Ecological-psychological training as an effective means of cultivating environmental awareness

Ecological and psychological training in preschool educational institutions

In preschool age, there is an active process of purposeful formation of knowledge, feelings, assessments, experiences, development of abilities and interests. Responsiveness and receptivity are the most important characteristics of preschoolers.

Communication with nature evokes an emotional response in children, since it affects all senses with its brightness, diversity, and dynamism. Sympathy and attraction to the surrounding world are manifested. The children enjoy the green grass, the chirping of birds, the flight of butterflies and dragonflies, the smells and bright flowers of plants. Many of the children endow wildlife with traits of human meaningful behavior. There is curiosity, a desire to bring you closer to yourself, to know, to understand.

But at the same time, there are children who have a consumerist, cruel attitude towards nature (they catch insects, destroy anthills and bird nests, unnecessarily tear up plants and flowers). Sometimes they harm nature not out of malice, but out of ignorance, without thinking about their actions and their consequences.

This speaks to the complexity of the relationship between nature and children. It is very important to teach children to look with admiration and respect at everything that grows, blooms, and moves, and to perceive with alarm and concern the facts of a rude attitude towards nature. Nature should become for every preschooler not only a living laboratory where one can observe and study the life of its inhabitants, but also a school for the wise use, multiplication and preservation of its wealth.

One of the leading places in fostering a responsible attitude towards nature belongs to familiarizing children with the world around them, which will allow them to systematize the process of acquiring knowledge about nature, its interrelations, and introduce in more detail the nature of the natural features of their native land and country, and measures to protect the environment.

Fostering a caring attitude towards nature, as noted by E.N. Erdakov in his work helps to focus the teacher’s attention on the combination of academic and extracurricular work so that the environmental content of the lessons continues in extracurricular activities, complements and enriches it.

According to V.V. Turdakova, the main goal of any environmental activities is the formation of an ecological culture of people. The basis of environmental culture is a system of environmental knowledge, skills and abilities. However, knowledge only turns into action when environmental consciousness is brought up, the result of which is a responsible attitude towards one’s behavior.

Psychologically, a responsible attitude is a complex formation. Both knowledge and feelings participate equally in its formation and development. To become the basis of everyday activities and behavior, knowledge must be consciously understood. This awareness comes in the process of “feeling” and emotionally “experiencing”. For children growing up in rural areas, knowledge and emotional attitudes towards the nature around them are part of their everyday life. In contrast, urban children receive abstract knowledge that has no application in their everyday life. Of course, they need this knowledge, since interaction with nature is an important aspect of every person’s life. But what if children see an urbanized environment every day? For urban children, the knowledge acquired in lessons, excursions, hikes, and as a result of project activities must also be consolidated by performing specially designed exercises and practical activities, which ensures the personal significance of knowledge, their comprehension and forms the individual’s subjective value attitude towards the natural world.

Ecological-psychological training is a comprehensive form of environmental education, based on the general methodology of socio-psychological training and aimed at correcting and developing the preschooler’s relationship with himself (primarily, with his spiritual and physical health) and with the surrounding socio-natural environment. Environmental training allows you to solve the following problems:

-forming a positive view of yourself and the world around you as a whole;

-correction and formation of goals for human interaction with natural objects.

- formation and development of environmental attitudes in children (for example, there are no “harmful” and “useful” insects), overcoming a pragmatic attitude towards natural objects;

— training in skills and abilities to interact with nature (for example, I don’t shout in the forest because it’s someone else’s house);

- development of the child’s perception in contact with nature (for example, when examining shells, we influence all the child’s sensory analyzers; we touch, look, smell, listen, weigh);

- expansion of the child’s individual ecological space (for example, not only me and mom and dad are alive, but also plantain, ground beetle, magpie).

Clearly organized, purposeful work using environmental and psychological training allows the use of additional material that expands environmental horizons and concretizes knowledge. Children have the opportunity to come into contact with nature more often and participate in socially useful work.

