CC BY
3ABOUT FORMATION OF KNOWLEDGE AND REPRESENTATIONS OF THE ADVANCED PRESCHOOL AGE CHILDREN ABOUT THE NATIVE LAND
ON THE EXAMPLE OF CHUKOTKA
Abstract
The paper deals with the experience of formation of knowledge and ideas of children of the advanced preschool age about the native land on the example of Chukotka: its nature, features of life, professions, cultures, stories. It promotes expansion of an outlook, development of cognitive interests of children and formation practical and intellectual abilities as bases of ecological education. Process of familiarizing preschool children with study of local lore is rather difficult, demands the thought-over selection of the content of knowledge, design of pedagogical process on the basis of the personal focused interaction, integration of means, methods and different types of children activity, especially in severe conditions of Chukotka.
Keywords
preschool education, study of local lore, Chukotka, native land, knowledge and ideas of children about native land, ecological education
AUTHORS
Nadezhda Volobuyeva Zhanna Morozova
PhD in Biology, Professor deputy director on methodical and
Department of Preschool and Primary educational work
Education, Northeast State University Kindergarten "Alenushka"
Magadan, Russia Bilibino, Russia
nadezda-svet@mail.ru alenushkasad@mail. ru
Study of local lore is one of the most powerful tools of education preschool age children. It cultivates conscious love to the native land as part of the great Homeland, connects education with life, helps to form moral concepts and feelings on the basis of the edge. In all variety of its forms and methods it has huge educational impact on formation of the identity of the child of preschool age (Volobuyeva, 2011).
Use of local history material in ecological education of preschool children is a special condition for understanding originality of the native land.
Ecological education is process of formation of realized and correct attitude towards the nature, with which children have direct contact. Such relation includes intellectual, emotional and effective components. Their combination makes a moral position of the child, which is shown in different forms of his independent behavior (Nikolaeva, 2004). A theoretical basis of a technique of ecological education is basic provisions of the general and pre-school pedagogy about regularities and development tools of preschool children. The main objectives for the organization of ecological education would be defined (Serebryakova, 2006).
Study of local lore in preschool education is one of sources for enrichment children knowledge of the native land and formation of spiritual and moral qualities. It is important pedagogical mean, which promotes involvement of preschool children and parents in art creativity, expands possibilities of dissemination of knowledge about art of the native land, about features of its last and modern life, opens communications of the hometown with the Homeland (Vlasova, 2005).
The richest material is presented in works of progressive western and domestic researchers for creation work system on acquaintance of children with the native land and its nature. They indicated the need of acquaintance with the nature as soon as possible (J.A. Komensky, J.H. Pestalozzi, J.J. Russo, F. Froebel and others). The Russian educators paid huge attention to formation of love to the native land (V. F. Odoevsky, L.N. Tolstoy, K.D. Ushinsky, E.N. Vodovozova, E.I. Tikheeva, V. S. Sukhomlinsky, R. I. Zhukovskaya, N. F. Vinogradova and others) considering that the appeal to native heritage cultivates respect, pride to the earth.
Now works of S. N. Nikolaeva; N. A. Ryzhova; V. I. Ashikov, S. G. Ashikova; N. N. Veresova; N. N. Kondratyeva; S. Kozlova; T. Popova; O. A. Solomennikova; T.A. Serebryakova and many others have an important value for development of the theory and technique of ecological education of preschool children.
Familiarizing of children with fundamentals of local lore shows that this work is one of the most important parts of preschool education. Only having acquainted children with features of the native land, it is possible to awaken interest in the child's heart, it is possible to show life of the country, to cultivate love for the country and to the native land - Chukotka.
The northeast region of Russia as the object of educational work at preschool organizations has the features available for children of the advanced preschool age.
Chukotka is severe, distant lands. Only adults can form love to the edge, understanding its severe nature, respect and development of traditions of the nationalities living on this territory.
Chukotka has unique natural features, and ability to blossoming in severe polar conditions. For example, summer is very short and severe here, but in the conditions of permafrost there is a real miracle when the nature revive. There are polar lights. All this unique beauty conquers a person (Guide Chukotka, 2003).
