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Winter It is not without reason that winter is considered to be the most magical time of the year. It is in winter that it is customary to take stock and think through plans for the entire next year and, of course, make your deepest wishes on a magical day. New Year's Eve. For many, winter is the most favorite time of the year. Children of all ages eagerly await her arrival, when the earth will be covered with a fluffy white blanket, and Christmas trees will be lit in the houses. According to popular belief, the beautiful Winter arrives on a pinto horse. Getting off his horse, Winter begins his magic: he forges frosts, covers rivers and lakes with ice bridges, pours snow from one sleeve and frost from the other. Winter's voice is young and clear, and ice glistens in her eyes. The future harvest, and therefore the entire next year. WINTER-WINTER Tatyana Bokova Winter-winter rushes in an icy carriage, The wind knocks with its wings On sleepy houses. Squares and parks are blooming with snowy whiteness. And the frost erects arches Above the forest path.

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Winter signs Snow will fall - warming up. A cat covers its face with its paw - to a blizzard. Frequent stars mean warmth and snow, rare ones mean bad weather and blizzards. The winter wind blew from the north - causing great frost. Cat on the stove - cold in the yard. Clear sky means frost. Clouds move against the wind - towards the snow. Crows croaked as a whole flock - for frost, danced in the sky - for snowfall, sat on the ground - for thaw, settled on the lower branches of trees - wait for the wind. The cat sleeps soundly and for a long time - for warmth. The cuckoo will begin to crow - there will be no more frost. White clouds in winter mean wind, blue clouds mean warmth. The sparrows chirped in unison - to the thaw. A rich harvest of rowan foreshadows a harsh winter. If winter is warm, then summer will be cold. The more snow on the fields, the larger the harvest will be.

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Winter riddles Every day it gets colder, Caught on the cornice, The sun warms less and less, Hangs down with its head Snow is everywhere, like a fringe, - Tiny acrobat, So, it means that it has come to us... (winter) Winter lollipop... (icicle) Stars are flying from the sky and shining in the sun. Like a ballerina dancing, He breathed on the window - Spinning in winter... (snowflakes) Instantly it was covered with ice. Even the branches of the birch trees were covered with frost... (frost) Who all night long We blinded him cleverly. Does he sing snow songs? There are eyes and a carrot nose. The wind is a winter friend, A little warm - she will cry in an instant Will blow snowdrifts... (blizzard) And melt... (snowman)

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December “The year ends - winter begins” - this is what they say about December, last month year and the first - winter. The sun is getting lower and the days are getting shorter and darker. And frosty nights are brighter from the stars. In December the real winter begins. The earth has already cooled down and the fallen snow no longer melts, but remains until spring. Animals hibernate and trees shed their last leaves. Every day the temperature drops, and from December 25 severe frosts begin. December got its name from the Latin word “decem” (translated as ten) All because in ancient Rome this month was the tenth, and even after the reforms and changes in the location of the months, their original names were preserved. Ancient Rus' had its own names for this month. More often, December was called “gloomy” (due to the fact that in December you can rarely see the sun). It was also called “jelly” (since both the earth and everything around it get cold). DECEMBER - it brings the year to an end. Winter snow is blowing towards the porch, The frost is biting. Not far away New Year, And the holiday will come to visit us with gifts and a Christmas tree! Yu. Chichev

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January January is the beginning of the year, the middle of winter. The days are getting longer, there are more daylight hours. The sun rises earlier and shines brighter, rushing towards spring. And the snowdrifts are getting higher, the snow is deeper, the ice is thicker... January was named after the Latin god Janus. It is also called the Janus month. January also means “door of the year”, as from the Latin “ianua” - door. January - month bright stars, white trails. The snow creaks underfoot. January is the peak of winter. Half the wintering period for birds, the sleepy rest of plants and many animals has passed. Our ancestors called January: SECHEN, going into the forest to cut down frozen trees, because of the blue sky - PROSINETS. January Open the calendar - January begins. In January, in January There is a lot of snow in the yard. Snow - on the roof, on the porch. The sun is in the blue sky. In our house the stoves are heated, smoke rises into the sky in a column. S. Marshak