Popularly speaking, ecology is the science of interactions in nature between living organisms and their interaction with their environment. In other words, it is the science of the world around us and our interaction with it. According to E.A. Grineva, the goal of eco-training is to develop in children an “ecological sense”, a sense of belonging to all living things, an awareness of the planet Earth as a “common home”, the creation of a certain “block” from making environmental mistakes, both in their future social activities and in everyday life, to instill in children ethical and moral responsibility towards every living being, be it a plant or an animal. In addition, eco-training classes provide a noticeable healing effect, relieve psychological tension and instill a friendly attitude towards all living things. The positive emotional background of classes helps relieve stress and aggression in children caused by isolation from the natural environment and forced living in the “concrete jungle.” I would like to draw your attention to the fact that eco-training must be treated precisely as a training, and not as an explanation of any rules. And training of children must be carried out constantly, without taking breaks. Then and only then is success guaranteed. Eco-training classes do not require any special conditions. For children, a walk to the park or yard is enough. An attentive teacher will always be able to find a bush favored by noisy sparrows, a crow's nest or a woodpecker's forge. You can watch how waxwings eat rowan trees or how sparrows busily build nests under the sign of the nearest store.

Currently, training is very often used in psychocorrection, psychotherapy and training. Such breadth of coverage entails difficulties in defining this concept. In domestic science, training is understood both as a group of methods for developing learning abilities, and as a means of developing communication competence, and as a method of group counseling.

The very concept of “training” (from the English Training - education, training, preparation) entered the Russian language only in recent decades. Before this, we used the term training in approximately the same meaning. And today, a distinction is not always made between these two closely related concepts; they are used as synonyms. However, in psychology and a number of other areas of science and practical activity, the term “training” has acquired its own specificity and is usually associated not with any exercises (training), but only with a set of exercises carried out according to a special methodology developed on a scientific basis. The training is a systematically implemented program of various exercises with the aim of developing and improving skills and abilities, increasing the efficiency of labor (and other) activities of nature.

Ecological-psychological training, as noted by S.D. Deryabo and V.A. Yasvin, is based on the methodology of socio-psychological training.

Ecological and psychological training can be carried out in groups of 8-18 people under the guidance of a facilitator-trainer. It is quite universal in relation to the social and age composition of the group.

The training system is fundamentally structured in such a way that participants are not required to have any special knowledge about nature. Of course, the initial level of formation of the attitude towards nature to a certain extent influences the trainer’s choice of strategy and tactics for working with a particular group. Groups can be composed of preschoolers starting from the age of five. It is especially effective to conduct training in groups consisting of several families (3-4), where children and parents perform exercises together, since in this case, in addition to the specific tasks of environmental and psychological training, general socio-psychological problems of the family are also solved.

The facilitator must have not only general biological knowledge and specific naturalistic skills, but also be trained in the field of practical psychology and have experience in leading groups of socio-psychological training.

Most exercises (techniques) do not require special support and can, in principle, be carried out in the most ordinary conditions, although the effect of the training is significantly higher if it is carried out on the basis of a zoo, environmental club, environmental cafe, etc., appropriately designed.

Ecological and psychological training fits organically into educational work in kindergartens, as well as in family education.

Training exercises are used depending on the specific situation in the group. The following strategy is usually used. At the beginning, exercises are proposed aimed at expanding the perceptual experience of interaction with nature. Then on the formation of environmental empathy, stimulating identification with natural objects. This creates a psychological basis and readiness to master competent technologies for interacting with natural objects, which is the focus of the next stage of the training. The final part uses generalizing exercises that are aimed at correcting the strategy of interaction with natural objects, greening the individual’s worldview, expanding the subjective ecological space - the zone of personal responsibility for nature.

Ecological and psychological training is designed as a system of correctional and pedagogical techniques, each of which initiates and actualizes the action of a certain psychological mechanism for the development of a subjective attitude towards nature. Ecological-psychological training is a specific model of “pedagogical tracing paper” superimposed on a “psychological matrix” that models a system of psychological mechanisms for the development of a subjective attitude towards nature.

Here are examples of trainings for children.

WE ARE GEESE.

For this exercise you need to prepare: children's socks of different colors (one for each participant); drinking water in glasses or saucers; pieces of cabbage on a tray; small blankets or towels.