The Chukotka Autonomous Area (CAA) is located in the extreme northeast of Russia. It occupies all Chukotka Peninsula, part of the continent and a number of islands. It is washed by East Siberian and Chukchi Seas of the Arctic Ocean and the Bering Sea of the Pacific Ocean. The main rivers are Anadyr and its inflows, Omolon, Velikaya, Amguema, Big and Small Anyui (Guide Chukotka, 2003).
The most part of the territory is located beyond the Arctic Circle. Therefore climate here is severe, subarctic, marine on the coasts, continental in internal areas. Duration of winter is 9 (10) months. The permafrost is widespread everywhere.
The district is in several natural zones. Here it is possible to allocate: Arctic zone, typical and southern hypoarctic tundra, forest-tundra and zone of larch taiga.
The seas are rich with bioresources, including sea animal (walrus, seal and whales). The polar bear and snow ram are included in the Red List of the Russian Federation, sea mammals dug, gorbach, fin whale, sei whale, gray and blue whales, small rorqual and 24 species of birds.
There is no region in the Arctic with such ethnic variety, as on Chukotka. From North indigenous ethnic groups are Chukchi, Koryaks, Itelmens, Yukaghirs, Eskimos, Evenks, Chuvans and others (Fairy tales and myths ...).
Since the most ancient times the various plant and animal life of Chukotka was a basis of existence of indigenous people. Traditional branches of managing are reindeer breeding, fishery, sea and fur crafts. Sea hunting has enormous value for the seaside Chukchi. The most valuable are the sea coasts and river valleys occupying insignificant part of the region.
Life in cold consists of severe everyday life. Hunters, nomads, anglers had to know the majority of crafts, to be peculiar encyclopaedists and handicraftsmen. Only they own equipment of life, without which it is impossible to survive in extremely cold conditions. Worldwide graceful and convenient fur clothes of peoples of the North are known. Easy
and elastic, they perfectly keep heat. Polar explorers and climbers adopted their traditional breed. Even names: "kukhlyanka", "anorak", "park" (a warm jacket), "high fur boots", "comedians", "torbasa" (warm boots) enter national languages from the speech of northern nationalities. The dwelling for the people of Chukotka were big hemispherical tent — a yaranga, and fur tent (Fairy tales and myths ...).
Art of the North peoples is closely connected with their traditional types of work and ancient legends. Works of the Chukchi masters - bone carvers and engravers, specialists in products from fur of deer, seal and walrus became famous far behind the borders of the district.
The most important direction of agriculture on Chukotka is reindeer breeding. Ceremonies and traditions of reindeer breeders are connected with deer. The deer gave to northern nationalities everything for life: from a thong to the dwelling. An integral part of dwelling in severe conditions remains riding dog breeding and deer teams (Fairy tales and myths . ).
Main types of transport for distant movement are sea and air. Roads are only at the cities and settlements adjoining to them. There are unpaved roads on Chukotka winter roads, on which the movement is possible only in the winter on the rolled snow by allterrain vehicles, snowmobiles, trucks of the increased passability, etc (Fairy tales and myths ... ; Nature and resources of Chukotka, 2003; Zheleznov-Chukotsky, et. al., 2003).
In the territory of Chukotka Autonomous Area there are considerable reserves of minerals: oil, natural gas, coal, ore and placer gold, tin, tungsten, mercury, etc.
There is a unique lake Elgygytgyn, which study allow to understand what was a climate on the earth a millennium ago. A considerable source of the electric power in the region is the Bilibino NPP. Coal mining is carried out for own needs of the region. The small fish processing enterprises, the enterprises for production of construction materials work (Nature and resources of Chukotka, 2003; Zheleznov-Chukotsky, et. al., 2003).
Without approach of children to the nature and its wide use in educational work of the preschool organizations it is impossible to solve problems of versatile development of the identity of the child. The most difficult question for teachers still is a selection of the content of local history knowledge and representations, which children have to get. The material corresponding according to the contents will allow to create idea of the native land (Volobuyeva, 2011).