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February February - named after the ancient Greek god of the underworld Februs, or Februs. Initially, February contained 28 days. It is the only one of all the months that had an even number of days, and according to the beliefs of the ancients, only a month with an odd number of days brings happiness. The sun in February already shines three hours more than in January. But the cold still makes itself felt, with frequent snowstorms and blizzards. The most fun holiday in February is Maslenitsa. It originated in Rus' during pagan times. The popular names for February are “bokogrey”, “sechen”, “snezhen”, “lute”. All these month names intelligently reflected the capriciousness of the weather. After all, there can be severe January frost, reaching up to thirty degrees, and a blizzard with heavy snowfall. And on some days, suddenly the bright sun will illuminate everything, and at the same hour it will smell like spring. White-winged blizzards Howl in February. The animals lost a lot of weight in a cramped hole and in a hollow. We will help them a little: We will bring bread to the feeding trough. Along snow-covered paths we will arrive into a dozing forest. T.Kersten

Valentina Bykova

Continuing the theme - winter design of a corner of nature, I want to present to you my fantasies on this topic. Probably each of you has at home more than a dozen old DVDs that you don’t need. These are the ones you will need. From them you can make trees - fir trees, pine trees, etc., birds - owls, black grouse and others, snowdrifts, huts. I made trees and decorated one of them with New Year's toys, and glued pine cones on the other. To make trees you will need stands, a trunk - I used a base from under adhesive wallpaper - a tube, disks,

glue "Moment", that is, it all depends on your imagination. The trees are ready. They can be completely different, you can even paint them, but I decided to let them be silver, because winter. Next, you need to come up with a plot and begin to translate it into reality. For this we will need different animal toys; we will decorate the background with appliqué based on our imagination. It could be a lady in the snow, a forest, Christmas trees. Can be used as a background for the collective work of children for the winter subject matter, you can also take just an ordinary ceiling tile, just draw clouds and snow on it, the sun - if it is day, or the moon and darken it, that is, draw a dark sky and sunset clouds, and draw the stars. I wish you all success. The teachers in my garden, and most importantly, my students, like my trees.

Publications on the topic:

Dear Colleagues! To decorate a corner of nature, I would like to present to you the “Miracle Tree”, with a changeable guide for the seasons. "Miracle tree" turned out.

The autumn forest is an amazing sight! Everything around suggests that nature is an artist who has everything left at his disposal.

To make this aquarium I needed: A toy box, self-adhesive paper, shells, stones, fish, printed on colored paper.

Decor kindergarten It has great importance for the harmonious development of the child. It is very important for training to be effective.

Goal: formation elementary ideas about the world around children of the first junior group. 2017 is recognized as the year of ecology. That's why.

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

Why do preschoolers need a corner of nature?

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

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

Its significance is especially great for city children who, unfortunately, do not have the opportunity to often be in the lap of nature and 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 a preschool educational institution is to maximally fill the lives of children in the garden with communication with inanimate and living nature. In addition to this, the corner performs many other equally important tasks:

1. Children's health. Many plants present there help purify the air from dust and carbon dioxide. In addition, contemplating pictures of nature, communicating with birds and animals helps relieve stress after classes, reduces aggressiveness and irritation in children prone to negative emotions, and has a beneficial effect on the mental state of children.
2. Development of cognitive abilities. Preschoolers learn about the world using all their senses; they need to see, examine, and touch everything. The group space should be filled with objects, materials and objects that stimulate the cognitive activity of children, give scope 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 there should be no poisonous plants or aggressive animals there).

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

3. Aesthetic education. All materials and objects presented in the corner must be selected in such a way as to awaken in children the ability to see beauty native nature and appreciate it. Bright autumn leaves, photographs and paintings of landscapes of a winter forest, an autumn park and a summer meadow, models of mushrooms, trees, colorful images of animals and birds evoke a response from students 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 is difficult to overestimate. Animals and plants in the corner are dependent on humans: they need his care and attention.

   The opportunity to care for other living beings instills kindness and responsibility in children

   By caring for plants, animals, birds and fish, children learn to be responsible for the safety of other people's lives, to be caring and generous towards the weak and defenseless. This is how the first ideas about humanity and nobility are laid in the child’s consciousness.

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

Requirements for nature corners in kindergarten

When creating corners of nature in preschool educational institutions, they take into account: General requirements for all groups, and specific, appropriate age characteristics children.

The organization of nature corners is regulated by paragraph 6.13 of the sanitary and epidemiological requirements for preschool institutions (SanPiN 2.4.1.2660 - 10, dated 10/01/2010).

