Methodology for conducting excursions for children 5-7 years old

Article

Methodology for conducting excursions for children 5-7 years old

Prepared by teacher: Sviridova Zhanna Sergeevna

MBDOU No. 45 Buratino, Tambov

Tasks

The educational component of the excursion consists of children mastering a system of environmental ideas and elementary (subject) concepts about nature.

Program content:

— development of children’s interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of primary ideas about objects of the surrounding world, about the properties and relationships of objects of the surrounding world;

- mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech;

Preschool age is the most important period in the formation of personality, when the prerequisites for civic qualities are laid and ideas about man, society, culture, and nature develop. Excursions help to instill in children a sense of love and affection for natural and cultural values. The task when conducting excursions with preschoolers is to direct and concentrate their attention on a specific object being studied or studied.

An excursion is one of the forms of organizing educational activities in kindergarten. The main significance of excursions is that they provide children with specific ideas and impressions about the life around them.

Since time immemorial, humanity has valued nature and sees in it not only its nurse, but also a wise educator and mentor. Observations in natural conditions, thanks to which children perceive the world around them in all its richness, color, and dynamics, contribute to the development of curiosity, aesthetic and moral feelings.

During the excursions, the foundation of specific ideas about our native nature is laid. Children get acquainted with all the richness of its colors, sounds, smells, forms in development and change. The more sense organs participate in such cognition, the more signs and properties the child identifies in the object or phenomenon being studied, and, consequently, the richer his ideas become. Thus, sensory development is carried out, on the basis of which thought processes, imagination arise, and aesthetic feelings are formed.

Excursions are one of the main types of classes and a special form of organizing work on environmental education, one of the very labor-intensive and complex forms of training.

Mostly excursions are conducted outside the preschool. The advantage of excursions is that they allow children to become acquainted with objects and natural phenomena in a natural setting.

Types of excursions

Based on the nature of the pedagogical tasks being solved, the following types of excursions can be distinguished: natural history excursions, excursions to familiarize themselves with the work of adults, excursions of an aesthetic nature.

Natural history excursions.

It is advisable to conduct nature excursions to the same places at different times of the year in order to show children the seasonal changes that occur in nature.

An excursion is much more difficult to conduct than a group lesson, so its success depends on careful preparation of the teacher and children. The teacher’s preparation consists, first of all, in determining the purpose of the excursion and selecting program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area. When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the chosen place (one way) should not exceed 40-50 minutes in the senior and preparatory groups. In this case, you should take into account the characteristics of the road and weather conditions.

Preparing children begins with the teacher telling them the purpose of the excursion. The guys need to know where they will go, why, what they will learn, what they need to collect. The teacher reminds children about the rules of behavior on the street, in the forest, and in public places. When preparing for an excursion, you need to pay attention to the clothes of children. Children should be dressed comfortably, in accordance with the weather and season. In the system of preparatory work, training games are actively used, which involve the inclusion of elements of psycho-gymnastics in various types of children's activities and are aimed at developing adequate self-esteem and skills of constructive communication with the natural world, cultivating a value-based attitude towards what surrounds the child.

For the excursion, the teacher should prepare excursion equipment and equipment for placing the collected material in a corner of nature.

It is good to involve children in its preparation. This helps to arouse their interest in the upcoming excursion. All equipment must be located in a specific place. Before the excursion, the teacher needs to carefully consider what material to collect for further work in the group and what equipment to take with him in connection with this.

Methodology for conducting natural history educational excursions.

A natural history excursion includes an introductory conversation, collective observation, individual independent observation of children, collection of natural history material, and children playing with the collected material. The order of the parts varies depending on the purpose of the excursion and the season. Having brought the children to the place of the excursion, you should remind them of its purpose in a short conversation and let the children look around. The main part of the excursion is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher must help children notice and understand the characteristic signs of objects and phenomena. To do this, you can use various techniques: questions, riddles, comparisons, survey activities, games, stories, explanations. The level of cognitive activity is facilitated by elements of conversations and logical tasks offered by educators. An example is the question: “How is the birch tree in the park similar to the birch tree on your site? ", etc. It is advisable to use those that stimulate the expression of children's emotions and feelings. You can ask the students what kind words you can give to the flowers in the park’s flower beds, and what wishes you can send to your feathered friends. It is necessary to pay attention not only to individual natural objects, but also to ecological communities, considering the “floors” of the park and reservoir, determining the conditional interaction between them, and building logical chains of connections and dependencies.

Didactic games conducted during excursions should be focused on providing preschoolers with the opportunity to demonstrate an active, environmentally literate position in relation to natural objects. Topics can be the following: “Help a tree”, “Be careful, ant”, “Birds love silence”, “Good morning”, etc. Small environmental events expand the experience of environmental activities, support the desire to actively and independently help natural objects, allow you to experience the feeling pride in the work done. During excursions to a square, park, or pond, children, together with adults, can hang bird feeders, plant grown seedlings in flower beds and flower beds, plant trees, etc. The most significant thing is that during these activities, preschoolers accumulate emotionally positive communication experience with nature.

During excursions, an important place is given to questions and tasks that force children to examine an object, compare it with other objects, find differences and similarities, and establish connections between various natural phenomena. When examining objects, it should be borne in mind that children’s knowledge will be strong only if it is obtained as a result of the active work of all senses. At the end of the main part, children are given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, one should not forget about nature conservation; the collection of material should be strictly limited and carried out under the guidance or with the direct participation of a teacher. During children's rest, games and play exercises are held. Children consolidate knowledge about the characteristic features of an object, express in words an opinion about the quality of an object, remember the name of plants (“Guess by the smell”, “Find out by the description”, “Branch, branch, where is your baby?”, “One, two, three, k run to the birch!”). In the final part of the excursion, the teacher once again draws the children’s attention to the overall picture of nature. The main goal of the final stage is to summarize the excursion work.

