We decorate a corner of nature in the nursery. Requirements for the selection of plants

AT middle group children form the ability to see a variety of properties and qualities of objects and their parts (a variety of shapes, colors, sizes, surface patterns, etc.). Children master more complex methods of comparison, learn to establish differences and similarities of objects, generalize objects according to one or another feature. The knowledge about plants and animals becomes more complicated. Children more clearly distinguish the features of plants, get acquainted with the conditions necessary for their life. The number of plants that children recognize and name is increasing.

A child of the fifth year of life, getting acquainted with animals, notes the originality of their appearance, structure, movement, method of nutrition; establishes the first connections - the dependence of the nature of movement on the structural features of the limbs.

In the process of caring (together with the teacher) for the inhabitants of the corner, children master simple skills: keep the plant clean, water it properly, wash the drinkers and feeders for animals, and give food. Observing plants and animals, they notice vivid manifestations in the growth and development of plants and animals. They learn to reflect their observations in coherent, accurate speech.

The expansion and complication of program tasks in the middle group requires the replenishment of a corner of nature with new inhabitants. Houseplants must have different shape and the size of the leaves, as the guys master new methods of keeping the plants clean: they pour over plants with small leaves from a fine-mesh watering can or spray them with spray guns, wipe the leaves with serrations with a wet brush or brush, pubescent leaves with a dry brush. At the same time, children learn to establish a care method depending on the nature of the leaves: size, quantity, nature of the surface, their fragility.

In addition to the plants named for the nature corner of the younger groups, aloe or agave (with succulent leaves with jagged edges), begonia rex, asparagus, fragrant geranium(with patterned, pubescent leaves), etc. At the same time in a corner of nature there can be up to 6-8 plant species.

The aquarium contains two types of fish that differ in appearance and habits: sluggish pond crucian carp and nimble, mobile upper flies; varieties of the golden ryoka - veiltail, telescope and at the same time (in another aquarium) fish from local reservoirs. Differences in the appearance and habits of these fish are quite noticeable and can be detected by children during observation. In the corner of nature of the middle group, you can keep the same canaries.

As permanent inhabitants in a corner of nature of the middle group, mammals can also be kept. Children of this age may well master the simple skills of caring for them. So, it is advisable to place a guinea pig and a hamster in a corner that are interesting in their habits. Caring for them is simple, they are friendly, they easily develop reflexes to various signals - time, environment.

2. Corner of nature in the middle group.

In the middle group, children form the ability to see a variety of properties and qualities of objects and their parts (a variety of shapes, colors, sizes, surface patterns, etc.). Children master more complex methods of comparison, learn to establish differences and similarities of objects, generalize objects according to one or another feature.

The knowledge about plants and animals becomes more complicated. Children more clearly distinguish the features of plants, get acquainted with the conditions necessary for their life. The number of plants that children recognize and name is increasing. A child of the fifth year of life, getting acquainted with animals, notes the originality of their appearance, structure, movement, method of nutrition; establishes the first connections - the dependence of the nature of movement on the structural features of the limbs.

In the process of caring (together with the teacher) for the inhabitants of the corner, children master simple skills: keep the plant clean, water it properly, wash the drinkers and feeders for animals, and give food. Observing plants and animals, they notice vivid manifestations in the growth and development of plants and animals. They learn to reflect their observations in coherent, accurate speech.

The expansion and complication of program tasks in the middle group requires the replenishment of a corner of nature with new inhabitants. Indoor plants should have different shapes and sizes of leaves, as the guys master new techniques for keeping plants clean: they pour plants with small leaves from a fine-mesh watering can or spray them with spray guns, wipe the leaves with notches with a wet brush or brush, dry brush - pubescent leaves. At the same time, children learn to establish a care method depending on the nature of the leaves: size, quantity, nature of the surface, their fragility. In addition to the plants named for the nature corner of the younger groups, aloe or agave (with succulent leaves with jagged edges), rex begonia, asparagus, fragrant geranium (with patterned, pubescent leaves), etc. are placed in the middle group. corner of nature can be up to 6-8 species of plants.

3. Corner of nature in senior group.

In the older group, the formation of the skills to observe, compare objects, generalize and classify them according to various criteria continues. The main content of observations is the growth and development of plants and animals, their changes in seasons. Children should know that plants need light, moisture, warmth, soil nutrition for their growth; different plants need different amounts of light, moisture.

Children continue to get acquainted with plants, with the features of their external structure: not only with a variety of leaves, but also stems, flowers. The ability to determine the way to care for plants, depending on the nature of the leaves and stems (the way to keep the plant clean) is consolidated.

The content of cognitive tasks about plants includes knowledge about some methods of their vegetative reproduction, in particular stem cuttings. All this requires replenishment of the corner of nature with new plants: with a variety of stems (curly, creeping or modifications of erect stems) that have bulbs, corms, etc. These can be 2-3 types of tradescantia, indoor grapes, climbing ivy, ficus, aloe, zygocactus, epiphyllum, cyclamen, primrose, amaryllis, clivia, etc. They have leaves, stems, flowers of various shapes and nature, they have different needs in light and moisture.