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

General requirements for natural areas

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

• According to sanitary standards, it is prohibited to place animals in group rooms, locker rooms, and bedrooms. If a kindergarten wants children to have the opportunity 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 children of other groups can go to this room under the supervision of a teacher.
• Location taking into account natural light. The plants that are there should not be shaded by furniture or toys, that is, they need to be provided with maximum sunlight during the daytime.

  It might be a good idea to install a fence near the corner with plants, which will remind children that they should not run or make noise in this area.

• One of the key requirements is safety. Plants, materials and tools should not harm children or pose a potential danger.
  
• Furniture should be well secured and shelves should be at children's eye level. Children should not reach up to look at everything.
• Aesthetic 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 a nature calendar, 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 nature corner of a 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.);
• visual appeal (dense leaf rosette, rich leaf color, abundant flowering);
• starting from the second youngest group, in a corner it is advisable to have two or three plants of some species that have distinctive features(for example, white and pink violets) to compare the characteristics of living objects and draw 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 must have a nameplate and a passport, which will indicate the requirements for its care (frequency and abundance of watering, the need for spraying, etc.) and optimal conditions for growth.

Most plants approved for nursery use are still not edible. Children, especially small ones, need to be explained that they need to take care of plants, not tear off leaves unnecessarily, and not play around in a corner of nature.

Setting up a nature corner for different age groups

Full and systematic use of all the possibilities of a corner of nature will allow older preschoolers to develop extensive knowledge about the world of living and inanimate nature, the connections in it, the role of man in preserving natural resources, as well as to develop the foundations of ecological culture and environmentally sound behavior and environmental management. Each age group must have a sufficient number natural materials for crafts: leaves, maple wings, chestnuts, acorns, twigs, feathers. Young children make crafts together with the teacher; older students can easily use these materials for independent creativity. But teachers arrange corners in accordance with program requirements and the age of the students.

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 are a rarity in modern kindergartens

Natural corner for young children

Objectives of natural history and environmental work in early age are not yet very extensive and include:

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

Nature calendar for little ones presents the four seasons

What should be in the corner:

• 3–4 plants with large leaves, a clearly visible stem, blooming brightly and for a long time (common geranium, fuchsia, evergreen begonia, primrose, balsam, camellia, Chinese rose);
• a nature calendar, in which the teacher marks the time of year 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, pine cones, dry leaves);
• didactic games of natural history content, appropriate to the age of the children (“Who is this?”, “Find and name”, “Add a 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 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 emotional moments in natural history games and observations in a corner of nature that evoke a positive response in children: a bunny (toy) is soft, fluffy, let’s pet it; The (live) flower has bloomed, it smells good, let's smell it carefully and admire how beautiful it is.

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

During flowering, fuchsia should be watered moderately. A layer of pebbles should be placed at the bottom of the pot of ever-flowering begonia to retain water. Blooming primrose needs fertilizing twice a week.
Impatiens get 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 about nature at this age expands significantly: they are more fully introduced to objects and phenomena of inanimate nature, seasonal changes, and the animal and plant world. Children learn the division of animals into domestic and wild and the corresponding differences in their lifestyle and habitat. More extensive information about birds (migratory and wintering) is given, the concept of insects (ants, butterflies) and other representatives of the animal world (lizard, turtle, frog) is formed.

The idea of flora: kids learn the concepts of “grass”, “tree”, “flower” and learn to distinguish them by external signs. A primary understanding of the needs of living organisms for food, water, heat, and human labor in caring for animals and plants is formed. Children begin to show feelings for objects of nature, animals, plants, and express elementary value judgments about its phenomena: “I like the dog, she guards the house. I don’t like it when it’s raining and cold.” There is an interest in experimenting with water and sand.

In the corner of nature for the second younger 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 to independently care for the plant (cleansing dust). Children can water their own plants.
• Nature calendar. He gains more complex look: in addition to the seasons, it can contain windows or pockets, where children, after walks, 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 subject pictures is expanding - in them children are introduced to the features of the appearance and lifestyle of fish, insects, and amphibians. For free viewing, children are offered sets of toys depicting animals and their young, as well as inhabitants of various ecological systems (ponds, forests).
• It is also necessary to equip an area for simple experiments with sand and water, where a sand mill, all kinds of molds, stamps for printing footprints on sand, shovels, rakes, small toys for burying and searching, vessels for transfusion, floating toys (regular rubber and wind-up toys) will be placed. moving).