The ecologic-local history direction in the conditions of the northeast region of the country in system of preschool education is presented in A.N. Frolova's works (Frolova, 2003; Frolova, 2003); N. G. Volobuyeva (Volobuyeva, 2012); N. G. Volobuyeva with coauthors (Volobuyeva, Tertitskaya, 2008; Volobuyeva, et. al., 1996; Volobuyeva, Kashko, 1993); L.S. Davydova with coauthors (Severyachok: regional program of education ..., 2009; (The anthology to the regional Severyachok program, 2003; Severyachok. Summer, 2009) and others.
Process of familiarizing of preschool children with local lore is rather difficult, demands the thought-over selection of the content of knowledge, integration of means, methods and different types of activity of children, especially in severe conditions of Chukotka.
Use of local history aspect in ecological education is the important factor opening features of the nature, life, culture, history of local edge; promoting expansion of an outlook, development of cognitive interests of children; forming practical and intellectual abilities.
To help children of the advanced preschool age to get acquainted with the native land, nature, features of life, professions and sights of the city in the conditions of Chukotka is the purpose of the work.
Solution of theoretical tasks defined relevance of the put problem, object, subject, purpose, tasks and hypothesis of research. We decided to stop on theoretical aspects of
ecologic-local history education, state, essence and content of the ecological education of preschool children (EEPC) at the present stage and a place of study of local lore in system of preschool education and in comprehensive programs on the basis of the analysis of works of researchers. We viewed the formations of knowledge and ideas of children of the advanced preschool age of the native land covered psychology and pedagogical basics; conditions and means of the organization of ecologic-local history work in the preschool organizations, marked out characteristics of the native land - Chukotka.
Scientific-theoretical justification of a problem allowed to define the purposes and problems of pedagogical experiment and to lead it step by step at the kindergarten "Alyonushka" (Bilibino, Chukotka Autonomous Area). The foundation of works was laid in 2012/2013 academic year. Educational process at the preschool organization is carried out according to the program of development and education of children in kindergarten "Childhood" (Loginova, et.al., 2004) and the regional program "Severyachok" (Severyachok: regional program of education 2009).
Children of the advanced preschool age of experimental and control groups participated in experiment. The tutors were Zh.V. Morozova and L.I.Brinenko.
Selection of diagnostic techniques is made for identification knowledge and ideas of the native land and its features (Serebryakova, 2006). The questionnaire in 4 directions was made: "Plants", "Animal", "Professions", "Hometown and its sights" (10 questions each) taking into account program requirements and features of the native land and its nature.
The experiment had natural character that did not break the habitual course of activity of children and pedagogical process.
The analysis of results of research revealed rather low average level of knowledge and representations of children (in 4 directions) about the native land, its nature and features: 45% in experimental group and 46% in the control.
The data allowed to designate the purpose and problems of the forming experiment. To develop and experimentally check technology of ecologic-local history education of children of the senior preschool children (experimental group) on occupations and in everyday life with preparation of evident and didactic, illustrative and methodical material at their acquaintance with the native land on the example of Chukotka.
A difference in levels of formation of ecologic-local history knowledge at certain preschool children of experimental group and age features of children of the advanced preschool age were considered during the forming stage (tutor Zh. V. Morozova).
At the first stage of the forming experiment methodical literature was selected and studied. During preparation and development of a complex of actions we were guided by the Childhood programs "Childhood" (Loginova, et.al., 2004); "Severyachok" (Severyachok: regional program of education ..., 2009); L.S. Davydova's works with coauthors: The anthology to the regional "Severyachok" program (The anthology to the regional Severyachok program, 2003); "Severyachok. Summer" (Severyachok. Summer, 2009), etc.; A.N. Frolova ((Frolova, 2003; Frolova, 2003); N. G Volobuyeva (Volobuyeva, 2012); N. G. Volobuyeva with coauthors (Volobuyeva, Tertitskaya, 2008; Volobuyeva, et. al., 1996; Volobuyeva, Kashko, 1993); Serebryakova T.A. (Serebryakova, 2006), etc.; Mazurenko T. M., Moskalyuk T.A. Paints of northern summer; Stories about plants (Mazurenko, Moskalyuk, 1997), including modern programs of ecological education and education of preschool children.