Creative tasks will allow the child to express his impressions and show his attitude towards the natural world. You can invite the children, together with the teacher, to compose books of fairy tales. For example, preschoolers can write a story about a park and imagine what tales an old spruce tree could tell them. Through the actions of the characters introduced into these literary works, one can express attitudes towards various environmental situations. As an option for creative tasks, the teacher suggests drawing up collective collages depicting above-water and underwater inhabitants of reservoirs, favorite park alleys, etc.

Constructing ecosystem models from natural and waste materials will help children better understand the chain of relationships and interdependencies that exist in nature. After each excursion, the layout can be supplemented and transformed.

Thus, excursions help expand students’ understanding of ecological systems (parks, reservoirs), form ideas about their “life” throughout the year, observe what changes occur with each natural object depending on the season, and learn to love and protect the environment.

Excursions to familiarize yourself with the work of adults.

An important area of social and cognitive development of preschool children is familiarization with the work of adults. In kindergarten, in the family, in the public environment available to him - everywhere the child encounters the work of adults and takes advantage of its results. Consistently introducing children to the work of adults in their immediate environment, and then outside the kindergarten, allows them to develop an understanding of the essence and significance of labor actions, and of the social structure of life in general. A child’s daily observations of the diverse work of people is a prerequisite for labor education, while children need to be given sufficiently systematized data about the work of adults and, on their basis, develop respect for work, its results, and for those who work. The knowledge of preschoolers about the work of adults has a great influence on the development of their correct attitude towards work, however, it can remain formal if familiarization with work activities is not carried out consistently, systematically, based on an imaginative worldview and positive emotions. Observing the work of adults and explaining its significance in people’s lives plays an important role in the comprehensive development of a child’s personality. The work of a kindergarten has its own difficulties in the implementation of labor education: a significant part of the work of adults does not take place in front of children, and there are limited opportunities to observe their work. Therefore, it is necessary to find ways and forms for preschoolers to approach the work of adults, showing its social significance, the essence of labor actions, the results of labor, and to determine the conditions for the most effective influence of adult labor on the formation of imaginative ideas about it.

Excursions are an important means of developing adults’ ideas about work, since children have the opportunity to see labor actions, the labor process itself, and its tools. The advantage of excursions is that they allow children to become acquainted with objects and phenomena in a natural setting. Excursions contribute to the development of observation skills and interest. To create a positive attitude towards work and understand its significance, there is a living example of surrounding adults, direct contact with their work.

A properly conducted excursion leaves a deep imprint on children’s memory and is reflected in children’s creative games, influencing their actions and behavior. But the game does not reflect observations in which only objects come to the fore for the child and people, their activities and relationships slip away. A successful excursion, of course, is the basis for the process of children acquiring knowledge about the meaning of work, how, by whom and why it is carried out. Since living images are the most intelligible and convincing, a true example of the work of adults. Visibility of life (observations, excursions) ensures the greatest clarity of ideas and maximum effectiveness of the knowledge acquired by children. What is visually perceived, however, requires interpretation. In the process of further conversations, through the inclusion of children in various types of activities, the information obtained during observations is clarified, consolidated, and supplemented.

Thus,

acquaintance with the work of adults makes it possible to show children how a person influences nature, grows plants and animals, and cares for them. The main purpose of the excursion is to show what people do and for what purpose, how they use machines, how they feel about their work, and what its results are.

Methodology for conducting field trips.

Any field trip usually takes place in several stages:

1. Preparing preschoolers for the excursion (preparatory conversation).

2. Introductory conversation at the enterprise.

3. The procedure for getting to know the production, the teacher’s story, children’s observations, explanations from the enterprise’s specialists.

4. Collection of illustrated materials.

5. Meetings and conversations with production workers.

6. Brief final conversation at the excursion site. Preparation for the excursion is carried out in two directions: content and organizational issues.

In the preparatory conversation, the teacher explains the purpose of the excursion, tells the children where they will go and what they should observe. During the conversation, you can ask questions, the answers to which will need to be given after the tour. Such questions will help children conduct observations in a given direction, preventing them from being distracted. The teacher explains that an excursion is the same activity as any other, therefore during the excursion it is necessary to fulfill the requirements for children in the lesson: listen carefully, ask questions in an organized manner, do not talk, maintain discipline. You cannot violate order and discipline on the way to an excursion. At the enterprise, everyone should stay together, move from one room to another calmly, without fussing.

When observing an object, it becomes so that everyone can see it. Particular attention should be paid to safety and caution. Children must be warned not to take anything on their own. Collecting materials for the collection will have to be done with the permission of the teacher and guide.

Before the start of the excursion, the means of transportation to the destination (pedestrian crossings, public transport), travel time, time to get acquainted with the production, time of return are discussed. Reminds you of the traffic rules.

The teacher, having arrived at the place, usually has a brief conversation again about the purpose of the excursion and the procedure for inspecting the enterprise. After the conversation, the children meet the guide and begin to tour the enterprise. An important task of the guide is to pose guiding questions that help to arouse interest in the objects being observed.

Children cannot simultaneously listen and observe the actions of the worker or the operation of the machine. Therefore, brief explanations should be replaced by independent observations. The structure of the excursion must meet the basic requirement; the story is subordinate to the show. The story is told in the form of detailed material, information, explanation, introductory and final words. The missing visual links are filled with exhibits - “The Guide's Portfolio” (photos, illustrations, collections, samples). The theme of the excursion regulates the story - it does not allow the guide to say everything he knows about the object, but only what will reveal the topic

Aesthetic excursions

They

help the child learn to perceive the beauty of nature and develop the culture of his feelings. Using various pedagogical techniques, the teacher helps children get indelible impressions from communicating with nature. At the same time, the problems of moral and aesthetic education of children can and should be solved when organizing other types of excursions.

At the same time, the use of all types of excursions is aimed at nurturing a love for nature and a conscious and careful attitude towards it.