As a result of targeted 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 in their area, and name the basic conditions they need for life. Children will have a desire to observe seasonal phenomena, weather changes, and mark its condition on the calendar. Valuable at this age is the awareness 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 restless and inquisitive people. Many teachers and psychologists note that it is at this age that children’s cognitive abilities and mental development make a significant qualitative leap. Preschoolers have the ability to absorb more information, much more complex and varied in content than last year. This age is characterized by the manifestation of inquisitiveness, interest in the world around us and the events in it, the development of stability of attention and observation.

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

As a result of these features, middle school preschoolers gain access to new knowledge about plants and animals both in their own area (distribution by places of growth and habitat) and in other natural zones (tropical, polar). Children not only acquire new knowledge about natural objects, but also define their essential features (wild animals find housing and food on their own, while domestic animals are fed by humans), establish a connection between the structure of a plant, an animal and its adaptability to the surrounding world (a plant needs a root, in order to hold on to the soil and receive nutrients from it, the hare changes the color of its fur in the winter 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.

Children very often notice signs of inanimate objects (water flows, spreads; dry sand flows, but wet sand sculpts) and living objects (feed, grow, breathe). Many preschoolers at this age like to compose short stories based on their own observations of well-known natural objects, using comparison words and generalizations. They are not indifferent to the beauty of nature in different seasons. The foundations of environmentally literate behavior and thinking are emerging: children understand and can explain why it is bad to pick flowers, offend birds, or litter in nature.

By the end of the middle group, children:

• distinguish 4–5 ornamental plants, know how to care for them, what they need for development and life;
• show a persistent interest in the phenomena of inanimate and living 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, and rivers;
• they are able to explain how the structure of an animal depends on its method of movement, lifestyle (a fish has fins to swim in water, and a bird needs wings to fly, a hedgehog needs spines to protect itself from predators).

To satisfy the increased needs for knowledge of the natural world, the equipment of a corner of nature in middle group significantly enriched and expanded.

Plants in a corner of nature for the middle group

First of all, they are replenished with new plants: aloe, agave, begonia rex, asparagus, fragrant geranium. Plants are selected in such a way that they have various types leaves, and children are taught how to care for each of them. For example, fleshy leaves with serrations, like those of agave, are wiped with a damp, hard brush or brush, and pubescent ones, like those of geranium or violet, are wiped with a soft, dry brush. Plants with small leaves are sprayed with a spray bottle.

To make it easier for children to remember which method of caring for leaves is preferable for a particular plant, a schematic image of the corresponding tool located on a wooden skewer is stuck into the pot, or it is attached in another way. At the same time, there can be up to 8 different plants in a corner of nature, and some of them should be presented in two or three types (begonias, geraniums) so that children can compare them 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 soil, a basin, rags, as well as aprons and sleeves to protect children’s clothes while working and experimenting with natural materials.

Nature calendar for middle group

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

It is important to ensure that children enjoy working in a living area

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, and 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 is indicated by. Children find the desired designation in the pocket and glue it into the window of the corresponding color.

The calendar of observations of 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. Children do not note the weather that happened over the weekend, since it is difficult for them to remember it in two days. At the end of the week, the teacher, together with the children, examines images of weather phenomena, analyzes which days there were more: rainy, sunny, cloudy.

The calendar can combine observation of living and inanimate nature. To do this, a sheet of paper is drawn into two stripes of five squares, in the upper one they note what the weather was like, and in the lower one - 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 in an image based on episodic observations of children. To do this, they conduct a conversation: “What interesting, beautiful things did we see on our walk?” During the conversation, they find out what kind of object they came across (a leaf, ants, grass) and after the discussion, paste in a picture.

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

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

Layouts and images of vegetables and fruits are supplemented with new ones that do not grow in the area (orange, pineapple, banana). Animal figurines - inhabitants tropical countries(giraffe, elephant, rhinoceros, monkey) and Severa (polar bear, walrus).

Collections of seeds, feathers, and stones are also of interest to children in the middle group, but they should be designed in such a way that children cannot mix or scatter them (well attached to the base, placed in closed transparent jars or bags).

Video: Lapbook on ecology

A lapbook can be an excellent means of environmental education starting from the middle group - innovative Toolkit, designed in the form of a folder or folding book with many pockets and envelopes containing a variety of materials on a single topic.