At the second stage the considerable attention was paid to purposeful selection ^a methodical and evident-illustrative material, according to scope of researches, including:
- technical means: slides about Chukotka, Bilibino; video movies: "Infinite Russia -Chukotka" (landscapes and architecture, curious facts and entertaining stories about Chukotka); "Five thousand years as one day" - the documentary about the northeast region
of the country; "Chukotka-Bilibino"; "Ensemble of a song and dance of peoples of the North "CHUKOTKA"";
- fiction of poets and writers of the North: V. Goldovskaya Branch of stlanik (Goldovskaya, 1976), O. Gussakovskaya Evening of the first snow (Gussakovskaya, 1969); A. Kymytval How to construct a yaranga (Kymytval, 1987), This holiday cheerful - Kilvey (Kymytval, 1980), K. Lyubitskaya Meeting. Stories and tales of northern animals (Lyubitskaya, 1978), S. M. Olefir We live in the north (Olefir, 2005), I. A. Panichev Taiga stories for small kolyms (Panichev, 1991), Yu.S. Rytkheu Silence as a gift: Stories (Rytkheu, 1986), How a polar circle was investigated (Rytkheu, 1978), etc.
- small forms of folklore - proverbs and sayings of peoples of the North, etc.;
- photographic materials about flora and fauna of Chukotka;
- herbariums of plants of the native land;
- reproductions of artists of Chukotka: A. Yakovlev "Kakomey. From travel of the artist across Chukotka", N. Rudnitskaya "Legends on Chukotka", V. Linovitsky "On Chukotka", "The Chukchi motive", etc.;
- posters with the image of symbols of the Chukotka Autonomous Area (CAA), Bilibino;
- maps of the district, area, city;
- models of art of the North peoples from fur and bone; etc.
By drawing up a complex of actions, results on each task of the stating experiment were considered. The special attention was paid to development of that knowledge at acquaintance with the native land on the example of Chukotka, in which basis preschool children experienced difficulty.
Development of a complex of psychology and pedagogical materials on acquaintance of children with the native land includes the direct educational activity (DEA) in its various forms.
According to objectives and according to the developed plan the following events of DEA for pupils were held (we give the reduced option below) taking into account and the chosen directions and natural environment.
In June: "The lightest month of year" (Severyachok: regional program of education ..., 2009).
Purposes:
- to note that June has the longest days and short nights (white); - to notice the changes happening in lifeless and wildlife, including, small frosts; buds on trees appear and bushes, there are first flowers, insects, birds loudly sing; - to promote acquisition of tourist knowledge and abilities, development of endurance, self-organization, feeling of a collectivism; - to bring up the careful, emotional and positive attitude to the events in the nature; - to deepen naturalistic knowledge, to develop search and research activity in studying vegetable, fauna and soils (meadow, bogs, tundra and coniferous forests).
Supervision in the nature "Walk and observe".
Walk -campaign "To secrets of the nature".
Program contents: study of a structure of a tree (trunk, bark, krone, branches, leaf, root); - examine structure of a ground cover of a coniferous forest (friable, vegetable from gray and red till black color); - search of summer miracles in the wood: primroses; - birds (wagtail, warbler, porridge); collecting natural material, photography.
Target walk "Travel to Sopka".
Program contents: story of the tutor "What is Sopka?"; reading poems; search of conditions for life of birds and animals on hill and its slopes, existence of the different creeping low shrubs, mosses, lichens (in the tundra). Collecting natural material, photography.
Outdoor games: "Burbots", "Olyapkin catch", "Bear and humpback salmon", "Ankalyyk", "Lovishka Kymykay".
In July. "What in the nature occurs when the generous summer comes?" (Severyachok: regional program of education ..., 2009).
