MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
97
FORMS AND METHODS OF ENVIRONMENTAL EDUCATION OF
CHILDREN IN PRESCHOOL EDUCATIONAL ORGANIZATIONS
Erjanova Saboxon Baxtiyorovna
Urgench State University
Teacher of the Department of Preschool Education
Methodology, Faculty of Pedagogy
Shermetova Sabina
Urgench State University
Faculty of Pedagogy, student of pre-school education
Xatamova Niyozjon
Urgench State University
Faculty of Pedagogy, student of pre-school education
https://doi.org/10.5281/zenodo.11668125
Abstract:
Growing up of today's boys and girls is a responsible task for the
life of our society and the fate of the whole Earth. That is why it is very
important to educate each of them to love nature, respect all living creatures,
and foresee the consequences of their actions in nature. The article talks about
the methods of preschool education organization to provide children with
environmental education.
Key words:
education, ecology, ecological knowledge, method, means,
forms of education, ecological culture.
Ecology is a science that studies the relationships of living organisms with
each other and with the environment. If we pay attention, today sometimes we
can throw away plastic bottles and glasses, ignoring the norms of simple
behavior. many do, and it all happens in front of children. But we need to
educate the culture of ecological behavior in preschool children, to awaken their
ecological consciousness. Children's behavior is formed on the basis of ecological
culture, ecological knowledge, practical skills, and aesthetic experiences. A
preschooler should learn to sympathize with living creatures: a living creature is
hurt, it must be loved, animals cannot be harmed, we have no right to destroy
what nature has created. We need to instill in children the feeling of the world
around us, like a huge house in which we all live.
The main forms of environmental education:
Direct educational activity-Activity is the leading form of organizing
children's introduction to nature;
Excursions;
Ecological holidays and recreation;
Introducing children to nature in everyday life.
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
98
Today, special attention is being paid to preschool education in our country.
In particular, the development and implementation of the "First Step" state
curriculum, preschool education state educational standard, concepts of
preschool education are an important part of the general pedagogical process.
As in any process, educators try to use all the teaching methods and techniques
available to them.
There are several forms of environmental education in preschool
educational organizations.
These are: Visual, practical, verbal
Visual method - it is better to show once than to tell a hundred times,
especially about children and their relationship with nature. Visual methods in
environmental education: observations, viewing pictures, showing models,
slideshow. Visual methods are fully compatible with the abilities of children's
cognitive activity, allowing them to form vivid, clear ideas about nature.
Practical method - games, experiments, modeling. The use of these methods
allows the teacher to clarify and deepen thoughts and introduce the knowledge
he has acquired into the system by establishing connections and relationships
between individual objects and natural phenomena. Practical methods are very
important for the full integration of children into ecological culture.
1. Modeling.
The modeling method is very suitable for primary and
secondary children. This is the replacement of real things (events) with the help
of schemes, symbols, figures or images. Simulation helps to give children a
general understanding of the object being studied.
2.
Experiments and experiences.
Experience in environmental education is
the observation of the studied object in specially created conditions. The
experiment must have a purpose and a purpose. It is necessary to think about
the process of experimentation, as well as technologies and tools. The
experience itself is logically completed orally or in writing.
3.
Environmental games.
Didactic, mobile, desktop or oral - the game is to
know, know and reinforce the material. The game is widely used by
kindergarten teachers as a method of environmental education, because the
game is a leading activity of preschool age.
Verbal method
- stories, works of art, conversations, verbal methods help
children to form a positive emotional attitude towards nature. By oral methods
we mean conversations, stories, analysis of what you read or see. Verbal
methods are almost always supported by visual methods. Conversation always
precedes any game, experience, observation. Any other method will accompany
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
99
the conversation. One of the oral methods is reading fiction. This can be either
special environmental literature recommended by the curriculum or works of
classical writers. Currently, many authors are publishing their books paying
attention to the problems of nature, animal world, environmental protection.
The importance of games in providing environmental knowledge to children in
preschool educational organizations is incomparable. In the process of didactic
games, children clarify, combine and review their thoughts about natural
phenomena, plants, animals. Didactic games allow children to work with natural
objects, compare them, note changes in their individual external signs.
Experiment - This is an observation carried out in specially organized
conditions. The experience not only helps children develop interest in nature,
but also develops observation and mental activity. In each experiment, the cause
of the observed phenomenon is determined, children are led to judgments and
conclusions.
Excursion is one of the main types of activities and a special form of organizing
work on environmental education of preschool children. The advantage of
excursions is that they allow children to be introduced to natural objects and
phenomena in natural conditions. During excursions, children get acquainted
with plants, animals, and at the same time with their living conditions, which
helps to form basic ideas about relationships in nature. Excursions have a great
role in the aesthetic education of children, in the formation of their aesthetic
attitude to natural phenomena and objects.
References:
1. “Ilk qadam” davlat o’quv dasturi. T. 2022 yil.
2. Rajabova, L. C., & To’Xtayeva, M. H. (2021). Maktabgacha ta’lim
muassasalarida tabiat burchagini tashkil qilishning ahamiyati. Scientific
progress, 2(7), 1224-1229.
3. Khamidovna, R. I. (2022). Methods of Ecological Education in the Process of
Familiarizing Preschoolers with the Nature of our Country. European Journal Of
Innovation In Nonformal Education, 2(2), 245-249.
4. Rajabova, L. C., & Muxtorova, M. A. Q. (2021). Maktabgacha yoshdagi bolalarda
tabiatda oddiy tajribalarni o’tkazishga o’rgatish. Scientific progress, 2(7), 1218-
1223.
5. Abdullaeva, M., Ruzmetova, F., Madrakhimova, A., &Kazokova, M. (2022). The
importance of the oral method in forming imaginations about nature in children.
International Bulletin of Applied Science and Technology, 2(12), 310-312.
MODELS AND METHODS IN MODERN SCIENCE
International scientific-online conference
100
6.Yangibayeva, N., & Pirova, F. (2022). Observation is the leading method of
nature learning in preschool education institutions. International Bulletin of
Medical Sciences and Clinical Research, 2(11), 47-49.
7. Yangibayeva, N., & Yusupova, M. (2022). The concept of perception and
thinking in psychology. its principles. International Bulletin of Medical Sciences
and Clinical Research, 2(11), 50-53.
8. Qizi, Y. N. S., Saboxon, O., Risolat, A., & Salomat, S. (2022). Oral teaching
methods in primary school nature classes. International Bulletin of Applied
Science and Technology, 2(11), 88-90.
9. Shernafasova, H., & Yangibayeva, N. (2022). Pedagogical problems of
improving the educational process in preschool educational organizations.
Инновационные исследования в современном мире: теория и практика,
1(19), 31-34.