Each participant, putting golf on his hand, “turns into a caterpillar,” who get to know each other: “I am a green caterpillar. I am a yellow caterpillar. I am a striped caterpillar. I am colorful...” (depending on the color of the golf course). The teacher accompanies the game with comments, while he himself performs various actions: “The caterpillars sit on a tree, crawl along the branches, eat the leaves, they are very tasty (the participants in the game try to eat cabbage leaves without using their hands). But there are drops of water on the branches, you can drink them, very tasty! (children should drink water from the saucer without using their hands). It is good for caterpillars to breathe fresh air. But now night has fallen, we need to find a house to stay for the night. The caterpillars climbed onto the leaves and fell asleep (children hide under blankets in groups of 2-3). Morning came and our caterpillars woke up. It's nice to bask in the sun. Finally, it's time to turn into a butterfly. The caterpillar makes a cocoon house (the children wrap themselves in blankets), sleep, and after a while the cocoon opens and a butterfly appears. The butterfly flies away."

BEETLE UPPER FEET.

For this game you need to prepare an image of beetles measuring 1-2 cm (later their size can be reduced, thus complicating the tasks); cardboard circles, ovals, on one side of which different beetles are drawn (a possible option is caterpillars). The teacher places the “upside down” beetles throughout the group. Then he invites the children to turn into various insects and crawl: “Suddenly the beetles fell on their backs, twitching their legs, kicking (the children, lying on their backs, imitate the movements), want to roll over, but cannot. How bad it is to lie upside down - uncomfortable, scary! Are they really going to suffer like this? I'll help them. I’ll take a piece of paper or a piece of wood lying on the ground and turn the insects over, let them run their way (the teacher takes the piece of paper and helps the students turn over). How happy the beetles were to get help! They ran across the grass to their children, to mom and dad. Well done guys, turn back into people! Look in front of you there are upside down beetles (cardboard). Look for them throughout the room, help them turn over, and then take them to the “grass, bushes” (for example, to a windowsill where there are indoor flowers, or to a green sheet of paper - a “clearing.”)

LADYBUGS PEOPLE.

The teacher and children paint pre-prepared emblems with outline images of ladybugs and attach them to their clothes. An adult suggests playing the game “Hello, Ladybug!” Everyone hugs each other, “moves” their antennae (fingers placed to the forehead) and says “Hello, ladybug Larisa! Hello ladybug Sasha! Children are divided into two teams, for example: girls and boys. The teacher leads the game, giving tasks, and himself demonstrates game actions: “Now the ladybugs - girls will sit on a bush (carpet, grass...). And the boy ladybugs will turn into people. Girl ladybugs crawl on branches, eat aphids, drink dew from leaves, bask in the sun, and enjoy the fresh air. A car drove by, leaving behind exhaust fumes. The ladybugs found it difficult to breathe, and they felt good again! Everyone wanted to sleep: we crawled under the leaves (under the bedspreads, large scarves), sleep, rest. But there are people-boys walking. Suddenly they noticed ladybugs on the branches of a bush and came closer to them. And the girl ladybugs were scared: “Who is this big one coming towards us? Scary! These are people." And people say: “Don’t be afraid, ladybugs, we won’t touch you, we’ll just see what you’re like and we’ll go about our business, and you mind yours!” (let the children repeat these words) And the people left, and the beetles felt cheerful and calm. And now the girls turn into people, and the boys into ladybugs (the game is repeated with a change of roles). You can play a similar game “People and earthworms”, “People and sparrows”.

"NATURAL" HUMANS.

You will need a variety of natural materials: seeds, fruits, stones, sticks, twigs, leaves, etc.; small jars or boxes (for each participant); pieces of plasticine.

The teacher invites the children to place a man made of any natural material on the floor or wall. His body parts can be connected using plasticine. Task option: use only one type of fruit. (it turns out Chestnut man, Pumpkin man, Watermelon man). Next, the teacher asks: “What are the names of the little men? Tell them your name. What would you do if you turned into such a small creature? What do you think he likes? (not like) in people? Try to give life to a grass man, a bark man, a sand man, a stone man.” Let the children place the little man in any place in a natural or animal corner, in a landscaped garden.