At the end of the excursion, the results are summed up. The teacher reminds the excursion plan, its main objectives and finds out whether the children have learned everything and whether they can answer all the questions. If something remains unclear to them, they ask the guide or teacher questions. Based on the results of the excursion, children prepare oral reports, make stands, albums, and drawings.

Excursion as a form of education for preschool children

Category: Methodological piggy bank Created: 08/20/2014

Matvienko Natalya Nikolaevna, teacher 1st qualification category

Among the problems aimed at improving the learning process, an excursion as the formation of cognitive interests is quite significant for preschoolers. An excursion is an important form of organizing education in kindergarten. Excursions are a special type of activity that provides an opportunity in a natural setting to introduce children to natural, cultural sites, and the activities of adults. The main significance of excursions is that they provide children with specific ideas and impressions about the life around them. During excursions, preschoolers begin to explore the world in all its diversity and development, and observe the interconnection of phenomena. An excursion is not a simple pastime, it is an intellectual activity in free and directly organized educational time, requiring a certain expenditure of physical and spiritual strength. Thanks to its clarity, clarity, and emotionality, an excursion is an extremely effective form of transferring knowledge to children, promotes a strong assimilation of the facts presented, and has a strong impact on the formation of the child’s spiritual image. To the inherent features of an excursion we should also add the indispensable presence of its goals and objectives, which dictate the choice of excursion objects, the development of a route, the selection of literary sources, illustrations, in the so-called tour guide’s portfolio, the general emotional mood of the excursion and everything else that it consists of. But the main feature of an excursion is the obligatory use of the unity of showing and telling when conducting it, with the primary and determining role of showing. The whole variety of excursions is divided according to the following criteria: • Content; • By composition of participants; • By venue; • By method of transportation; • According to the form of conduct. In this organized process of learning about the world around us, the emotional side plays a huge role, which is a necessary component of every excursion. It is important for the guide (in our case, the teacher) to achieve empathy from children, and not just observation and listening. What they see and hear should evoke reciprocal feelings in children: admiration, indignation, joy from what they heard, etc. Based on the content, excursions are divided into overview and thematic. Thematic excursions are divided into the following groups: • Historical, which highlight a specific period in the history of the region; • Military-historical, i.e. excursions to memorable places of military events and to military-historical and memorial museums; • Production records, which reveal the history of the enterprise, show its achievements, the production process; • Natural history - on environmental topics, to unique natural monuments, to the nature departments of the local history museum; • Art excursions tell about the work of composers and artists. These are excursions to art galleries, exhibition halls; • Literary; • Architectural and urban planning - with a display of architectural monuments, introducing the planning and development of the city. The main thing in preparing and conducting an excursion is the educational and age level of its participants. It is important that the information provided by the guide is not generally known, otherwise interest in it will quickly disappear. But it is also impossible for them to be too divorced from the children’s knowledge. New information must build on the basis of knowledge formed by children’s previous life experiences. Based on the location, excursions are divided into: • City (sightseeing and thematic); • Correspondence (videos); • Suburban (bus and pedestrian); • Museum. Museum excursions are the most common group of excursions. The museum introduces the child to the world of universal human values, to history, and develops artistic taste. Leading a child into the world of art, developing his artistic culture in the sociocultural environment of museums, understanding the language of art - these and other tasks must be solved by kindergarten teachers. Museum pedagogy allows preschoolers to become familiar with the aesthetics of folk life. The creation of mini-museums in kindergartens allows children to develop a sense of love for their Motherland, develop a caring attitude towards the history of their country and its heritage, and develop a sense of pride in their people and their fortitude. Expanding children's horizons is one of the difficult tasks facing teachers. A broad outlook not only facilitates the process of cognition, but also activates thought processes, imagination, fantasy, and develops a creative attitude towards the world. Close cooperation between preschool teachers and museum workers helps make the world of museum exhibits understandable and meaningful for children. According to the method of transportation, excursions are divided into walking, transport and combined. Walking tours give participants the opportunity to explore deeper, explore objects, and feel like participants in the events that the guide talks about. The length of walking tours is usually 2 – 6 km. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, and 40–50 minutes in the senior and preparatory school groups. In this case, you should take into account the characteristics of the road and weather conditions. According to the form of excursions, they are divided as follows: • Ordinary excursions (sightseeing and thematic); • Educational; • Excursions – walks The important role of educational excursions is that with their help the local history principle of education is implemented, i.e. the use of local geographical material when studying various topics to become familiar with the environment. Excursions - walks most often are nature excursions with outdoor recreation, for example, around the territory of a kindergarten, nearby squares and parks. In this type of excursion, children’s independent communication with the objects on display takes more time than in any other. When organizing and conducting an excursion, it is necessary to remember that a large amount of even interesting information leads to a weakening of attention, to the manifestation of so-called attention crises. The first crisis of attention occurs at 14-18 minutes, the second - 11-14 minutes after the first, the third - after 9-11 minutes, the fourth - after 8-9 minutes, and then the intervals between crises of attention follow every 4-5 minutes. The following ways to maintain the attention of preschoolers are recommended: • Display of excursion objects, which should be distinguished by logic, consistency, activity, accuracy, imagery; • Use of visual aids: when used, auditory perception switches to visual, creating a certain stress relief; • Jokes, humor; • Question answer; Basic methodological techniques for conducting excursions: • Element of ritual (in excursions on military-historical topics); • Research (completing simple research tasks, the results of which confirm what the guide said (creating the album “Our Dear Army”); • Assignments (read the text on the plaque, compare the shape of the needles of fir and spruce, etc.); When developing an excursion, it is important set and solve a set of problems of an educational, educational and developmental nature. Preparing children begins with the teacher informing them of the purpose of the excursion. The children must know where they will go, why, what they will learn, what needs to be collected. It is necessary to explain to the pupils that during the excursion they must be disciplined and attentive, remind the rules of cultural and safe behavior on the street. You need to pay attention to the clothes of children. They should be dressed