When selecting animals for the nature corner of older children, it is necessary to take into account the main program task - to ensure the formation of initial knowledge about the features of animal adaptation to environmental conditions.

4. Corner of nature in the group preparatory to school.

The main objective of familiarization with nature in preparatory group- the formation of elementary knowledge about the essential dependencies in the natural world: the dependence of plants on a set of conditions (moisture, heat, light, etc.), the dependence of the external structure and lifestyle of an animal on environmental conditions. Children get acquainted with constantly repeating natural changes in the life of plants and animals in different seasons, with the main periods of their growth and development.

The content of knowledge about the plant world includes knowledge about some methods of vegetative propagation of plants. Children should be able to see the essential features of objects, general and individual, their variability. In accordance with this, when selecting plants and animals, Special attention not only on the diversity of their structure, but also on their adaptability to certain environmental conditions.

In order for children to learn how to water various plants, depending on the conditions of their habitat in the natural environment, plants that differ sharply in their moisture needs should be placed in a corner of nature: cyperus, which grows in very moist soil for 10 months a year (pot placed in water) cacti (1-2 species), requiring very little and rare pili, tradescantia - with a high need for moisture; uzambara violets, which should be watered very moderately, etc. Many subtropical plants that are at this time in their homeland in relative peace need moderate watering in winter - geraniums, fuchsias, etc. On the dependence of the conditions for the growth and development of plants located in a corner of nature , from the conditions of their origin, one must also remember when caring for other plants, especially from the lily and amaryllis families - amaryllis, clivia, krinum, dracaena, hemanthus, etc. The first period of winter for these plants is a dormant period, and at this time they are almost stop watering.

Vegetative propagation indoor plants are very diverse: shoots (geraniums, fuchsia, roses, begonias, etc.); leaf cuttings (Uzambara violet, begonia-river, sansevier, etc.); aspidistra, asparagus, and others reproduce by dividing the bush. Of great interest to children are the so-called viviparous plants - saxifrage, chlorophytum, bryophyllum, etc. All of them have offspring that do not grow from a rhizome hidden in the ground, but appear on other parts of plants (the mustache of a saxifrage, a flower arrow in chlorophytum, offspring on edges of leaves in bryophyllum).

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To form an idea of ​​the world around it is created and installed corner of nature in groups kindergarten. The presence of such a place allows visual material to teach preschoolers responsibility, awareness in relation to the living world around them. But there are requirements to create a corner. They must be respected.

What is it needed for?

A place that will introduce the kids to the outside world should be in all groups. Its design, maintenance, educators, the children themselves pay a lot of attention. And what is it for?

There are many goals of working with such visual material:

• ecological education is carried out. Besides, corners of nature in kindergartens form children's accuracy, a sense of responsibility;
• such places educate, form aesthetic feelings. Having created the necessary conditions you can grow indoor flowers different types. This allows children to enjoy a variety of beauty. Preschoolers, seeing this, experience aesthetic pleasure;
• one of the goals of creation is educational. Kids, under the supervision of educators, work, care for plants and watch how they change throughout the year. They form a connection with them and with phenomena. Learn to water the flowers, paying attention to what time of year. If it is summer, then watering should be plentiful, if it is winter, then the volume of water is reduced;
• this place forms flower care skills. Toddlers learn to take care of them, water them, wipe dust from window sills, and other types of work;
• the presence of such a place is an opportunity to decorate the room of the group, make it more interesting, more fun for the gameplay.

Design Requirements

Creating such a place is a responsible job.

It has strict requirements. Making a corner of nature in kindergarten must meet the following standards:

• corner must be in each group, taking into account age features pupils;
• according to sanitary standards, it is impossible to keep animals;
• need to draw up natural materials: foliage, cones, twigs, nuts, pebbles, shells, crafts;

• in the corner there should be plants typical of the area. This will provide an opportunity to acquaint the children with the nature of their native land, teach them how to care for them;
• different types of plants should be presented in several copies. Preschoolers can see not only common signs, but also their individual characteristics. This will give the concept that the flowers are unique, unrepeatable;
• a corner of nature should include healthy plants. They will attract the attention of kids, delight them with their originality;
• everything that will be posted here must be completely safe for children;
• each flower must have a label. On it you need to indicate the name, features of caring for it.

Having decided to design such a place, you need to know what you need to use to equip it. It must contain the following:

• plants of different species with passports - nameplates;
• calendar;

• inventory, equipment for care of indoor flowers;
• visual, didactic material, games;
• crafts made by pupils, material for their manufacture;
• literature about the world around;
• audio recordings with the sounds of nature;
• herbarium, seed samples;
• duty schedule.