Equipment for experiments in the middle group

A variety of equipment for experimental activities and experiments is required for this age. This:

• materials soluble and insoluble in water (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 experimentation process 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 a corner of nature for the middle group you can set up 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, fairy, woodland creature. This character may appear one day with an interesting or unusual gift: a particularly bright autumn leaf, a basket of sweet apples for children, a luxurious bunch of rowan berries, which will then be dried for bird feed. 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 settle in a natural corner

The hero can “take part” in all types of activities of the kids: help them mark the weather on the calendar, care for plants, play a didactic game. He can be “happy” when children do good deeds, take care of pets in the environmental room, and “sad” when the children forgot to water the plants or put the experiment equipment in order.

Photo gallery: samples of climate zone layouts

Rare exotic animals live in the tropical forest. The model of the North introduces children to the harsh nature of the Arctic. The model of the pond is equipped with rubber bath toys. The model of a cozy rural courtyard will also interest children.

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

Nature corner for children of senior and preparatory groups

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

Children become able to understand the cyclical nature of processes in nature, the patterns of certain of its phenomena. 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 range of children's cognitive interests expands as much as possible: they are interested not only in plants and animals of various climatic zones of their home planet, but also in celestial bodies, the nature of space, and underworld minerals and minerals. Knowledge about the diversity and richness of the living world allows older children preschool age compare plants, animals and humans, draw conclusions, establish correspondences and differences (every living thing breathes, grows, eats, but only a person can speak, think, experience feelings).

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

Based on all of the above, the concept of the ecosystem of 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 a corner of nature become more intense and varied, as does the very filling of the corner with materials and aids.

Duty corner in the senior group

Duty duties are being introduced - accordingly, a duty corner is needed. The children’s desire to be on duty largely depends on its appearance, so the teacher should think about how to make it bright and attractive, and what images to decorate it with. See below for more details on duty.

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 varied knowledge about them, both erect and climbing and creeping plants, as well as those with roots in the form of bulbs and corms, are placed in a corner of nature.

It can be:

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

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

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

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

The children’s attention can be drawn to it by the teacher himself or by seeking help from fairy tale hero, living in a corner of nature, taking a toy in his arms and pretending to listen to her words: “Guys, our fairy tells me that in a corner of nature someone is crying. What plant could be sad here and why?” Focusing on the signal card, children quickly find who needs help, determine what exactly needs to be done and eliminate the cause of their green friend’s “bad mood.” Later, when the children’s attention is diverted by another activity, the teacher puts a cheerful emoticon 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, in the older and preparatory group Other forms of work can be introduced to consolidate knowledge about nature:

• seasonal nature observation diaries;
• calendars of observations of birds, plant growth;
• individual calendars.

Their design and management largely depends on the creative potential and desire of the teacher to instill observation skills in children.

The nature calendar in the senior group includes many different items: weather, date, month and day of the week, living 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 observation diary 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 there is a strip about three centimeters wide, in which the date and name of the month are written in the color set traditionally for each day of the week: “September 6”, “November 12”, etc. Since many children in older groups already know how to read, write in block letters and know for months, this work can be entrusted to such developed guys.

Next, the landscape sheet is drawn into 8 divisions, into which the following data is entered daily: whether it was a sunny or cloudy day (image of the sun or a cloud), 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 their curiosity

It is recommended to indicate the temperature with a figure of a man. different colors: red in hot weather, yellow in warm weather, green in cool weather and blue in cold weather. Children fill in the remaining cells with images of living objects that they observed during the day. This work is carried out in the evening, during the time allotted for free activity, with children who have expressed a desire to help with the design of the album.

A calendar of bird observations is kept in winter, for two or three weeks, and observations of plant growth (onions, peas) are recorded in 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 out the album sheet as the child wants, sign it, help them fill it out. Individual observation calendars can be stored in a corner of nature in a folder with files and given to children in free time. The desire of preschoolers to keep a calendar independently indicates high self-organization and developed cognitive abilities.

Visual aids for a corner of nature in the senior group

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

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

Visual aids are a necessary addition to a corner of nature

But the focus, of course, should be on the nature of the native land. As part of local history work, together with the parents of the students, you can make photo albums “The Nature of My City”, “My Blooming Native Village”. Here you can display the beauty of public gardens, lush summer flower beds, and landscaping of courtyards. Children will be happy to look at such an album, look for familiar places, see the beauty of their native locality in a new way - and fall in love with their own small homeland. If there is a body of water near a populated area, then you can make an album “Our River and Its Inhabitants”, “Who Lives in the Pond”, combining drawings and photographs. The following topics for photo collections will also be fascinating: “Trees of our park”, “Collecting the harvest”, “We are friends of nature” - of course, if the children themselves are present in the photo.