comfortably, in accordance with the weather and season. It is good to involve children in the preparation of excursion equipment and equipment. This helps to arouse their interest in the upcoming excursion. Depending on the specific content of educational objectives, the excursion route and structure are developed, and methods are determined. Subsequent work to deepen and consolidate the ideas gained during the excursion is carried out in everyday life: in visual arts, design, stories, and children’s work. At the end, a final conversation is held. The complexity of the excursion as a form of educational organization makes it accessible only to middle and senior groups. In the second junior group, excursions are carried out inside the preschool institution, site, and starting from the middle group - outside the kindergarten. The content of the excursions is determined by the program according to which the preschool institution operates. The immediate environment of the preschool institution also plays an important role, namely: the presence of attractions, cultural sites (library, theater, concert hall, museum, etc.), natural landscapes (park, square, river, canal, etc.), production establishments (ateliers, workshops), etc. The teacher must ensure that children are directly acquainted with the most striking and interesting objects of the flora and fauna, with seasonal changes in nature, with types of agricultural and other labor characteristic of that month Details where the kindergarten is located. Taking into account the principle of local history and the principle of seasonality when developing the plan and content of excursions ensures clarity and repetition of the perception of educational material, gradual complexity of knowledge in accordance with the characteristics of children's thinking, and creates favorable conditions for the development of cognitive interests. In each preschool institution, objects of nature, labor, public and cultural institutions are identified, which it is advisable to become familiar with on excursions. A description of the excursion routes is located in the methodological office of the preschool institution. When planning a system of excursions, you need to keep in mind the following: - the excursion should provide an initial vivid holistic perception of objects and phenomena, which is dictated by the special role of the emotional factor in awakening and developing children's curiosity and cognitive interests; - to expand, deepen, and generalize children’s ideas about a familiar object or phenomenon, repeated excursions are conducted. It is advisable to schedule repeated excursions for the period when noticeable and qualitative changes occur in the observed object or phenomenon; — gradual complication of program material should occur in two directions: by expanding the range of observed phenomena and by consistently deepening and generalizing knowledge about the same phenomena; - on each excursion, educational and educational tasks should be solved in unity, so you need to plan the amount of knowledge and skills; think through what feelings, relationships, moral qualities, aesthetic experiences will be activated. The excursion has certain structural parts that are inextricably linked with each other: the preparatory stage, the course of the excursion, subsequent post-excursion work. The preparatory stage includes the preparation of the teacher and the preparation of children. The teacher (when planning educational work) outlines the topic of the excursion, determines its program content and timing. The day before, the teacher inspects the place where it is planned to take the children, gets acquainted with the state of the objects, clarifies the amount of knowledge to be learned, formulates sample questions, thinks through the content of the explanations, selects fragments from poems, proverbs and sayings. Organizational issues are also being resolved: which route to take the children, where to place them for observation, rest, and games. During the excursion itself, various teaching methods are used, but the leader is observation. First, children are given the opportunity to get to know the object as a whole. Direct perception can be enhanced by artistic expression: the teacher himself or one of the children reads a poem (excerpt). From a holistic perception of an object (phenomenon), the teacher leads children to its analysis, which provides the basis for in-depth knowledge. In this case, questions of different types are used: - targeting attention, requiring statements of facts (what is it called, what parts, what qualities, features); - activating thinking, requiring comparison, juxtaposition, distinction, generalization (to establish connections, relationships); - stimulating the activity of the imagination, encouraging creative thinking, conclusions, judgments. Explanations on excursions should relate to what children directly perceive and be brief and precise. On some excursions, the main method of teaching becomes a conversation, for example, with a representative of the profession with which the children are introduced (postal worker, cook, salesman, librarian, agronomist, tour guide, etc.). The teacher prepares such a conversation in advance. During the excursion, it is important to support the mental activity of children. For this purpose, techniques are used that stimulate cognitive search: children are asked to ask questions about what they perceive, what interests them, what seems incomprehensible; remember the corresponding poem, proverb, folk sign, riddle. At the end of the excursion, a summary is summed up: what we learned and saw. You can invite several children to talk about what they liked and what was especially interesting. Post-excursion work is aimed at expanding, clarifying, systematizing knowledge, strengthening feelings and attitudes that arose during the excursion. To do this, the following techniques are used: - design of materials brought from the excursion. These can be cones, acorns, stones, etc.; - appeal to works of art (books, music, songs, reproductions, objects of decorative and applied art); - work in the book corner (design of the albums “Our City”, “Our Park”, “Who Lives in the Forest”, “How the People of Our City Work”, etc.), in the corner of nature (making models, collections, herbariums) ; — organization of games (director’s, didactic, role-playing, etc.); — generalizing conversations that are held upon completion of a block of educational work on a specific topic. 2-3 days after the excursion, the teacher organizes the children’s activities using handouts (drawing, modeling, didactic games, reading fiction, listens to children’s stories about where they were and what they saw), and at the end a general conversation is held. When planning a conversation after the excursion, the teacher must prepare such questions in order to restore in the children’s memory the entire course of the excursion, emphasize the most important educational moments, and lead them to the connection between phenomena. The developmental component of excursions stimulates the formation of: • Observation and observation skills; • Sensory abilities (the ability to see various features of objects, spatial arrangement, variety of shapes, textures, etc.); • Thought processes (analysis, comparison, generalization, classification, ability to establish connections, different in nature and degree of complexity); • Imagination and creativity. Excursions are one of the most labor-intensive and complex forms of training and education. The advantage of excursions is that they allow children to become acquainted with various objects in a natural setting, contribute to the development of observation skills, and the emergence of interest in nature, their hometown, and the region. The role of excursions in the aesthetic education of children is also great. The beauty of nature and paintings evokes deep emotions and contributes to the development of aesthetic feelings.

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Lesson summary - excursions in the senior group of kindergarten on the topic: Spring

Summary of a lesson on conducting an excursion in the senior group “Spring Glade of Health”
Educator : Antonova Nadezhda Nikolaevna.

