Використання емоційності дошкільників у процесі ознайомлення із сезонними явищами у природі
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Дата
2016
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Анотація
Стаття присвячена проблемі виховання емоційного ставлення дошкільників до природних явищ. Метою статті є проаналізувати й довести значення емоцій дітей дошкільного віку при ознайомленні з сезонними змінами у природі для успішного засвоєння ними навчального матеріалу, формування в них екологічної свідомості та культури. Дослідження проведено на основі педагогічної практики студентів у ДНЗ. Було доведено, що при застосуванні методів, прийомів та засобів, що викликають емоційний відгук вихованців, програмовий матеріал засвоюється всіма дітьми найбільш ефективно. Отже, необхідно акцентувати увагу студентів на важливості формування емоційного компоненту при ознайомленні дошкільників із природою.
The article is devoted to the problem of education of the preschool children’s emotional attitude to natural phenomena. The aim of the article is to analyze and prove the value of the preschoolers’ emotions when reading the seasonal changes in nature for successful mastering of the educational material, shaping their environmental consciousness and culture. “The basic preshool education component” determines the emotional and value attitude to nature as a part of the personal competence. The modern educators in Ukraine offer start familiarizing children with objects of aesthetic perception and the positive attitude to it. Material for research was acquaintance with nature classes conducted by students in kindergartens. The methods of our study were the monitoring of children, the analysis of the methods, techniques and training aids used in the classroom. The great interest for the children caused the animal pictures – mothers with their calves; the stream sounds, the birds singing, the murmur of trees. The preschoolers made an imaginary trip to the forest. They presented themselves sitting on the grass, they was dripped by rain, the sun warmed. Then they developed a code of conduct in the woods. All these things have caused the emotional attitude towards nature in children. At the end of class it was found out that children had successfully learnt the material by using the funds which caused positive emotions. In the case of a simple transfer of the information preschoolers were disinterested, distracted and not all of them memorized the desired material. The educator’s unemotional attitude gave the signal to children that not necessarily follow the rules of behavior in nature, they can live as comfortably and do not take other living organisms. It can be argued that introducing children to natural phenomena requires the experience of positive emotions. It has been proved that software material is absorbed by all the children most effectively by using the methods, techniques and tools that evoke an emotional response of the pupils. And we must remember that environmental consciousness involves non-indifference, active relationship to nature conservation. It is necessary to pay attention to the students on the importance of forming an emotional component in the familiarization of the preschool children with nature.
The article is devoted to the problem of education of the preschool children’s emotional attitude to natural phenomena. The aim of the article is to analyze and prove the value of the preschoolers’ emotions when reading the seasonal changes in nature for successful mastering of the educational material, shaping their environmental consciousness and culture. “The basic preshool education component” determines the emotional and value attitude to nature as a part of the personal competence. The modern educators in Ukraine offer start familiarizing children with objects of aesthetic perception and the positive attitude to it. Material for research was acquaintance with nature classes conducted by students in kindergartens. The methods of our study were the monitoring of children, the analysis of the methods, techniques and training aids used in the classroom. The great interest for the children caused the animal pictures – mothers with their calves; the stream sounds, the birds singing, the murmur of trees. The preschoolers made an imaginary trip to the forest. They presented themselves sitting on the grass, they was dripped by rain, the sun warmed. Then they developed a code of conduct in the woods. All these things have caused the emotional attitude towards nature in children. At the end of class it was found out that children had successfully learnt the material by using the funds which caused positive emotions. In the case of a simple transfer of the information preschoolers were disinterested, distracted and not all of them memorized the desired material. The educator’s unemotional attitude gave the signal to children that not necessarily follow the rules of behavior in nature, they can live as comfortably and do not take other living organisms. It can be argued that introducing children to natural phenomena requires the experience of positive emotions. It has been proved that software material is absorbed by all the children most effectively by using the methods, techniques and tools that evoke an emotional response of the pupils. And we must remember that environmental consciousness involves non-indifference, active relationship to nature conservation. It is necessary to pay attention to the students on the importance of forming an emotional component in the familiarization of the preschool children with nature.
Опис
Ключові слова
ознайомлення дошкільників із природою, емоційне ставлення, екологічне виховання, методи, прийоми, засоби дошкільної освіти, familiarize preschool children with nature, emotional attitude, ecological education, methods, techniques, training aids of the pre-school education
Бібліографічний опис
Гаврило, О. Використання емоційності дошкільників у процесі ознайомлення із сезонними явищами у природі [Текст] / О. Гаврило // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2016. – № 5 (59). – С. 267–273.