Ideas of the rules of behavior in nature in children.
Scientific supervisor: senior lecturer A.V.Markov (department of foreign languages Pedagogical Institute) NRU "BSU", Belgorod E-mail: markov@bsu.edu.ru
V.A.Miroshnichenko (3rd year student of the Pedagogical Institute of the Faculty of Preschool, Primary and Special Education) NRU "BelSU", Belgorod E-mail: lera.miroshnichenko.99.99@mail.com
Annotation.
The article is devoted to the study of the problem of forming ideas about the rules of behavior in the nature of children. The work reveals the essence, the content of environmental ideas in children. Based on the analysis of the literature, criteria and levels of formation of ideas about the rules of behavior in nature in children are highlighted.
Keywords.
Views, environmental views, rules of behavior, levels of views, analysis, children, nature, environment, pedagogy, effectiveness, adequacy, completeness, depth, awareness, correct expression in speech, emotionality.
The ideas about the rules of behavior in nature are environmental in content, therefore, we will dwell on the essence of environmental representations of preschoolers. The analysis of psychological and pedagogical literature showed that environmental representations are defined as representations of the relationships in the human-nature system and in nature itself; representations reflecting objectively existing in nature, relationships and dependencies.
Children are characterized by a variety of ideas, as well as a strong desire to learn more about the interesting features of the appearance of various animals, about the special beauty and expediency of their structure and adaptation of animals to the environment, the unity of living and the environment. Also, children of this age can easily prove why plants and animals are needed, why a person cannot live on Earth without them. They are familiar with the medicinal value of plants, the nutritional function of animals. At the same time, they isolate a certain benefit of a particular object of nature. Accessible for children of preschool age is the emotional development of knowledge about nature when interacting with it, enshrined in the ecological culture of society, and their transformation into the form of personal values, which are a source of environmentally oriented activity and behavior in nature [5; p. 56].
The content of ideas about the rules of behavior in nature is most fully disclosed in the work of V.A. Novitskaya, L.S. Rimashevskaya, T.G. Khromtsova "Rules of conduct in nature for preschoolers." The authors reveal the features of children's perceptions of the natural environment, as well as the norms of behavior in it. Based on the work of these authors, it is possible to determine the content of ideas about the rules of behavior in nature in older preschool children in three blocks: in a forest, in a meadow, near a reservoir, criteria and levels of their formation.
The criteria for the formation of ideas about the rules of behavior in nature include: effectiveness, adequacy, completeness, depth, awareness, correct expression in speech, emotionality. In accordance with the selected criteria, we proposed four levels of formation of ideas about the rules of behavior in nature: the highest, highest, medium, low levels. [5; p. 58].
The highest level is characteristic: the child knows and understands the rules of behavior in the forest, in the meadow, near the reservoir, in the park, interacting with unfamiliar plants, animals; knows how to apply them in specific life situations; knows how to explain the meaning of the rules and the need for their implementation in nature with words, shows adequate emotions when interacting with objects and natural phenomena.
For a high level, it is characteristic: the child does not know and understand the rules of behavior in the forest, in the meadow, in the reservoir, interacting with unfamiliar plants, animals; basically knows how to predict the results of his activities and behavior in relation to natural objects; shows interest, desire, activity in the knowledge of nature; knows how to explain the meaning of rules of behavior with the help of words; shows joy and admiration when meeting with objects of nature: animals, plants; lacks initiative and independence in caring for animals and plants.
The average level is characterized by the following: children know, but do not understand the rules of behavior in the forest, in the meadow, near the reservoir; show a generally positive attitude towards the nature of the selective focus; do not always know how to apply the rules in specific life situations; the discrepancy between the verbal and real attitude to nature is characteristic; they are careful, take care of specific living objects that are directly related to them, attractive to them; limited emotional manifestations when interacting with objects of nature.
The low level is characterized by ignorance and misunderstanding of the rules of conduct in the forest, in the meadow, near the reservoir, in the park; unstable attitude to animals and plants, without a pronounced positive orientation; a hostile and even negative attitude towards unattractive living beings is characteristic; ideas about natural objects and their essential properties are superficial, often inadequate; children understand that in general it is impossible to harm nature, but they do not realize why, motivating the need for careful treatment of them with fear of punishment or duty (“this is necessary”); do not follow the rules in their own behavior in nature; children notice bright violations of the rules of attitude towards nature, do not suppress improper behavior, but join it.
Thus, many domestic and foreign scientists were engaged in the study of children's representations. Thanks to their research, we determined that the ideas about the rules of behavior in nature by content are environmental. Based on these studies, we revealed the essence, the content of ideas about the rules of behavior in nature in older preschool children, the criteria and the levels of their formation. The results of a theoretical study of the problem being studied will help us organize and conduct experimental work on the formation of ideas about the rules of behavior in nature in children.
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