Tasks. Educational : continue to form in children the idea that a clearing is a community of medicinal plants; enrich children's vocabulary with the names of medicinal plants, form dialogical speech. Introduce medicinal plants of your native land; on the basis of the acquired knowledge, to form a desire for their rational use and protection; Explain the rules of caring for medicinal plants. Developmental : develop the ability to notice and correctly name medicinal plants; introduce the characteristics of coltsfoot, plantain, nettle, dandelion; clarify where they grow and what their significance in nature is. Tell the children that insects live in the clearing among the grass. Educational: to cultivate a conscious, caring attitude towards medicinal herbs, to develop the ability to behave correctly in the “Glade of Health”, and an aesthetic perception of nature. Preliminary work . A conversation about medicinal plants and their importance in restoring health; examination of illustrations on the topic “Medicinal plants”, “Insects”. Reading M. Prishvin’s story “Golden Meadow”. Making riddles about medicinal herbs and insects. Progress of the excursion. Educator. — Guys, look at the screen and determine what time of year it is. Children. Spring. Educator. That's right, spring. By what signs did you determine this? Children. Birds have flown in from warm regions and insects have woken up, the sun is shining brightly, the snow is melting and streams are flowing; thawed patches appeared. Bright blue sky, the sun is shining. Educator. Well done! Spring - the red one rules the earth! Today the weather is beautiful outside and I suggest you go on an excursion. Listen to the riddle and guess where we will go: There is a place in the forest, Where grass and flowers grow, Strawberries for jam, Where you like to run. Educator . What it is? Children . Glade. Educator. So where do we go? Children. To the clearing. Educator. Right. We will go to a spring meadow, where medicinal herbs grow, birds sing, grasshoppers and other insects jump. Stand next to each other. Fast legs, fast legs We ran along the path Top-top, jump - hop. Educator. Here we are in the clearing. Guys, look around, how beautiful it is! The earth has thawed from the bright sun, there are a lot of puddles, streams are babbling, birds are chirping loudly - the messengers of spring, there is a lot of moisture. Spring has come into its own. And spring helped defeat winter... What do you think helped? Children . Sun! Because in spring the sun shines brighter and warms up more strongly. Educator. Right! Playing with the sun. Sunshine, sunshine, shine brighter! (Stretch your arms up, stand on your toes.) Stretch out bright rays towards us. (Stretch your arms forward, palms up.) We will put our hands in your palms, (Break into pairs, stretch out your hands to each other.) Circle us, tearing us off the ground. (Turn around in pairs.) They came to the clearing with you. (Line up in a chain, holding each other's hands). Educator. What do you like about the clearing? Children . Lots of flowers and grass. Educator. Yes, we are surrounded by many medicinal plants and primroses. Some spring plants are blooming, while others have just emerged from the ground. There are so many sprouts all around! Some pierce the ground like sharp pegs with tightly rolled leaves, others with a bent stem. And there is a lot of strength in these sprouts. Every day new flowers bloom. Educator. What does the clearing look like? Children. On the carpet, on the tablecloth, on the scarf. Educator. Guys, what color is the clearing? Children. Yellow, green. Educator . Remember which meadow I read you a story about? Children. About the golden meadow. Educator . Why is it called that? Children . There were many yellow dandelions growing on it. Educator. What does a dandelion look like? Children . Dandelion looks like a golden ball. Educator . Let's find a dandelion among the plants of our meadow and say hello to it. (Children find dandelions and examine it). Look closely at the flower and see what it is like. Dandelion is a medicinal plant. It contains a large storehouse of vitamins. Their use quickly restores a person’s strength. Dandelion leaves are collected in a rosette and grow all summer. A very healthy salad is made from the leaves of young dandelion, and jam is even made from the inflorescences. In autumn, dandelion leaves do not dry out, but go under the snow; they begin to turn green in the spring when exposed to sunlight. And a little later, yellow “lanterns” light up in the grass. Listen to the poem “Dandelion.” The sun dropped a golden ray. The first dandelion grew, young. It has a wonderful golden color, A little hello from the big sun. Educator. But a little time will pass and the golden dandelion will not be recognized. Golden and young In a week, he turned gray, I’ll hide the former dandelion in my pocket. Game “Dandelion” Children are divided into two teams and line up one after another. Each participant holds some part of the flower: core, stem, petals. A hoop is placed at a distance of 5-6m from the teams. At a signal, children take turns running up to the hoop and laying out a dandelion in it. The team that collects the dandelion first wins. Educator . Today the sun is shining brightly, it met you in the clearing and invites you to play with it. Finger game “Ah! The sun is already clear” Ah! The sun is already clear (they spread their hands to the sides) It’s hot, it’s hot (they raise their hands up) And there’s gold everywhere (they gradually lower their hands down, clenching and unclenching their fists) It’s spilled, it’s spilled. Streams on the street (with palms depicting wave-like movements) They keep babbling, they keep babbling. The cranes are crowing (they bring their palms to their mouths, pretending to play the pipe) And they fly, they fly (arms to the sides - up - down). Educator. Guys, guess the riddle about which plant that grows in the clearing will we be talking about? Mystery. A green bush grows, If you touch it, it will bite, It’s not fire, but it burns. Children. Nettle. Educator. Find nettles in the clearing. Children find and examine. Educator. Nettle contains so many vitamins that cabbage soup cooked from its leaves gives a person strength and vigor. People prepared cabbage soup from nettles during the difficult years of the war. Educator . What other medicinal plants do you know? They are also called “green pharmacy” Why? (Children's answers.) That's right! Such medicines help get rid of diseases. They provide special assistance on a hike, at the dacha, or on a walk away from home. Since ancient times, people have noticed the unusual properties of some plants and used them to improve health. Animals also use herbal medicine. Today we will also get acquainted with coltsfoot, this plant helps us on our walks. This plant has two faces: spring and summer. “Spring face” - yellow inflorescences on short stems. Its mischievous yellow lights seem to warn, like a yellow traffic light: wait a little, and the green light will turn on - the meadows and forests will turn green. These yellow lights are called flowers, each containing many tiny flowers clustered together. Let's find it and look at it . The leaves are large and round. Place the sheet on the cheek with the smooth side. How will you feel? Children. Cool. Educator . Now apply it with the rough side. How did you feel now? Children. Warm. Educator . Why is the plant so named? How do you think? Children. Mother is the warm, affectionate, soft side of the leaf. And his stepmother is the cold, smooth side of him. People have always used this plant to treat colds and coughs. Educator . What other plants grow in the clearing? Guess the riddle. A modest, inconspicuous flower It grows along the paths. It just doesn't bloom at all. Many of us are unaware that a cure has been found that can stop the blood. What kind of weed? - Children . Plantain. Why is it called that? Children. You can find him along the road. Educator . Right! Who knows in what cases this wonderful plant will help us. (Children's answer) A fresh plantain leaf should be crushed in your hands so that the juice appears, and applied to the wound or burn. Soon they will heal, the pain will go away. Game “Connoisseurs” I show a medicinal plant one by one. Children must name the part of the plant (root, leaf, fruit, flower) that is used for medicinal purposes. For example: plantain - leaf, chamomile - flower, etc. The game can be complicated by asking: What diseases does it help with? Where does it grow? Educator . We got acquainted with medicinal plants. How should you handle them? Children. Carefully and carefully. Educator. Let's remember the rules for collecting medicinal plants. 1. It is necessary to collect plants in moderation, leaving some in nature for reproduction. 2. It is necessary to cut or collect only the part that is medicinal. Plants should not be pulled out by the roots. 3. Collection should be done only at certain times. 4. Unfamiliar plants should not be collected. 5. It is necessary to remember that some plants are poisonous, so you cannot pick them without adults, much less put beautiful berries in your mouth. Educator. Guys, you can’t make noise in the clearing, you can’t pick too many flowers, you can’t catch insects... Why? (Children's answers.) But look: a bumblebee landed on the yellow eye of the mother and stepmother. For what? (children's answer) Educator. That's right, to collect nectar. In the mother-and-stepmother flowers, a wonderful table is laid for bees and bumblebees, and at a time when there are no other flowering plants yet. Pay attention to the color of the flowers. What is she like? (Children's answers.) Why such brightness? Children . To attract the attention of insects. Educator. Bumblebees and bees help primroses reproduce. How? Children. Pollination. They carry pollen on their paws. Listen to the riddle. In a clearing, near the fir trees, a house is built from needles. It is not visible behind the grass, but there are a million residents in it. Children. Anthill. Educator. Everyone knows that the ant is the orderly of the forest. If there are a lot of anthills in the forest, then the forest is healthy. Anthills cannot be destroyed, sticks cannot be shoved into them, and ants cannot be crushed. Look how the ants work: everyone is busy with their own business - some are dragging a straw, which is several times larger than an ant, and some are fighting with a beetle, driving the uninvited guest out of the anthill. The ant is a hard worker, the ant is the protector of the forest. This is why anthills should be protected. Educator. Look, what other insects do you see? (Children's answer.) Educator. Admire once again how beautiful our meadow is in the spring. We saw and learned a lot of interesting things. And most importantly, you didn't harm anyone. You are true friends of nature. I want to remind you that Nature generously gives us beauty. And beauty must be loved and appreciated. Look carefully and remember, and when we get to kindergarten, we’ll draw a spring meadow. Show your drawings to your parents and tell them how many interesting and unusual things you saw in the clearing today. Let's say to the clearing: “Goodbye, see you again!” Work after the excursion. Summarize the knowledge gained after the excursion through conversation, reading stories about medicinal plants, and conducting a quiz “In a forest clearing.” Make a panorama from the drawings.