Purposes: - to develop ability to watch the natural phenomena in reality and to draw certain conclusions (in different weather, different time of day); - to provide conditions for manifestation of positive emotions, moral qualities of children in the course of communication with the nature; - to continue acquaintance to objects of inanimate nature, to develop interest in stones, ability to examine them, to call properties (firm, smooth, sharp, river, etc.); - to fix ideas of the northern rivers, features of coast and a slope of mountains;
Supervision in the nature "Walk and observe"
Walk - campaign "Ecological expedition to the river".
Program contents: supervision of life on a reservoir, round it and in it (sounds, smells of birds, animals, fishes, etc.), the maintenance of coastal breed (galechnik), features of coast, inundated vegetation of the rivers, etc., existence of life under stones, sand, crushed stone; searches of gifts of the river ashore; collecting natural material, photography.
Target walk "Travel to a forest glade"
Program contents: - the story of the tutor "How do we rest?"; - searches of signs of stay of people on vacation; - discussion of a problem: What is the communication between the person and the fire in the wood?; - collecting natural materials, photography, sketches;
Outdoor games: "Beating of deer", "Throw chaat", "Pulling of a rope", "Polar bears", "Seagulls and a storm".
In August. "End of summer at the world's end" (Severyachok: regional program of education ..., 2009).
Purposes: - to use natural environment for formation love and careful attitude to all live - to plants (chamomile, tansy, yarrow, ivan-tea), birds (woodpecker, wagtail, kedrovka, etc.); - to explain and pay attention of children to a level structure of forest communities and young subgrowth of tree species; - to consolidate knowledge of children of features of the last month of northern summer (yellow leaves on some trees and bushes, there are a lot of berries and mushrooms, there are first frosts at night); - to acquaint children with nature protection signs.
Supervision in the nature "Walk and observe"
Walk -campaign "only mountains could be better than mountains ".
Program contents: - there is poor vegetation (thickets of undersized bushes, berry low shrubs) and the dense on northern hills, shchebnisty soil; - from above hills the city, people look differently; - supervision over life of animals and insects at the end of summer; - collecting natural material, sketch, photography;
Target walk "Travel by mushroom paths": examining, comparison and description of mushrooms;
Outdoor games: "Friends - foes", "Catching of deer", "A wolf and a deer", "Wild deer hunters", "Bear", "Fishing of fish".
In September. "Fall - such kind time".
Purposes: - to fix ecologically competent examples of behavior in the nature; - to develop sense of beauty, ability to appreciate beauty and richness of the native nature at children; to notice its figurativeness sung in literary works of authors of the northeast and a charm; - to learn to establish connection of fast withering of plants in the north with a condition of the autumn nature; - to cause desire to express the feelings and experiences in speech, graphic, game activity.
Directly educational activity for the direction "Fall - such kind time"
Walks and supervision on the territory of preschool educational organization.
Program contents: examining and comparison of deciduous and coniferous trees (form, color of leaves, krone, etc.); Excursions to the forest-tundra
Program contents: specification of names of the plants going to winter evergreen (cowberry, a Labrador tea, a cedar stlanik, etc.);
Acquaintance with fiction: S. Olefir "Cowberry", "Autumn" (Olefir, 2005); Didactic games: "A grass at the house"; Crossword puzzle of "Snow White"; "Fingertype travel on the autumn wood".
Conversation "And it is elegant in the autumn wood, and it is rich, and nevertheless it is a little sad ...";
Carrying out complex occupation on a subject: "Nature has miracles everywhere".