Ecological and psychological training for teachers:

1. Exercise “Tree”.

The purpose of the exercise is to identify the mood of the group members.

Instructions: “Close your eyes and imagine yourself as some kind of tree. Think about what it’s like, what the weather is like, how your tree feels?”

Analysis: group members talk in a circle about their impressions.

The exercise takes 15 minutes.

2. Exercise.

The purpose of the exercise is to strengthen the dominant attitude towards nature and focus attention.

Materials: ball.

Instructions: “Now we will throw the ball to each other. The one who throws the ball says one of three words: “water”, “air”, “earth”. The one who catches the ball says if the word “air” is said, the name of the bird, in the second case, “earth” is the animal, if the word “water” is said, the name of the fish. You need to react as quickly as possible

Analysis: Does the group describe what difficulties arose during the exercise?

The exercise lasts 15 minutes.

3. Exercise “Nature in my life.”

The goal is to find out the attitude of the training participants to the nature around them.

Materials: sheet of paper and pen.

Instructions: each participant is asked to write numbers from 1 to 10 in a column and complete the statement ten times in writing: “Nature for me...”, (“Nature in my life...”).

Analysis: after the participants write their statements, they are invited to tell the group about their experience of communicating with nature, about their thoughts on this matter. Tell how easy or difficult it was for each participant to complete this task.

The exercise takes 30 minutes.

4. Exercise.

The goal is an opportunity to address the world with an important message or request. In doing so, students can practice formulating environmental concerns and collaborating with each other.

Materials: paper and pencils, large sheets of paper, colored crayons or markers - according to the number of the group.

Instructions: Get into groups of four and choose a topic that you like, for example: How can you save water?

·How can you save the forest?

·How can animal rights be protected? etc.

Then prepare a speech together, which one of you will then give. If you want, you can give your speech all together. You can write and draw a poster telling the world your demands, or you can all work together to create a play that will draw attention to your chosen topic. You have 20 min. for preparation.

Give each four a chance to present their message.

Analysis: How did the work in your group proceed?

Was it difficult to find a common theme?

·Are you satisfied with the results of the group’s work?

·Why is it important for children to be interested in world issues?

·Have you ever been to a demonstration?

· Has anyone from your family ever taken part in a particular civic initiative?

The exercise lasts 40 minutes.

5. Exercise.

The goal is to develop empathy for natural objects. Basic technologies of interaction with nature, strengthening the emotional and practical components of a personal relationship with nature.

Materials: paper, pen.

Instructions: “Let's talk about what each of you should do to improve the environment. How can you help nature? Think and write down. You are given 5 minutes to do this.” After participants talk about their responsibilities, they should come to a general conclusion.

Analysis: Do participants share what group members were most often responsible for? Who found it difficult to determine what kind of responsibility he should bear? If it was difficult to come to a general conclusion, why? etc.

The exercise lasts 35 minutes.

6. Exercise “Cleanmanship”

Main goals: Development of empathy, strengthening the dominant attitude towards nature, stimulating the imagination.

Materials and preparation: Paper, colored pencils, felt-tip pens.

Procedure: Participants are asked to think of several animals that would be as different from each other as possible. Then you need to write the names of each animal, choosing the size, color, shape, thickness, frequency of letters so that this inscription matches the appearance and character of this animal. At the same time, “we must try to ensure that the animal itself would like the inscription if it caught its eye.” The exercise ends with a discussion.

Performing this exercise “turns on” the work of the psychomotor skills of the participants, thereby expanding the range of psychological and pedagogical influence.

Estimated time: 20 minutes.

7. Exercise “Fashion Atelier”

Goal: development of empathy, imagination, increasing the dominance of attitudes towards nature, identification.

Materials and preparation: paper, colored pencils.

Progress: participants are offered two maximally different animals (small - large, fluffy - smooth, etc.), then they need to design a set of clothes for them. We must try to ensure that this clothing matches the appearance of the animal, emphasizes its advantages, and corresponds to the character and spirit of the animal. The activity ends with a fashion show and a circle discussion.