We recommend watching:

Summary of an integrated lesson in the senior group on the topic: Spring Summary of an integrated lesson in the senior group in kindergarten on the topic: Spring Summary of the lesson on the topic: Spring in the senior group of kindergarten with a presentation Spring walk in kindergarten with children of the senior group

Consultation for educators “Organization of excursions and targeted walks in preschool educational institutions”

Consultation for educators

“Organization and conduct of excursions and targeted walks in preschool educational institutions”

By observing, preschool children perceive the world around them in all its richness, color, and dynamics, which contributes to the development of cognitive activity and the formation of curiosity.

Excursions are a special form of organized educational activity, its advantage over other types of educational activities is that they allow children to learn about objects and phenomena of nature, objects of the man-made world and human activity in a natural setting.

During the excursions, the foundation of specific ideas about the world around us is laid. The more sense organs participate in such cognition, the more signs and properties the child identifies in the object or phenomenon being studied, and, consequently, the richer his ideas become. Thus, sensory development is carried out, on the basis of which thought processes, imagination arise, and aesthetic feelings are formed.

According to the content, excursions are divided into 2 types:

natural history educational excursions;
excursions to familiarize yourself with the work of adults;
excursion for the purpose of developing aesthetic feelings (to a museum, to an exhibition);
introductory tour (targeted walk) along the street.

Starting from the second junior group, targeted walks are conducted around the site and territory of the preschool educational institution. Excursions outside the territory of the preschool educational institution are conducted with children starting from the middle group.

In order for the work on cognitive development to be fruitful, it is recommended to conduct excursions at least once a month.

It is advisable to conduct nature excursions to the same places at different times of the year in order to show children the seasonal changes that occur in nature. Children get acquainted with all the richness of its colors, sounds, smells, forms in development and change.

The success of the excursion depends on the careful preparation of the teacher and children.

The teacher’s preparation consists primarily of determining the purpose of the excursion and its content. When planning an excursion, the teacher focuses on the features of the surrounding area (natural object) or the technological process of the excursion object.

When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, 40-50 minutes in the senior and preparatory groups. In this case, you should take into account the characteristics of the road and weather conditions.

The plan and route are agreed upon with the head, senior teacher and health worker. Adults accompanying children during the excursion must be well aware of and follow safety rules (traffic, at work).