Didactic games in a corner of nature for the older group

Here the teacher has the opportunity to demonstrate his 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 with an environmental and environmental orientation, such as the game “Ecological Sun”. A large image of the sun with six rays is made, with pockets located in the center and at the tips of the rays. Specially selected pictures are inserted into them. Children should explain how the object depicted in the center depends on those on the rays: “The rain gives the apple tree water. The soil gives the apple tree nutrients. Birds save her from caterpillars. A person collects apples from it, etc.”

It is welcome when a corner of nature is also equipped educational games and benefits

Equipment for experimentation and experiments

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

Literature for the nature corner in the senior group

Older preschoolers enthusiastically study children's encyclopedias and educational literature. It would not be amiss to place several children's encyclopedias of natural history. You can also enable works of art about nature and animals, for example, books by Vitaly Bianki, stories by Evgeny Charushin, fairy tales by Sergei Kozlov and others.

Older preschoolers are attracted to educational literature

Original name for a corner of nature

Traditionally, it has been natural areas in kindergartens they simply call it “Nature Corner”. But the name can be diversified by showing a little imagination and invention.

For younger groups, simple names are suitable:

• "Nature and Kids";
• "We and nature";
• "Window to Nature"

Older preschoolers will enjoy more romantic, fairy-tale names:

• “Club of Nature Defenders (Friends)”;
• "Green Planet";
• "The Kingdom of Nature's Mysteries";
• "The magical world of nature."

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

Work and duty

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

Education of labor skills in junior kindergarten groups

In the first younger group Children can water the plants together with the teacher, and wipe large dense leaves with a damp cloth under his supervision. Children can also be trusted to plant bulbs and large seeds (beans) in soil with ready-made grooves or holes. This is short-term episodic work, to which all children in the group are involved in turn. Of course, after each completed action, the kids are praised and informed of the expected result of their work: “What a great job you are! We planted onions, now they will grow green and lush, we will give them to the kitchen, they will add them 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 in subgroups and collective work (with the whole group of children) is possible, but due to limited space in the corner, the first option is usually chosen. Working in a subgroup of 4–6 people, the children do not yet coordinate their actions, but simply work side by side, performing the same operations. Since voluntary memory and attention are poorly developed in children at this age, they should be explained the procedure for performing the work step by step, accompanied by a demonstration, and after each action, continue the demonstration and explanation. At this age, positive evaluation and encouragement are also necessary.

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

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

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

When setting up a garden on the window, children sow peas, cucumbers, and plant onions. Their actions are more coordinated and meaningful. However, children cannot be left unsupervised: they are not yet independent enough and can harm plants without meaning to. In addition to caring for plants, children can be involved in arranging a corner of nature: offering to place stones or shells in containers, beautifully arranging equipment for playing with sand and water, laying out folders with pictures, etc. Thus, children will learn to notice disorder and eliminate it.

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

When 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 soil). When children work, they are only reminded of individual episodes, and not the entire process.

Since preschoolers in the middle group tend to have a more critical attitude towards their own actions and the ability to control their emotions, their actions are assessed taking into account real results, and not just positive. But this is always done in a friendly form of advice, and not in the form of instructions or reprimand. In the fifth year of life, children develop a sense of responsibility and an understanding of the importance of their work for preserving the life of a living being. At this age, they begin to care for animals, for which children are taken to an environmental room or brought into a group with an animal in a cage.

Work in a corner of nature in older preschool age

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

Older children can be entrusted with more complex operations with plants

The main technique for a new type of work is explanation, and the teacher resorts to demonstration only when familiarizing himself with the most difficult operations, for example, when transferring plants into a larger pot. Pupils can independently carry out most of the actions, bringing them to completion (grow flowers as a gift for mom in separate cups, care for a favorite plant until it blooms).

Children can perform a much larger number of actions, and they are more complex and require attention and organization. In addition to watering, loosening the soil, washing and wiping leaves, children perform the following types of work to care for plants:

• transshipment and transfer;
• pruning;
• feeding;
• propagation of plants by bulbs, cuttings, rhizomes and suckers. Of course, a teacher helps them perform these complex operations.

For feeding choose environmentally friendly folk remedies: infusion of eggshells, banana peels. If there is a need to treat a plant for diseases or to control pests with chemicals, this work is performed by the teacher in the absence of children.

Older preschoolers typically work collectively or in subgroups with division of responsibilities. They can work together, agree on who is responsible for what, what they do, what items they use.