Estimated time: 30-40 minutes

8. Exercise: “Zoological ballet”

Goal: identification with animals and plants

Progress: participants are asked to choose any animal or plant, then for 20 minutes they need to become it. Their choice is not announced; participants should be guided to express not only the external features, but also the “inner world” of the chosen animal or plant. When performing a task, you can make noise, actively expressing feelings, be it fear, anger, love. It is advisable to share your feelings.

Estimated time: 30 minutes

9. Exercise “Grandchildren of Carl Linnaeus”

Goal: development of empathy, imagination

Material: paper, pens

Progress: you need to imagine that you are Carl Linnaeus, or you were on an expedition and found new animals and plants, unknown to science, they need to be named. Participants come up with species names for animals and plants, that is, they add adjectives to the name of a natural object, such as: “milk, defenseless hare, playful hedgehog, laughing mouse, persistent wheatgrass, fragile lily of the valley, joyful dandelion, etc.”

Estimated time: 20 minutes

10. Exercise “Warning Signs”

Main goals: Development of empathy, stimulation of imagination, intellectualization of emotions.

Materials and preparation: Paper, colored pencils, markers.

Procedure: Participants are given the task to come up with and draw several warning or prohibition signs that could be installed in the forest, near a river, in a park, or on city streets. These signs must protect some interests and rights of animals and plants. We must try to ensure that they not only convey information, but also influence the emotional sphere of people.

At the end of the exercise, participants share how they felt about the signs presented by others.

Estimated time: 30 minutes.

Main goals: Formation of an environmentally friendly worldview, adjustment of goals for interaction with nature.

Materials and preparation: Paper, pen.

Procedure: Participants are invited to brainstorm and jointly develop an “Ecological Code for the Earth’s Inhabitants.” At the first stage, all proposals are recorded, no matter how incredible or unsuccessful they may seem. Then each of them is assessed by the participants, the order of the provisions of the Code is built, and the wording is polished. At the end of the exercise, the Code is discussed and supplemented by the participants.

Estimated time: 40 minutes.

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Vakhrusheva L.N. Organization of personality-oriented interaction in the process of socio-psychological training in kindergarten and elementary school / L.N. Vakhrusheva // Primary school. - 2010. - No. 7. - p. 9-12.

Vachkov I.V. Basic technologies of group training. Psychotechnics: textbook. / I.V. Vachkov. - M.: Venta-Graf, 2005 - 256 p.

Vygotsky L.S. Collected works / L.S. Vygotsky. - M: Child Psychology, 2001. - 362 p.

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Gorbushina O.P. Psychological training: secrets of its implementation / O.P. Gorbushina. - St. Petersburg: Peter, 2008. - 176 p.

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Ecological and psychological training

Koloskova Elena

Ecological and psychological training

Ecological and psychological training

Recently, many scientists have come to the conclusion that the environmental crisis is a worldview crisis and the formation of environmental consciousness among the younger generation is the most important task of our time. Ecological consciousness is considered as a set of ideas about the relationships that exist in nature and ways of interacting with nature. Achieving a certain level of environmental consciousness occurs as a result of serious educational work, in the process of using various forms and methods.

Ecological-psychological training is one of the forms of environmental education . It helps to solve the following problems:

1) expansion of the sensory experience of preschool children, development of perceptual capabilities in contact with natural objects;

2) development of a sense of emotional responsiveness, a sense of belonging to living nature, a sense of empathy;

3) the formation of environmental attitudes of the individual , an active life position in relation to nature, overcoming a pragmatic attitude towards nature;

4) training in skills and abilities to interact with nature;

5) expansion of individual ecological space .

The training is conducted by a teacher or psychologist in a group, in a kindergarten area, in a nature room, a winter garden or in another room in which natural objects are located. The choice of location depends on the content of the exercises. The duration of the training is from 20 to 30 minutes , which is determined by the complexity of the exercises and the types of children’s activities in them. Ecological and psychological training is carried out with a subgroup of children (5-7 people)

in free time from classes 1-2 times a week.

The first group of exercises is aimed at expanding the experience of interacting with nature.