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

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

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

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

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

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

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

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

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

Conducting pedagogical work in a corner of nature will allow you to see: the inextricable and most general connection living organism with the external environment; multifunctional adaptability to certain elements of the environment; the emergence of a new organism, its growth, development and conditions that ensure these processes; the specifics of a living organism (plant, animal), its difference from objects; the diversity of living organisms and different ways of interacting with the environment, and much more.

2. Animals and plants - permanent inhabitants of a corner of nature

When selecting plants and animals for a corner of nature, the requirements of the Kindergarten Education Program should be taken into account. Only under this condition can the upbringing and educational impact on children of labor and observation be ensured. Many teachers agree that it is necessary to replenish the corner of nature gradually so that children can examine the objects brought in and observe some of them. When replenishing a corner of nature, you need to draw the attention of all children to new plants and animals, name them, consider them with the children, tell where the plant grows all the time, determine its place in the corner of nature and tell the children how to take care of it.

Requirements for the selection of inhabitants of a corner of nature:

1. A plant or animal must be typical of a particular systematic or ecological group. At the same time, it becomes possible to acquaint children with the main, typical features, conditions or way of life characteristic of a large group of plants and animals.

2. Care for the inhabitants of the corner in terms of quality, nature of labor, effort and time expended should be available to preschool children (with the participation and guidance of the educator). Therefore, plants and animals are selected that are unpretentious in food and care for them.

3. Plants and animals in a corner of nature should be outwardly attractive, able to arouse and retain the still not very stable attention of a preschooler.

4. It is necessary to have several copies of the same species of plants and animals; children will see in the objects of observation not only common, but also individual signs, this will lead them to an understanding of the diversity and uniqueness of living organisms.

5. Plants and animals must be absolutely safe, not bring the slightest harm to the health of children.

6. It is necessary to take into account the possibility of normal life, growth and development of animals and plants in the conditions of the premises of a children's institution.

When placing the inhabitants in a corner of nature, one should first of all take care that their biological characteristics and needs are taken into account. So, some indoor plants (geraniums, cacti, etc.) need a lot of sunlight, they should be placed in the brightest place, others (for example, uzambar violet) do not tolerate direct sunlight.

The biology of the lizard and the frog is such that the terrarium where the lizard lives should be placed in a place well warmed by the sun, the terrarium with the frog must certainly be in the shade.

At the same time, a corner of nature should please the eye, decorate the interior. And finally, objects should be placed in such a way that children can freely approach them, observe and work in a corner of nature.

All inhabitants of a corner of nature in kindergarten can be divided into permanent and temporary. The former live in a corner all year round (houseplants, fish, etc.), the latter are brought in for a short time.

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

The permanent inhabitants of the corners of nature in kindergarten are houseplants. They have long adorned the dwelling of man. Some of them bloom profusely and for a long time, others have beautiful foliage, their stems are diverse (upright, recumbent, ascending, curly, etc.). Most indoor plants come from tropical and subtropical countries: hot deserts and savannahs, tropical rainforests and swamps, mountain slopes and valleys.

Depending on the place of growth in nature, indoor plants require different care (different soil, watering, degree of illumination, etc.). Houseplants are also interesting because each species has its own terms and periods of active vegetation. Indoor plants are a valuable didactic material, they are obligatory inhabitants of a corner of nature.

Traditionally, keeping fish in an aquarium is a corner. In the aquarium, both fish of local reservoirs (small pond carp, rudd, loach, upperfin, etc.) can live, as well as unpretentious species exotic heat-loving fish (guppies, swordtails, angelfish, etc.).

Observations of fish are varied, and work on caring for them is quite accessible to preschoolers (feeding, cleaning the aquarium, partial water change).

Desirable inhabitants of a corner of nature are birds. At proper care they feel good, sing, even breed. Children take care of them with great interest and love, feed them, keep their cages clean. The work of caring for birds provides the educator with the opportunity to form a careful and caring attitude towards them in the children.

It is advisable to keep granivorous and omnivorous wintering birds (siskin, goldfinch, bullfinch, tap dance, crossbill, etc.) in the kindergarten for observation. But these birds can be kept in captivity only at the most difficult time for them - in winter; in the spring they need to be released into the wild. Permanent residents of the corner of nature are canaries and budgerigars. These birds have long been domesticated.

Of the reptiles, only turtles can be kept - swamp or land.

Of the numerous and diverse class of mammals, rodents primarily meet the selection requirements: rabbit, squirrel, guinea pig, hamster. Unpretentious food, the small size of the premises for their maintenance, the peaceful disposition of animals and almost complete safety, a variety of habits make them desirable inhabitants of the corners of nature.

Animals may also be kept on site. It is good to have a family of chickens, a duck with ducklings, a kid or other small domestic animals. Rabbits are also kept on the site.