When visiting a production facility, it is necessary to obtain permission to conduct an excursion and discuss the course of the excursion with the responsible representative, determine the content of the conversation between workers and children.

The uniqueness of excursions to familiarize adults with the work is that children observe human labor activity and the technological process. In the main part of the excursion, it is necessary to show children what people do and for what purpose, what machines are used, how they treat work, how they care about good results of work.

In order for the excursion to be interesting, the teacher needs to prepare poems, riddles, proverbs, and game techniques.

When preparing for an excursion, you need to pay attention to the clothes of children. Children should be dressed comfortably, in accordance with the weather and season. In the system of preparatory work, training games are actively used, which involve the inclusion of elements of psycho-gymnastics in various types of children's activities and are aimed at developing adequate self-esteem and skills of constructive communication with the natural world, cultivating a value-based attitude towards what surrounds the child.

The teacher should prepare excursion equipment for the excursion. When organizing a nature excursion, the teacher needs to carefully consider what material to collect for further work in the group and what equipment to take with him in connection with this. Prepare equipment for placing the collected material in a corner of nature. It is good to involve children in its preparation. This helps them develop interest in the upcoming excursion.

Methodology for conducting natural history educational excursions.

A natural history excursion includes an introductory conversation, collective observation, individual independent observation of children, collection of natural history material, and children playing with the collected material. The order of the parts varies depending on the purpose of the excursion and the season. Having brought the children to the place of the excursion, you should remind them of its purpose in a short conversation and let the children look around. The main part of the excursion is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher must help children notice and understand the characteristic signs of objects and phenomena. To do this, you can use various techniques: questions, riddles, comparisons, survey activities, games, stories, explanations. The level of cognitive activity is facilitated by elements of conversations and logical tasks offered by educators. An example is the question: “How is the birch tree in the park similar to the birch tree on your site? " etc. It is advisable to use those that stimulate the expression of children's emotions and feelings. You can ask your students what kind words you can give to the flowers in the park’s flower beds, what wishes you can send to your feathered friends, etc. It is necessary to pay attention not only to individual natural objects, but also to ecological communities, considering the “floors” of the park and reservoir, determining the conditional interaction between them, and building logical chains of connections and dependencies.

Small environmental actions expand the experience of environmental protection activities, support the desire to actively and independently provide assistance to natural objects, and allow you to experience a sense of pride from the work performed. During excursions to a square, park, or pond, children, together with adults, can hang bird feeders, plant grown seedlings in flower beds and flower beds, plant trees, etc. The most significant thing is that during these activities, preschoolers accumulate emotionally positive communication experience with nature.

During excursions, an important place is given to questions and tasks, conducting research activities, which helps to establish connections between various phenomena and objects, and for children to make “discoveries.” When examining objects, it should be borne in mind that children’s knowledge will be strong only if it is obtained as a result of the active work of all senses.

At the end of the main part, children are given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, one should not forget about nature conservation; the collection of material should be strictly limited and carried out under the guidance or with the direct participation of a teacher.

During children's rest, games and play exercises are held. Children consolidate knowledge about the characteristic features of an object, express in words an opinion about the quality of the object, remember the name of plants (“Guess by the smell”, “Find out by the description”, “Which branch are the children from?”).

In the final part of the excursion, the teacher once again draws the children’s attention to the overall picture of nature.

The main goal of the final stage is to summarize the excursion work. Creative tasks will allow the child to express his impressions and show his attitude to what he sees. You can invite the children, together with the teacher, to create little books from the drawings. Or after a nature excursion, for example, preschoolers can compose a story about the park and imagine what tales an old spruce tree could tell them. As an option for creative tasks, the teacher offers the creation of collective collages depicting above-water and underwater inhabitants of reservoirs or professions, etc. Constructing ecosystem models from natural and waste materials will help children better understand the chain of relationships and interdependencies that exist in nature. The street layout can be used in teaching traffic rules. After each excursion, the layout can be supplemented and transformed. Based on specific information, children build technological chains, add new natural or technological objects, etc.

When conducting a targeted walk with younger preschoolers, you can choose one object for observation in the preschool area, for example, a rowan tree, and take targeted walks in different seasons, observing and noting the changes that have occurred.

Thus, excursions and targeted walks help to form preschoolers’ ideas about the world around them.

“Tell me and I’ll forget!” Show me and I will remember! Let me do it myself and I’ll understand!” - said the classic of pedagogy K. Ushinsky. These words can fully be attributed to organized educational activities - excursions.

Distance education

Methodological recommendations for teachers “How to conduct an excursion”
Preschool age is the most important period of personality development, when the prerequisites for civic qualities are laid, ideas about a person, society, culture, and nature develop. Excursions help to instill in children a sense of love and affection for natural and cultural values.

The task when conducting excursions with preschoolers is to direct and concentrate their attention on a specific object being studied or studied.

The whole variety of excursions is divided according to the following criteria:

by content;

by composition of participants;
at the venue;
by method of transportation;
according to the form of conduct.

In this organized process of learning about the world around us, the emotional side plays a huge role, which is a necessary component of every excursion.

It is important for the guide (educator) to achieve empathy from children, and not just observation and listening. What they see and hear should evoke reciprocal feelings in children: admiration, indignation, joy from what they heard, etc.

According to the content, excursions are divided into sightseeing and thematic. Thematic excursions are divided into the following groups:

historical, which highlight a specific period in the history of the region;
military-historical, i.e. excursions to memorable places of military events and to military-historical and memorial museums;
production ones, which reveal the history of the enterprise, show its achievements, the production process;
natural history - on environmental topics, to unique natural monuments, to the nature departments of the local history museum;
art history excursions tell about the work of composers and artists. These are excursions to art galleries, exhibition halls;
literary;
architectural and urban planning - with a display of architectural monuments, introducing the layout and development of the city.