Exercise “Magic Planks”

Target. Expanding children's sensory experience, developing imagination.

Material and equipment: for each child, a set of 10 cards measuring 5x10 cm. On one side, the cards are fixed with a variety of natural materials: plant stems of different thicknesses, leaves and bark of trees, plant seeds, sand sprinkled with glue; small pebbles glued to cardboard.

Recommendations for conducting the exercise.

Each child is given a set of cards and asked to explore each one in different ways: look, touch, smell, etc. Identify the natural material attached to the card, remember where it can be found in nature. Then close your eyes, choose one of the cards, examine it and tell about your feelings. Imagine yourself in the place where this material is found, talk about the memories associated with this place, about the experience of using this natural material. Come up with a name for the card. Similar exercises are carried out on subsequent days. Gradually, each card receives its own name, associated with the child’s sensory experience and sensations.

Then the exercise becomes more difficult. The teacher offers to listen to a short story, a poem related to a description of nature. Children must choose the card that they think fits this description and explain their choice.

Exercise "Birds"

Target. Expanding children's sensory experience, emotional responsiveness, and sense of empathy. Stimulating feelings of empathy. Development of imagination.

Time: 20 minutes.

Materials and equipment: illustrations of birds, plot pictures illustrating the life of birds in different seasons, bird feathers, tape recording of “Bird Voices”

, pencils, markers, paints.

Recommendations for conducting the exercise.

Invite children to imagine that they are in a spring forest, listen to the voices of birds (tape recording)

.
Choose the sounds you like and tell which bird can make such sounds. Select feathers that could be in its plumage. Draw a bird and give it your own name. Then the teacher gives the children illustrations of birds and asks them to choose a similar one. Next, he shows the children plot pictures depicting birds in different seasons and invites them to talk about the worries of birds during these periods. The task can be made more difficult: invite children to imagine themselves as a bird flying high in the air, talk about their feelings, fantasize on the topic “If I were a bird ."
Exercise “Fragrant fairy tale”

Target. Expanding children's sensory experience, developing imagination.

Time: 20 minutes.

Material and equipment: linen bags with different types of herbs, natural materials, pictures depicting fields, meadows, forests, rivers.

Recommendations for conducting the exercise.

Each child is offered a linen bag in which “hidden”

fragrant fairy tale.
The child should smell the bag and try to imagine where the hero of the fairy tale lives (sea, field, forest)
.
Explain your feelings and your choice. At the next stage, the child chooses an illustration depicting a place where the main character could live, and tries to mentally visit the hero of the fairy tale (in the forest, by the river, etc.)
. Then he talks about his impressions and feelings.

At the first stages of the training , children are offered only one bag for examination. Then it is replaced by another. When children have accumulated a certain sensory experience, you can give 2-3 bags of smells at once, asking them to come up with a “fragrant fairy tale”

, based on the sensations and associations that have arisen.

The second group of exercises is aimed at developing environmental empathy .

Exercise “Scouts of Nature”

Target. Develop emotional responsiveness, a sense of environmental empathy .

Recommendations for conducting the exercise.

Invite the children to carefully observe and listen to everything that happens in nature, and talk about their impressions of meeting trees, birds, and insects. Particular attention should be paid to those signs on the basis of which the child builds his story about the well-being of living objects of nature.

Exercise “Funny dancing”

Target. Identification with animals and plants. Stimulating the desire to convey their images in dance.

Recommendations for conducting the exercise.

Training participants are invited to imagine their favorite plant or animal and try to express its image in movements. One child shows, the rest are asked to guess whose image it is. Gradually the exercise becomes more difficult. Children are invited to come up with a dance of a snail, an earthworm, a drying leaf, a broken tree, and then a dance of rain, rainbows and other phenomena occurring in nature. The dance can be accompanied by any music, but only unfamiliar to children.

Exercise “It’s raining on the site”

Target. Development of a sense of emotional responsiveness, environmental empathy , imagination.

Recommendations for conducting the exercise.