Equipment corner of nature in different age groups

3. Corner of nature in junior groups

When selecting the inhabitants of a corner of nature in the younger groups, they take into account, first of all, the peculiarities of children's perception of objects (kids highlight bright signs and properties), as well as educational tasks. Kids should learn to recognize and name 2-3 plants, their main parts (leaf, stem, flower).

A corner of nature is an indispensable part of the developing environment of the kindergarten. It is impossible to imagine a group of any age without indoor plants, diverse and exciting game, demonstration material on natural history topics. It is especially important to properly organize and fill with the necessary contents the corners of nature in groups of older preschool age, where future schoolchildren are brought up.

The purpose of creating corners of nature in the senior group of kindergarten

Children of the sixth year of life are on the threshold of school life. How educators are able to instill in them love and respect for nature, teach them to understand and respect its laws, follow the rules of expedient behavior in nature, depends not only on the successful education of the child at school, the acquisition of new knowledge in the field of natural history and ecology, but also the future our planet. After all, modern preschoolers are future adults who will have to live in the 21st century, take care of the safety of our planet for the next generations.

Love for nature, however, like any human love, undoubtedly, is laid in us from childhood.

I.S. Sokolov-Mikitov

Senior preschool age is a period of thoughtful, serious perception of information. If four-year-olds could not yet fully cope with their temperament and learned to a greater extent what they were interested in, exciting, then older preschoolers are able to control their attention, remembering even that information that is not entertaining, surprising, amazing, but useful and needed. The amount of knowledge that children can acquire also increases significantly. Increased program requirements are built on the qualitative and quantitative changes in the mental processes of children of the sixth year of life. In order to instill in a child a love for natural phenomena, inanimate objects and living beings, it is necessary first of all to equip him with extensive knowledge about nature, its diversity, the relationships and patterns that exist in it.

With the understanding that there is nothing “superfluous”, “harmful” or “bad” in nature, the ability to appreciate its riches, the desire to preserve them, will come.

Children of the sixth year of life also understand the relationships in ecological systems, such as "forest", "meadow", "reservoir", they have a highly developed curiosity, desire for research and experimental activities, interest in children's scientific literature.

Love for nature in preschoolers is formed on the basis of knowledge of its laws and the ability to see its beauty.

It is equally important to develop in children an aesthetic perception of the environment. Having taught a child to see the miracle that is hidden both in a huge cloud and in a small drop of dew, the teacher will be able to reach out to the sensitive child's soul and lay the foundations for a humane attitude towards the world around him. After all, it is necessary to love and cherish not only that which is beneficial, but also that which pleases us with its beauty.

Given this, the corners of nature in the older groups of the kindergarten serve as an excellent help for the educator in the implementation of program tasks in the field of familiarization with nature and the education of environmental culture (according to the approximate educational program From Birth to School

• Acquaintance with nature and natural phenomena.
• Development of the ability to establish causal relationships between natural phenomena.
• Formation of primary ideas about the natural diversity of the planet Earth.
• Formation of elementary ecological ideas.
• Formation of an understanding that a person is a part of nature, that he must preserve, protect and protect it, that everything in nature is interconnected, that human life on Earth largely depends on the environment.
• Education of the ability to behave correctly in nature.
• Education of love for nature, the desire to protect it.

Usually the corners of nature are very beautiful. Lush greenery, flowers, bright bunches of rowan, bouquets autumn leaves decorate and enliven the room of the group. But the aesthetic function, although important, is not the main goal when organizing a corner of nature. First of all, corners of nature are created in group rooms so that pupils have the opportunity to communicate daily with the natural world, to observe accessible living and inanimate objects not in pictures, but in their real form to get acquainted with them with the help of all senses.

In addition to developing and educational tasks, the corner of nature also performs sanitary: it helps to clean the room from dust, creates a favorable microclimate

General requirements for the organization of corners of nature in preschool institutions

Before proceeding with the arrangement and filling of a corner of nature, the educator must familiarize himself with SanPiN and other normative documents. When creating a corner, you need to consider such points:

• Keeping animals (mammals, birds, fish, reptiles) in a group room with modern sanitary standards forbidden.
  • In those kindergartens where they still decide to leave animals so that children can watch them, parrots, hamsters and other pets are assigned private room. Animals in cages are brought from there to the younger groups for observation. Older children can visit the animal corner, feed their pets, observe their behavior in an environment familiar to animals.
  • Only adults clean cages, change bedding and perform other animal care work. You can attract older preschool children to work by instructing them to collect food for pets (for example, ask them to pick cabbage leaves in the garden for a guinea pig).
• The equipment and exhibits of the corner of nature should not pose a danger to children.
  • The educator should be responsible for the selection of tools, exclude sharp, cutting, piercing.
  • You also need to know which plants are poisonous, and prevent them from appearing in a corner of nature.
  • It is not recommended to breed thorny plants. On duty in the corner, performing labor activities, children can get hurt about them.
  • Furniture, shelves, large parts of the design must be properly fixed, checked for sharp corners, small parts that children can detach.
  • Materials for independent research activities should not be so small that children can put them in their ears and noses. Even in the sixth year of life, children sometimes show their talents of researchers to the detriment of own health. Therefore, before working with natural material, it is necessary to instruct each time, remind children how to handle manuals and materials. Small seeds, shells, pebbles are given for viewing in transparent plastic bags, containers that are tightly sealed or closed.
  • Breakable glass test tubes, glasses, etc. cannot be used for experiments. They are replaced with transparent plastic dishes.
  • If one of the children is allergic to certain plants, the living object should be discarded and replaced with another plant.
• Aesthetics and harmony. The color of furniture, as well as the design of calendars of nature, observations should be combined with overall design groups. Plants in the corner of nature are placed healthy, well-leafed, abundantly flowering, which pleases children and contributes to the education of love for wildlife. Decorate and increase the interest of children in the corner of the drawings and crafts of children on natural history topics.