The main thing in preparing and conducting an excursion is the educational and age level of its participants. It is important that the information provided by the guide is not generally known, otherwise interest in it will quickly disappear. But it is also impossible for them to be too divorced from the children’s knowledge. New information must build on the basis of knowledge formed by children’s previous life experiences.

Based on the location, excursions are divided into:

urban (overview and thematic);
correspondence (videos);
suburban (bus and pedestrian);
museum

According to the method of transportation, excursions are divided into walking, transport and combined.

According to the form of the excursions, they are divided as follows:

regular excursions (sightseeing and thematic);
educational;
excursions - walks.

The important role of educational excursions is that with their help the local history principle of teaching is carried out, i.e. the use of local geographical material when studying various topics in familiarization with the environment. An excursion is a form of organizing the learning process that allows for observations and study of various objects and phenomena in natural conditions or museums, at exhibitions and production and takes a long period of time during the day, requires from a specially trained teacher, using a variety of methods and techniques, organizing a variety of children’s activities.

Excursion structure:

introductory conversation;
collective observation;
individual independent observation of children;
collection of material;
children's games with collected material;
the final part, during which the teacher sums up the excursion and reminds of the need to respect nature.

When developing an excursion, it is important to set and solve a set of educational, educational and developmental tasks.

The teacher must prepare for the excursion in advance:

find a place in advance (Where? Why?);
what to tell, what to introduce;
think about the time (total duration no more than 1 hour, distance 1 km one way, or a few meters if the children are small); excursion with an assistant (nanny, methodologist, second teacher, parent). The teacher’s preparation consists primarily of determining the purpose of the excursion and selecting program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area. When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, 40-50 minutes in the senior and preparatory groups. In this case, you should take into account the characteristics of the road and weather conditions. When organizing and conducting an excursion, it is necessary to remember that a large amount of even interesting information leads to a weakening of attention, to the manifestation of so-called attention crises.

The first crisis of attention occurs at 14-18 minutes, the second - 11-14 minutes after the first, the third - after 9-11 minutes, the fourth - after 8-9 minutes, and then the intervals between crises of attention follow every 4-5 minutes.

The following ways to maintain the attention of preschoolers are recommended:

Display of excursion objects, which should be distinguished by logic, consistency, activity, accuracy, imagery;
Use of visual aids: when using them, auditory perception switches to visual, creating a certain relief of tension;
Jokes, humor;
Question answer;

Basic methodological techniques for conducting excursions:

Element of ritual (in excursions on military-historical topics);
Research (completing simple research tasks, the results of which confirm what the guide said (creating the album “Our Dear Army”);
Tasks (name the colors of the observed object, compare the shape of fir and spruce needles, treat an animal, etc.)

No matter how familiar the teacher is with the place of the excursion, it is necessary to inspect it a day or two before it. Having visited the site of the future excursion, the teacher clarifies the route, finds the necessary objects, outlines the content and scope of the knowledge that children should receive about a given range of phenomena, the sequence of individual parts of the excursion, establishes places for collective and independent observations, and for children to relax. In order for the excursion to be interesting, the teacher needs to prepare poems, riddles, proverbs, and game techniques. Preparing children begins with the teacher telling them the purpose of the excursion. The guys need to know where they will go, why, what they will learn, what they need to collect. It is necessary to explain to the students that during excursions they must be disciplined and attentive, and remind them of the rules of cultural and safe behavior on the street. You need to pay attention to children's clothing. They should be dressed comfortably, in accordance with the weather and season. It is good to involve children in the preparation of excursion equipment and equipment. This helps to arouse their interest in the upcoming excursion.

Requirements for methods of organizing and conducting excursions:

Compliance of the content with the interests of children.
Determine the number of children.
Directed to the subject (no incidental phenomena should distract the child’s attention from the main, central thing).
Should not be in the nature of a lesson or formal training.
Thorough teacher preparation.
Establish in advance those speech forms that will be consolidated or offered for the first time.
After the excursion, pick up pictures, have a conversation, a didactic game, and draw your impressions.
The number of excursions must be planned in accordance with other activities.

Requirements for the selection of information about the environment, taking into account:

Scientific credibility.
Systematicity.
Availability.
Specificity of knowledge.
Educational nature of knowledge.

Recommendations for teachers for conducting excursions in kindergarten.

Excursions are one of the main types of direct educational activities, a special form of organizing work to familiarize children with the world around them. At the same time, an excursion is one of the most labor-intensive and complex forms of training. To properly organize an excursion, the teacher must clearly know the methodology for conducting it.

We hope that the short recommendations for educators will help you successfully plan and properly organize an excursion with preschool children.

Familiarize yourself with the object of observation in advance.
Obtain permission to conduct an excursion at the designated location.
Agree on a time to visit.
Inspect the excursion site for safety.
Choose the easiest and safest route, taking into account the road features and weather conditions
Tell the children about the purpose of the excursion (the children should know where they are going, why, what they need to know, what to collect).
Remind children about the rules of behavior on the street, in public places (you need to be disciplined and attentive).
Warn your parents about the upcoming excursion and invite them to take part in a joint event.
Inform the administration of the preschool educational institution about the upcoming walk outside the territory of the preschool educational institution.
On the day of the excursion, do about.
Pay attention to the children's clothing (it should be comfortable, appropriate for the weather and season).
Check the list of children before going on an excursion.
Bring your child safety flags and hit the road.
To make the path interesting, prepare poems, riddles, and game techniques in advance.
Having arrived at the excursion site, remind the children of the goal again and let them look around.
In the final part of the excursion, summarize the work, thank the hosts, parents and children for holding the event.
Check the list of children and go back.
Upon returning to the preschool educational institution, offer children creative tasks that will allow the child to express his impressions of visiting the observation site.
Be sure to remember to take your camera with you!

Having conducted an excursion and relying on the above points of the memo, the excursion will turn out to be informative, exciting, unforgettable and interesting.

Karabanova Natalya Evgenievna, teacher

Methodology for organizing and conducting excursions and targeted walks in preschool educational institutions. consultation