Children are asked to remember the site in the fall during the rain, tell what it looks like, what is on it. (Wet trees, with withered leaves, large puddles, a bench darkened by rain, ruffled sparrows, etc.) Invite each child to choose one of the objects and imagine themselves in its place. Describe how this object feels when it rains. Offer to come up with a short story about your feelings on behalf of the selected object, conveying its mood and emotions.

Organize a dialogue between two objects in the autumn area, for example, a bench and a puddle, a droplet and a tree, a leaf and the wind.

The most difficult version of the exercise: children “revive” the picture of an autumn plot during the rain.

The third group of ecological-psychological training is aimed at correcting ways of interacting with natural objects, greening the worldview , and expanding the subjective ecological space . Here are some exercises from this group.

Exercise "Lesovichok"

Target. Cultivating a conscious, effective attitude towards nature, correcting ways of interacting with nature.

Materials and equipment: paper, pencils, paints.

Recommendations for conducting the exercise.

Teacher’s story: “The forester is the owner of the forest. He keeps order and cleanliness. When friends of nature come to the forest, he rejoices and feels the happiest and most cheerful. And when the rules of behavior in nature are violated, he gets angry and becomes gloomy and unsociable.”

Children are invited to draw figures of Lesovich, turning them into Cheerful Lesovich and Gloomy Lesovich. Remember once again when and what kind of mood Lesovich is in. To reinforce, invite the children to select cards depicting various ways of human interaction with nature (give the cheerful Lesovichk cards where the rules of nature are observed, and give the gloomy Lesovichk cards where the rules of nature are violated).

Exercise “Old Things”

Target. Correction of methods of interaction with natural objects.

Materials and equipment: boxes, bags, bottles, other items, old items that are no longer in use.

Recommendations for conducting the exercise.

Children are asked to choose an object, determine where it was used before, and what material it was made of. Offer to examine the item, tell what it looks like, where it can be used.

At the next stages of the training , invite the children to make artistic appliqué using various materials: film, plastic, colored paper, foil, various medicine packages.

A more difficult task is producing an environmental poster .

Ecological-psychological training is an effective form of environmental education for preschool children, and it should take its rightful place in work practice.

ECOLOGICAL AND PSYCHOLOGICAL TRAININGS IN EDUCATIONAL WORK IN KINDERGARTEN

Stolyarova S.V.

MBDOU "Kindergarten No. 9 "Rosinka"

Republic of Mari El, Yoshkar-Ola city

In preschool age, there is an active process of purposeful formation of knowledge, feelings, assessments, development of abilities and interests. Responsiveness and receptivity are the most important characteristics of preschoolers.

In children, an emotional response is awakened precisely through communication with nature, since with its brightness and diversity it affects all senses. The children enjoy the green grass, the chirping of birds, the flight of butterflies and dragonflies, the smells and bright flowers of plants. Many of the children endow wildlife with traits of human meaningful behavior. There is curiosity, a desire to bring you closer to yourself, to know, to understand.

But at the same time, there are children who harm nature without thinking about their actions and their consequences. This speaks to the complexity of the relationship between nature and children. It is very important to teach children to respectfully look at everything that grows, blooms, moves, and to perceive with alarm and concern the facts of a rude attitude towards nature. Nature should become for every preschooler not only a living laboratory where one can observe and study the life of its inhabitants, but also a school for the wise use, multiplication and preservation of its wealth.

Psychologically, a responsible attitude is a complex formation. Both knowledge and feelings participate equally in its formation and development. To become the basis of everyday activities and behavior, knowledge must be consciously understood. This awareness comes through their emotional “experience.” For children growing up in rural areas, knowledge and emotional attitudes towards the nature around them are part of their everyday life. In contrast, urban children receive abstract knowledge that has no application in their everyday life. Of course, they need this knowledge, since interaction with nature is an important aspect of every person’s life. But what if children see an urbanized environment every day? For urban children, the knowledge acquired in lessons, excursions, hikes, and as a result of project activities must also be consolidated by performing specially designed exercises and practical activities, which ensures the personal significance of knowledge, their comprehension and forms the individual’s subjective value attitude towards the natural world.

developing a positive view of yourself and the world around you as a whole;
training in skills and abilities to interact with nature;
development of the child’s perception in contact with nature;
expansion of the child’s individual ecological space.