Decorated with love and taste, the natural history zone will serve as a decoration for the group and a favorite place for children to play and relax.

Equipment corner of nature in the senior group

The corner of nature in the senior group is equipped with a variety of equipment that helps the teacher solve the requirements of the program in accordance with the Federal State Educational Standard (FSES). First of all, these are living objects (plants) and all kinds of tools and devices for caring for them.

Plants in the corner of nature for the older group and their care

Educational programs (“Origins”, “From Birth to School”, “Childhood”) impose the following requirements on teachers:

• expand children's understanding of indoor plants;
• learn different ways care for plants depending on their appearance;
• give an idea of vegetative methods propagation of indoor plants.

Up to 10 people can be in the corner at the same time. various kinds plants (of which children name 6-7). They need to be selected so that preschoolers can explore and compare the different shapes and features of the leaves (large or small, whole or dissected, pubescent or smooth), the position of the stem (erect, creeping, curly), the shape of the roots and rhizomes (fibrous, tuber, bulb ).

Since the plants in the corner of nature are replenished from the youngest group, their composition for the older group will be very diverse:

• ordinary geranium;
• fuchsia;
• begonia ever flowering;
• primrose;
• camellia;
• Chinese rosan;
• aralia;
• aloe;
• agave;
• begonia rex;
• asparagus;
• fragrant geranium;
• tradescantia;
• indoor grapes;
• climbing ivy;
• primrose;
• clivia.

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

Agave leaves need to be cleaned of dust with a damp, hard brush. Asparagus is notable for the fact that it can grow and develop even in the shade. Unpretentious care for balsam will delight children with its delicate flowers Using the example of saxifrage, preschoolers will get acquainted with a plant that reproduces by shoots, “babies”. Comparing the coleus of several colors, children will be convinced of the diversity of the plant world. Tradescantia is a rather whimsical and attention-seeking plant, but it will thank you for your care with lush and beautiful foliage. In the younger groups, children only cared for ficus, and pupils of older groups can describe its appearance and even draw Beauty blooming cyclamen will not leave the kids indifferent

Of course, it is not necessary to have all these objects. The teacher chooses those that he can buy, turns to his parents for help, and they will willingly help fill the corner. necessary plants. An exchange between groups is also possible, when a beautiful, attractive plant is kept in turn in a corner of nature by several groups in order to observe it for 2-3 weeks.

Children of the older group should be able to compare the properties and features of the appearance of objects of nature, therefore, very similar plants (two types of begonias, coleus) and different ones (tradescantia and aloe) are simultaneously placed in a corner of nature, paying attention to their differences and similarities.

Preschoolers of the sixth year of life are already able to perform the following types of plant care work:

• cleaning leaves from dust;
• removal of dry leaves, parts of the stem;
• watering and loosening the soil;
• transshipment into larger pots, transplanting;
• propagation of plants by offspring, parts of rhizomes, leaf cuttings, bulbs.

Children perform the first three actions on their own, transshipment and breeding - with the direct participation and control of the teacher. Pupils can, under the guidance of a teacher, prepare and planting material(put leaf cuttings for sprouting, dividing and cleaning the bulbs).

Together with the teacher, children can plant seedlings for the garden, and transplant indoor flowers

In order for children to take care of their “green friends” themselves, they need to be provided with tools, arrange a place and be given knowledge about the characteristics of various plants. What you need to have:

• Aprons and sleeves made of waterproof fabric to protect clothes from dirt. Since collective work is also carried out in a corner of nature, it is advisable to have 10-15 sets. The mothers of the pupils will help sew aprons, this will not require a large investment.
• Oilcloth, it is covered with a table if transshipment and transplantation are planned indoors.
• Watering cans, basins, pots different sizes, stock of soil, scoops, shovels, drainage (expanded clay, plastic lids etc.)
• Sticks for loosening the soil, wooden, comfortable for a child's hand, with rounded edges, about 1.5–2 cm thick.
• Tools for removing dust from leaves. They differ depending on the characteristics sheet plate. For wide smooth leaves, like a ficus, use wet sponges. For dense needle-like aloe - hard wet brushes on a long handle (you can use wide ones for glue or the smallest ones for chores). Dust from violets and other plants that have pubescence, but the leaf itself is tender, is carefully removed with a dry soft brush. It could be a large paint brush.
• Schemes of the work process. In addition to the verbal instructions of the teacher, the children of the older group are offered to use diagrams that indicate the main stages of the work that needs to be done. They can be used when children have mastered verbal instructions well, for the development of memory, figurative and abstract thinking.
• Cloths for wiping shelves and tables, a brush and a dustpan for the floor.