Older preschoolers can share responsibilities among themselves

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

Those on duty in the nature corner not only care for the flowers, but also maintain general order in this area

Those on duty must be able to negotiate with each other, do their work together, and 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 work skills, but also personal attachments and relationships between the children in the group. The teacher can help with advice, reminders, and guiding questions. At the end of duty, those on duty share their impressions: what they liked to do, what was difficult, etc. The rest of the children evaluate the work of those on duty and 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 age of children;
• variety and functionality of the material (can children use it independently and use it in games);
• availability of observation calendars, systematicity of their maintenance;
• 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).

Analysis is especially important for young teachers who strive to improve their skills and follow the example of more experienced colleagues.

A corner of nature is a necessary and important part of the developmental environment of a 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 children and their development of a sense of love and respect for the natural world depends on how the teacher can organize this.

Svetlana Chernaya

Good day to everyone, dear colleagues! Today, I want to tell you how this corner of nature has changed with the arrival of winter.

The pictures have changed,

new albums have appeared

wintering birds

games (puzzles)

The houses were covered with snow

Picked up "Winter" finger games

"Walk"

One two three four five (we bend our fingers)

We went for a walk in the yard (use your index and middle fingers to “walk” along the table)

They blinded the snow woman (roll a lump with your hands)

The birds were fed crumbs ("feeding the birds")

Then we rode down the hill (run the index finger of the right hand along the palm of the left hand)

And they were also lying in the snow (put your palms on the table, first one side, then the other)

Everyone came home covered in snow (we shake off our palms)

We ate soup ("eating soup"

Went to bed (palms under the cheek).

"Snowball"

One two three four, (curl fingers)

You and I made a snowball

(sculpt by changing the position of the palms)

Round, strong, very smooth.

(show a circle, stroke palms together)

Once - we'll throw it up, ("toss", look up)

Two - we'll catch it. ("catch", squat)

Three - let's drop (get up, “drop”)

And... we'll break it! (stomp)

"Skiers"

We ski with you (Children “slide”, step with their fingers on the table (on skis)

Cold snow licks skis (“They slide”, making alternating movements with their fingers)

And then - on skates, (“running” on skates)

But we fell. Oh!

And then they made snowballs, (They show how snowballs are made (on top, one hand, then the other)

And then the snowballs rolled, (Roll an imaginary lump)

And then they fell exhausted ("They throw at each other")

And we ran home

"Winter Fun"

We are making a ball out of snow, (Children clench and unclench their hands)

Let's make a house out of lumps. (Connect the tips of the fingers, slightly spread the palms to the sides)

Animals will live in the house, (Clap their hands)

Have fun and make friends

Guard the house together (Join hands in a “lock”)

Come on buddy

Come on, buddy, be brave, buddy! (Children make an imaginary ball and roll it away from them)

Roll your snowball in the snow -

It will turn into a thick lump. (Draw a circle in the air)

And the lump will become a snowman. (Children draw three circles of different sizes from bottom to top)

His smile is so bright! (Place palms to cheeks, depicting a wide smile)

Two eyes, a hat, a nose, a broom. (Children show eyes with their index fingers, a hat with their palm, a nose and an imaginary broom with the fist of their right hand)

But the sun will be a little hot - (Children raise their hands up)

Alas! And there is no snowman! (Raise their shoulders and spread their arms to the sides, then squat down, covering their head with their hands)

"Freezing"

Evening is approaching (spread your arms to the sides,

The blizzard begins (swing your arms above your head from side to side).

The frost is getting stronger (clench your fists forcefully)

Stings cheeks, stings nose (use your fingers to lightly pinch your cheeks and nose)

My hands started to freeze ( rub your palms)

We need to warm them up (breathe on your palms).

Evening is approaching (spread your arms to the sides)

The darkness deepens.

The "Seasons" tree has appeared

My parents made these Christmas trees!

The children made snowmen

It turned out to be such a winter corner!

Thank you for your attention!

Publications on the topic:

Summary of GCD in the senior group on familiarization with the natural world “Zimushka-Winter” Integration of educational areas: cognitive, speech, social and communicative. Goal: - Deepen, consolidate, organize knowledge.

I bring to your attention my lapbook on the topic “Winter-winter”. This interactive folder has a lot of advantages. A laptop helps to consolidate and.

Winter is rushing in an icy carriage, The wind is knocking with its wings On sleepy houses. Squares and parks are blooming with snowy whiteness. And the frost builds up.

