums are placed in a bright and warm place. Birds are kept away from the windows: they cannot stand drafts.

Seasonal changes in the corner of nature, In connection with the change of seasons, the composition of the inhabitants of the corner of nature also changes.

In autumn, plants transplanted from the flower garden into pots are transferred to the corner. Animals falling into hibernation (frogs, lizards, turtles, on the contrary, are taken out to a cool, unheated room.

In winter, boxes with crops and plantings that are produced by children (onions for feathers, oats, lettuce, carrots and beets for greens) are brought into the corner. Pots with wild plants of forests and meadows planted in them in the summer are rearranged here from a cold room. By the end of winter, vessels with cut branches of trees and bushes are placed in a corner of nature.

In the spring, boxes with seedlings and rooted cuttings are placed in a corner and terrariums are brought in.

In summer, a corner of nature is placed on a veranda or in a gazebo and replenished with those plants and animals that children bring from excursions and walks.