Children really like to take care of plants, show kindness and care.

The educator needs to teach children from the very beginning to bring the work they have started to the end and put things in order. Some pupils consider the work finished as soon as the main task is completed (the plant is transplanted or watered, dry leaves are cut), and they forget about cleaning or lose interest in the final stage of the activity. Such children are not scolded, they are not forced to clean up after themselves. It is better to ask those who wish to help, clean and arrange the inventory in place.

However, you should pay attention to those children who seek to restore order after work in a corner of nature, praise them for their accuracy, love for cleanliness, cite others as an example: “Look, guys, how Olya and Alyosha tried! They not only planted flowers, but also cleaned everything cleanly, not leaving a speck. It will be so pleasant for our new flowers to live on a clean shelf, in order, comfort. They also thank Olya and Alyosha, nod their leaves. Soon, keeping order and cleanliness in a corner of nature will become an exciting thing for all the guys.

Calendars and observation diaries

No less important tasks of organizing a corner of nature are:

• Improving ideas about the seasons, seasonal changes in living and inanimate nature, months, parts of the day.
• Formation of concepts about the links between animate and inanimate nature.
• Development of observation, curiosity, cognitive activity of children.

The solution to these problems is important element corner of nature as a calendar of observations. The main type of observation in nature in the older group is weather observation. Consequently, on a bright information stand, which is the calendar of observations in the older group, the main place is given to displaying the state of the weather.

Observation of the weather is carried out after the morning reception or during the afternoon walk. To determine the state of the weather, children should know its characteristics well and use the appropriate terms: “Sunny, rainy, overcast, cloudy, etc.” Returning to the group, the pupils enter the result of their observations on the calendar using simplified images (sun, cloud, cloud with raindrops, snowflake).

To record daily observations, the teacher draws an album sheet into as many parts as there are days in a month, and signs the name of the month, indicates the numbers. Children draw a certain icon in the desired cell or paste a pre-prepared picture. In order for the children to better navigate the days of the week, find them faster, the same day in different weeks is marked with the same color.

A variant of the calendar is possible, in which data is entered not for a month, but for a week, designating its days with a conditional color, and wind, rain, air temperature - with signs (cloud, tree, little man).

The weather observation calendar should contain many signs that children draw on their own or with the help of a teacher, consolidating their knowledge of weather phenomena

In addition to observations of the weather, observations are made of objects of animate and inanimate nature, the results of which are also recorded in the calendar. To do this, several small windows are placed on the calendar, and the teacher prepares a set of pictures for each season, which the children will put up as they see this or that phenomenon on a walk.

For autumn, these can be: a bunch of mountain ash, a chestnut in a prickly peel, a puddle, large thunderclouds, golden leaves; in winter: snow covered tree, bullfinch, snowdrift, sparrows at the feeder. It is quite possible that on a walk the children will see a natural phenomenon that is not in the picture: a rainbow, a rare bird (oriole, jay) or become interested in moss on a tree trunk, vegetables in the garden. In this case, the interest of the guys needs to be supported and consolidated by offering to draw what they saw after the walk.

Among the many ready-made nature calendars for kindergartens, it is better to choose one that provides a place for pupils' drawings

In addition to observing the weather and natural objects on a walk, in the older group of the kindergarten, observations are made of birds (which ones flew to the feeder or to the window on winter days), the growth of onions, peas or oats in the garden on the window. Such observations last no longer than two or three months, but their results are recorded in a diary, album or notebook, which are then stored in a corner of nature.

Equipment for cognitive and experimental activities

The study of nature and the knowledge of its secrets is closely connected with experimental, experimental and research activities. To stimulate the cognitive activity of children, a corner of nature should be equipped with equipment and materials for experimentation and experiments. First of all, these are simple and at the same time entertaining objects, by combining which in pairs, the teacher will give the child both an exciting activity and food for thought:

• Magnet and aluminum, copper, iron objects (safe for children). Why are they not all attracted, although they ring when you knock them against each other?
• Magnifying glass and fabric, paper, leather, fur in small patches. What does their surface look like when magnified? Which of the materials is most similar to our palms, than, why?
• Cocktail tubes and feathers, ping-pong balls, napkins, pebbles, coins. Why do some people roll or fly away if you blow on them? The stone falls loudly, but the feather is silent. A stone can be thrown far, but a napkin ball cannot. Why?
• Basin with water and paper boats, strips of paper, napkins, coins, stones. Some swim, others sink. What will happen to the feather? With a ping pong ball? Children are able to make a correct guess based on their experience and will experience great joy when their guess is confirmed.