Directly educational activity for the direction "Hometown and its sights" "My city" (travel according to photos and illustrations, presentation): Acquaintance with fiction: S. Olefir "Cowberry", "Autumn" (Olefir, 2005); acquaintance with fiction: O. Gussakovskaya "Yashka - "traitor"; "Sun's children" (Gussakovskaya, 1969); K. Lyubitskaya "Partridge" (Lyubitskaya, 1978);
didactic games: "The alphabet of behavior in the nature"; "Mothers and children"; the story about people, in honor of whom city streets are called (Kurchatov Street, Berzin, Mandrikov, Aleskerov);
conversation about the coat of arms of Chukotka, Bilibino. Listening of the anthem; excursion to Yu. A. Bilibin's monument, to the composition from metal devoted to birthday of the city of Bilibino on the square in front of the movie theater building; production of a panel from the natural material "Coat of Arms of Bilibino". In October. "And tomorrow the winter will come":
Purposes: - to fix representation of children that in the nature everything is interdependent: fallen leaves covered roots of trees, filled up holes of rodents; insects were gone, the rivers froze, lakes - departed birds; snow cover was established, birds and animals changed the shape; - to teach children to define characteristic features, behavior, a habitat, a way of movement of some, the most typical, the wintering, migratory birds of Far North; - to fix interest in maintaining a calendar of the nature, weather calendar.
Directly educational activities for the direction "And tomorrow to us the winter will come" Comparison of weather in Moscow and Bilibino (TV, radio information); Excursion to an observation deck on a hill "Orbit" - from it opens a beautiful view of the city;
Acquaintance with fiction: S. Olefir "To live and survive", "Olyapkina memory"(Olefir, 2005); I. Panichev "The northern sluggard" (Panichev, 1991); Yu. Rytkheu "Orbit" (Rytkheu, 1978);
Didactic games: "Who sleeps where?", "Good - bad".
Carrying out complex occupation on a subject: "Birds to the South depart".
Directly educational activities for the direction "Professions of Chukotka": Examining photos, illustrations, instruments of labor of people of various professions. Conversation with children about professions of their parents; Acquaintance with fiction: P. Nefedov "Geologist", A. Dietrich "The fairy tale about a piece of coal", "In a fairyland" (Dietrich, Yurmin, 1995);
Didactic games: "Where? How? Why?", "We are geologists". In November. "The art connected with life"
Purposes: - to continue acquaintance of children to art of the people of the Northeast, based on ancient traditions, updated modern life, having great art value; - to
form esthetic perception of works of art of masters of Chukotka; - to teach the corresponding equipment of an engraving (outline drawing, zigzag, stroke).
Directly educational activities for the direction "The art connected with life":
Examining and comparison of the illustrations to northern fairy tales executed in different equipment (graphics, engraving);
Excursion to the city museum (the story of the guide);
Acquaintance with fiction: Yu. Rytkheu "Fairy tale" (Rytkheu, 1978); Eskimo fairy tales "The Gone Song", "Person and Giant"; Chukchi fairy tale "Who Is More Cunning";
Didactic games: "Yes - no?", "About what tells a landscape?"
Carrying out complex occupation on a subject: "New life of ancient legends of Chukotka".
Directly educational activities for the direction "Chukchi, Evens, Eskimos, Yakuts":
Examining of clothes, household items of the people of Far North;
Excursion to the museum of local lore to an ethnographic exposition;
Acquaintance with fiction: V. Keulkut "It is lie" (The anthology to the regional Severyachok program, 2003); Yakut fairy tale "Taya Will Be Brought by the Sun" (obr. G. Snegireva); Chukchi fairy tale "How Did Different Peoples Appear" (revised by G. Snegireva), A. Kymytval "How to construct a yaranga" (Kymytval, 1987).
Graphic activity. Manual skills. Subject: "Beads (bracelet)".
In December. "Country of permafrost"
Purposes: - to specify idea of children of protective properties of constant snow (covers the earth and plants from hard frosts, snow cover is a moisture source for plants in the spring); - to learn to classify animals of Far North by various signs, to compare, find the general and distinctive (the adaptation to habitat, advantage to the nature and the person); - to consolidate concept about "deep winter": short day length, hard frosts, snowstorm to develop ability independently to argue, give the characteristic to rainfall, to establish logical connection.