Zimushka - winter. Words and music by L. Dikanova 1. Snowflakes are falling, whirling, flying like a white blanket under the feet of the children. Chorus. This is how winter is.

I bring to your attention a corner of nature. For a long time, using corners of nature, where pictures were attached with Velcro, inserted into pockets.

Presentation on the topic: Decorating a corner of nature Calendar pages February

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Presentation on the topic: Decorating a corner of nature Calendar pages February

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February The changeable month of February - He loves spring, and he feels sorry for winter. It darkens the glass in the morning with an icy haze, And at noon he sheds bright tears. And, squinting through the sun, he looks into the darkened distance, Smilingly sad February. They lie brightly in the snow -blue shadows From the black trees, and, kneeling down, He barely audibly whispers waking tales to the earth, Over the snow he casts a spell for those under the snow in the darkness. And the frosty joy of spring sharpens sadness Into the deceptive month of February... P. Solovyova

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This is interesting February is the third winter month, consisting of 28 or 29 days. It ranks second in the calendar and is located between January and March. Historians date the introduction of February into the calendar to the 6th century BC. At that time, the Roman calendar consisted of 10 months. King Tarquin the Proud ordered two more to be inserted into it: January and February. The Old Russian name for February – “fevruariy” – came to us from Byzantium. February sometime in Ancient Rus' was the last, twelfth month, completing the year. When the year began in September, it became the sixth in a row. Since 1700, February is the second month of the year according to the new calendar. The Russians called it “snezhenem”, the Ukrainians and Poles called it “fierce”, the Croats called it “svechen”, the Czechs and Slovaks called it “unor”. . IN leap year When February has 29 days, it is considered the heaviest month of the year

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Signs by day of the month: February 1st. Macarius day. If there are drops, believe in early spring. Whatever the weather is on the first day, such is the whole of February. February 2. Efim. “There is a snowstorm on Efimiya - the whole Maslenaya week is snowstorm.” “The sun is at noon on Efimiya - there will be early spring.” A blizzard will screech and it will snow all week. February 4. Timofey Poluzimnik. Half the winter has passed. Timofeevsky frosts. Knocks off the horn of winter. It's time not to doze - to get along with the plows, to straighten the carts. On this day, beekeepers inspect bees in omshaniks. February 6. Ksenia (Aksinya). Aksinya Half-winter, Half-bread, Spring indicator. The turning point of winter. “Half-winter in half - but it doesn’t evenly divide the winter; by spring it’s harder for a man.” “Like Aksinya, so is spring.” If a bucket, spring is red. February 10. Ephraim the Syrian. Ephraim’s day. “Efrem Windblower brought the wind - to the damp, cold year." The wind will confuse the weather - it will be a wet year. February 14. Starfall - quiet spring. The sky is starry at night - for late spring.

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February, 15. Candlemas - winter meets spring and summer. Sretensky frosts. February 16. Simeon and Anna. Popularly called "Pochinki". Summer harnesses are inspected and repaired. No wonder they say: “Prepare a cart in winter and a sleigh in summer.” On this day the straw is boiled: “The straw has arrived in the yard, start the repairs.” "A dashing brownie, he brings in the horses at night." February 17. Nikola Studeny. It is a rare year in Rus' that this day goes by without frost. “A mountain of snow will fall on the frozen Nikolai.” "Nikola Icy is a little hungry in the cold." “If only I could survive Blasius with Cyril and Athanasius.” Time for animal weddings. 18th of Febuary. Agafya Korovatnitsa. The martyr Agafya was revered among the peasants as the patroness of livestock. February 19. Vukol Vealnik. “Beetles calve on Saint Vukol (that’s the name given to cows and calves born in February).” "The Vukols will come - all the bugs will flock." We took care of the successful outcome of the spring calving of cows. Frosts promise a stormy spring, dry and hot summer. February 21. Zachary the Sickle Seer. The sickles are taken out and inspected. The colder it gets the last week February, the warmer it is in March. February 23. Prokhor. Prokhor and Vlas: it’s not like spring is coming soon. “Once upon a time the frost will burn Blasius to tears.” 24 February. Vlasiy. Vlasievo frosts. Vlasiy will spill oil on the roads - it’s time for winter to put its feet away, it knows the way, following Prokhor. The frost began to sing - the sled track froze. “Vlasiev day has come, and Vlasiev frosts have come.”