Usually, materials for experiments and experimentation are located near a corner of nature, because observations in nature and experimentation are closely related.

In addition to the above, in a corner of nature there may be such objects and objects of natural origin:

• sand, clay;
• sugar and salt (they are not tasted, but solubility in water is studied);
• chestnuts, acorns, cones;
• tree trimmings, sawdust in a tightly closed container;
• tea, coffee (to consider whether they dissolve in water, whether they color it, and conduct a conversation based on the experience of children);
• cereals, flour;
• plants' seeds.

Seasonal objects in a corner of nature

At different times of the year, seasonal, interchangeable objects are brought into the corner of nature:

• bouquet of autumn leaves;
• basket with vegetables or fruits;
• bunches of mountain ash (it should be emphasized in a conversation with the kids that after the mountain ash "stays" with them, it will be given to feed the birds and the berries will not be wasted);
• spruce or pine branch;
• layout (craft) of a bullfinch on a branch;
• snowman layout;
• clearing with snowdrops (craft) and so on.

In a corner of nature can also be located fairy tale hero who will give children tasks, make riddles, help with advice

The variety of seasonal objects depends on the imagination and creativity of the group educator. He can make many seasonal crafts with the children or hold a competition among the families of pupils for the best winter, spring, autumn crafts, drawing, application. And the kids will be passionate about useful work, and parents will spend time with the kids, teaching them to work and perseverance. And the developing environment of the group will be replenished with wonderful works of family creativity.

Didactic games and manuals

Like any developing zone in a kindergarten group, a corner of nature is impossible without a variety of educational and educational games. These are games on natural history and environmental themes, which are designed to consolidate and deepen the ideas of children:

• About wild and domestic animals, their behavior, habits, differences and similarities (a wolf looks like a dog appearance, but the dog is a man's friend, helps him, protects him, and the wolf is a wild animal, lives in the forest, is dangerous to humans).
• About the flora of the immediate environment (trees, herbs, shrubs).
• About ecosystems "forest", "meadow", "garden", their features.
• On the representatives of the animal world: insects, amphibians, reptiles.
• About plants and animals climatic zones(Arctic, Antarctic, desert, jungle).
• On the relationship between seasonal changes in nature and changes in people's lives.
• On the influence of natural factors ( Fresh air, sun, water) on human health, on the use of the gifts of nature by man.
• About the nature of the cosmos celestial bodies, human space exploration.

So that knowledge on these topics can be constantly improved and developed in the individual and group work with children, in a corner of nature, it is necessary to have board-printed games: “In the garden and in the garden”, “Who lives where, what benefits does it bring?”, “Man’s little friends (about beneficial insects)”, “Ecological chamomile”, “Ecological sun”, “We are traveling”, “What branch are these kids from?”, “Build a chain”, “Friends of nature”, etc.

Table: examples of games on environmental topics for children of the 6th year of life

Visual aids are of great importance in the development of children: posters, story paintings, series of paintings about nature. Children of the older group, unlike the younger ones, can absorb images in photographs well, therefore, colorful, surprising and joyful photos of the miraculous treasures of our planet can also be found in a corner of nature.

It is impossible to describe the beauty of some natural phenomena in words - they can only be captured in a photo

A teacher can make manuals for studying various climatic zones on his own or with the help of children: purchase toys depicting exotic animals, equip an African or Arctic corner in a box or on a stand. Sequins, sequins, polystyrene, cardboard will go into business. Such layouts turn out to be very colorful, interesting, but they are not suitable for daily games: they are fragile and short-lived.

You can get out of the situation and satisfy both the need for children to play and the desire to create something new by offering simulation to the pupils of the older group.

To designate and maintain the game plot, figurines of animals of a certain natural zone are needed. Let's say today the children are modeling the Arctic. So, they will need a set consisting of polar foxes, polar bears, walruses. And children can create arctic hummocks, snow and cold ocean from disposable cups white and blue color, cotton pads, pieces of blue and blue film, even from fabric. These materials are not very durable, but light, plastic, and are quite inexpensive.

Before the game, you need to repeat how to handle materials: do not tear, do not scatter, use only for playing, share with comrades.

You can simulate a forest, desert, ocean, using the appropriate toys and waste material desired color. After the game, everything is put in a box, and the animal toys return to a corner of nature, to their layouts.

Folders that the teacher will design himself or with the help of colleagues and parents can be excellent visual aids: “Our summer”, “We are harvesting”, “What is growing and who lives in our park?”, “Know motherland". They will serve as material not only for the development of children, but also for fostering love for their small homeland, city or village.