Directly educational activities for the direction "Country of permafrost":
Supervision over the evergreen bush "stlanik" and soil;
Acquaintance with fiction: S. Olefir "December", "Rainbow" (Olefir, 2005); K. Lyubitskaya 'Who lives in the tundra?" (Lyubitskaya, 1978); V. Goldovskaya "The ballad about stlanik" (Goldovskaya, 1976);
Didactic games: "Trees in the winter"; "Who are you?";
Molding. Subject: "The animal North";
Drawing. Subject: "A winter landscape".
Directly educational activities for the direction "People of the North":
Excursion in library.
Program contents: story of the library worker about famous people of the city Bilibino (Yu. A. Bilibin, G. S. Glazyrin);
Acquaintance with fiction: Yu. Rytkheu "Spring snowstorm" (Rytkheu, 1986); S. Olefir "In the country of the dancing graylings", "Malyshok" (Olefir, 1988);
Didactic games: "The flower birth", "How to construct a yaranga";
Carrying out complex occupation on a subject: "Her life - the poem and the song. A. Kymytval".
In work - use of small forms of folklore, fairy tales, stories of the North peoples, carrying out direct educational activities for graphic activity, manual skills, modeling, etc.
Efficiency of the work is confirmed with results of a control stage of experiment. The average level of the acquired knowledge and representations of children of experimental group considerably grew (by 40%) and reached on average (in 4 directions) 85% (at max.
100% and min. 35% values). Pupils began to be guided perfectly in questions, in which they experienced considerable difficulties earlier.
Thus, familiarizing of the senior preschool children with fundamentals of local lore shows that enrichments of their knowledge and representations at acquaintance with features of the native land most effectively passes at creation of conditions and purposeful pedagogical work with use of a complex of the prepared psychology and pedagogical actions for acquaintance with the native land Chukotka. It promotes increase of knowledge and ideas of the senior preschool children of features of the native land, its nature, life, sights, and formation of the positive and emotional relation to the small homeland as bases of ecological education.
Results of researches are approved and presented on a scientific-practical conference SVGU "Actual Environmental Problems at the Present Stage"; are heard and discussed at methodical association of teachers of preschool institutions of the Bilibino municipal area CAO in 2014.
Except the presented and carried out work on acquaintance of the senior preschool children with the native land and its features on the example of Chukotka, according to plans of work of the Kindergarten "Alenushka" in Bilibino, annually offers various thematic actions to carrying out.
For example: On June 20, 2014 pupils and teachers of the Kindergarten "Alenushka" held the event Hebdenek New year. Representatives of fauna of the tundra came to a holiday to children: Deer, Bear and Wolf. They together with children participated in games, competitions "Who Will Collect (Mushrooms, Berries) More", "What is the berry?", "Whose tail is quicker?", competing in speed and dexterity. Children read verses, guessed riddles about gifts of the tundra, its inhabitants. A.M. Kutynkeva was invited to a holiday -representative of association of indigenous ethnic groups of the North. She thanked pupils and organizers for interesting and fascinating action and handed to participants of a holiday mementoes.
In 2015 thematic actions in the nomination "Days of Ecology" were continued: in February teachers gave a priority to formation ideas about objects of world around, the planet Earth, features of its nature and nature of the native severe land Chukotka of love and careful attitude to it, to the health, development of inquisitiveness and informative motivation.
In May "Days of ecology" were held in "A winter garden", where children can communicate with the nature though snow still lies behind windows. In the course of joint activity teachers consolidate knowledge of children of ways of care of houseplants, necessary conditions for their growth, ways of reproduction, acquaint with the changes happening in the nature at different times of year. Watching small fishes in an aquarium, children learn to compare different types of fishes - on features of a structure and behavior, consolidate knowledge of ways of care of small fishes, conditions of their contents. Communication with the nature, careful attitude to it.
On April 8, 2015 the Kindergarten staff joined congratulations of Bilibino residents to geologists; together with children they made flower composition and assigned it to Yu.A. Bilibin's monument;
On April 15, 2015 within celebration of the World day of birds, children prepared feeding troughs and hanged out them on a site of kindergarten.
The materials of the research are applied in work of Kindergarten "Alyonushka" (Bilibino Chukotka Autonomous Area) in the course of ecological and local history education of children.
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