As part of the environmental project, children, together with a teacher and parents, make drawings, invent and illustrate fairy tales, poems, stories about nature. These materials can also be kept in a corner at the end of the project and used for preschool activities.

To explore the world of exotic, remote natural areas in the senior preschool group use layouts and modeling

Selection of literature for a corner of nature in the senior group of the preschool educational institution

Children of the older group love to look at illustrations in books, and many children already read on their own. Therefore, in a corner of nature, you need to have books: children's encyclopedias, collections of stories, poems, riddles about nature, its phenomena, plants and animals for reading to children by an educator, as well as books with large print and one or two small works for independent reading. Books change depending on the season.

Passport of a corner of nature in the senior group of the preschool educational institution

All equipment and objects of the corner of nature are entered in a special passport.

Table: approximate content of the passport of a corner of nature

Photo gallery: examples of registration of plant passports

Coleus Nephrolepis (fern)

Activities of older preschoolers in a corner of nature

In addition to observing, experimenting, playing and modeling, preschoolers of the 6th year of life perform in a corner of nature labor activity in the form of collective work, duties and assignments, and also study living objects and the rules for caring for them.

Labor in the corner of nature

It is advisable to carry out collective work in a corner of nature no more than 1 time per month. During this activity, the following types of work are performed:

• plants are carefully examined, all dry leaves and stems are removed;
• pots and shelves are wiped;
• cleaning and maintaining equipment;
• games, books, visual aids are viewed, those that need repair are selected;
• the supply of natural material is updated and replenished.

Duties in the corner of nature are conducted daily. Duty officers can be appointed for a week, two or three days, but the appointment of duty officers for one day is most convenient and has taken root in kindergartens. The attendants put the equipment of the corner of nature in order, water the plants, loosen the earth in pots, in some preschool institutions the attendants also note the weather for the day. At the end of the day, when the duty is over, the teacher evaluates the work of the attendants, praises them for their efforts, notes what they managed to do most successfully.

Since children cannot keep track of everything that is in a corner of nature, the teacher can involve classmates to help them, giving episodic instructions: “Natasha and Valya, help put these pictures into boxes for games, they are messed up. Igor, help our attendants fold the magnets and magnifying glasses.” Some children like to act with experiment equipment, objects and toys from the corner of nature, but it is up to the attendants to fold things after the games. The teacher reminds the kids that the rule: “Played - put it back” also works in a corner of nature, although there are people on duty there.

When organizing duty in a corner of nature, one should not allow overwork of children, load them with boring monotonous work. The main goal of the shifts is not only the education of diligence and responsibility, but also love for wildlife, the desire to protect and protect it, the joy of communicating with it.

Duty should always be joyful and evoke positive emotions.

Direct educational activities in the natural history zone of the senior group

Classes in the corner of nature itself are not held very often, 3-4 times a year: at the beginning school year children are introduced to the arrangement and the objects that are in it, during the year 1-2 lessons are devoted to repeating the rules for caring for plants, knowledge about their features, and at the end of the year they conduct a general lesson, which reinforces what has been learned. But the material from the corner of nature is used almost daily, for observations, individual work, games and activities.

The duration of the lesson should not exceed 25 minutes.

Table: summary of the GCD "On duty in the corner of nature", developed by O. Yu. Levenets

Analysis of the design and work of a corner of nature

The analysis of the corner of nature is carried out by the methodologist of the preschool institution during the planned thematic check (“The state of work on familiarization with nature and environmental education”) or the educator himself during the review-competition of the corners, when colleagues from all groups come to each other to get acquainted with the conducted work and gain experience.

Corner analysis includes the following items:

• Security.
• Suitable for children's age. Since the corner of nature is located in the older group, it should contain not only objects already known to children, images, but also pictures, encyclopedias, other material that will tell about new inhabitants of exotic natural zones unfamiliar to children: the ocean, the Australian continent. These are components of advanced development that stimulate cognitive activity, inquisitiveness and the desire for new knowledge.
• Corner filling (availability variety of plants, materials, games, etc.) in accordance with the requirements of the Federal State Educational Standard.
• Accessibility for children, functionality, practicality (the ability to use equipment and materials in class, in the game).
• The presence of a calendar of nature, its appearance, whether it is constantly maintained.
• Does it contribute to the development of creativity, imagination (the presence of children's crafts, drawings, educational literature, manuals).
• Is there seasonal content?
• Aesthetics and creativity.

By adopting the experience of older colleagues, young teachers learn to create a developing environment in their group that contributes to comprehensive development pupils, therefore, the analysis and interaction of teachers within the framework of the preschool educational institution is very important and necessary.

A corner of nature is an important and useful area in the group room of a kindergarten, especially when it comes to children of the sixth year of life. The formation of an ecological culture, the arming of future schoolchildren with a variety of knowledge about the natural world, the education of love for the living world of our planet begins with direct communication with nature. And for many children, especially urban ones, such corners are sometimes the main means of communication, a real “window into nature”.