Eco-training classes provide a noticeable healing effect, relieve psychological tension and instill a friendly attitude towards all living things. The positive emotional background of classes helps relieve stress and aggressiveness in children.

Ecological and psychological training fits organically into educational work in kindergartens, as well as in family education. It is designed as a system of correctional and pedagogical techniques, each of which actualizes the action of a certain psychological mechanism for the development of a subjective attitude towards nature.

Examples of environmental and psychological training for preschoolers:

"We are the caterpillars"

It is necessary to prepare: children's socks of different colors (one for each participant); drinking water in glasses or saucers; pieces of cabbage on a tray; small blankets or towels. Each participant, putting golf on his hand, “turns into a caterpillar,” who get to know each other: “I am a green caterpillar. I am a yellow caterpillar. I am a striped caterpillar. I am colorful...” (depending on the color of the golf course). The teacher accompanies the game with comments, while he himself performs various actions: “Caterpillars sit on a tree, crawl along branches, eat leaves, they are very tasty (participants in the game try to eat cabbage leaves without using their hands). But there are drops of water on the branches, you can drink them, very tasty! (children should drink water from the saucer without using their hands). It is good for caterpillars to breathe fresh air. But now night has fallen, we need to find a house to stay for the night. The caterpillars climbed onto the leaves and fell asleep (children hide under blankets in groups of 2-3). Morning came and our caterpillars woke up. It's nice to bask in the sun. Finally, it's time to turn into a butterfly. The caterpillar makes a cocoon house (the children wrap themselves in blankets), sleep, and after a while the cocoon opens and a butterfly appears. The butterfly flies away."

"Beetle Upside Down"

For this game you need to prepare an image of beetles measuring 1-2 cm (later their size can be reduced, thus complicating the tasks); cardboard circles, ovals, on one side of which different beetles are drawn. The teacher places the “upside down” beetles throughout the group. Then he invites the children to turn into various insects and crawl: “Suddenly the beetles fell on their backs, twitching their legs, kicking (the children, lying on their backs, imitate the movements), want to roll over, but cannot. How bad it is to lie upside down - uncomfortable, scary! Are they really going to suffer like this? I'll help them. I’ll take a leaf of a tree lying on the ground and turn the insects over and let them run on their way. How happy the beetles were to get help! They ran across the grass to their children, to mom and dad. Well done guys, turn back into people! Look in front of you there are upside down beetles (cardboard). Look for them throughout the room, help them turn over, and then take them to the “grass, bushes” (for example, to a windowsill where there are indoor flowers, or to a green sheet of paper - a “clearing.”)

"Natural Men"

You will need a variety of natural materials: seeds, fruits, stones, sticks, twigs, leaves, etc.; small jars or boxes (for each participant); pieces of plasticine. The teacher invites the children to place a man made of any natural material on the floor or wall. His body parts can be connected using plasticine. Task option: use only one type of fruit (it turns out Chestnut man, Pumpkin man, Watermelon man). Next, the teacher asks: “What are the names of the little men? Tell them your name. What would you do if you turned into such a small creature? What do you think he likes in people? Try to give life to a grass man, a bark man, a sand man, a stone man.” Let the children place the little man in any place in a natural or animal corner, in a landscaped garden.

Ecological and psychological training for teachers:

1. Exercise “Tree”

Goal: to identify the mood of group members.

Instructions: “Close your eyes and imagine yourself as some kind of tree. Think about what it’s like, what the weather is like, how your tree feels?”

Analysis: group members talk in a circle about their impressions.

The exercise takes 15 minutes.

2. Exercise “Nature in my life”

Goal: to find out the attitude of the training participants to the nature around them.

Materials: sheet of paper and pen.

Instructions: each participant is asked to write numbers from 1 to 10 in a column and complete the statement ten times in writing: “Nature for me...”, (“Nature in my life...”).

Analysis: after the participants write their statements, they are invited to tell the group about their experience of communicating with nature, about their thoughts on this matter.

The exercise takes 30 minutes.

3. Exercise “Cleanmanship”

Main goals: Development of empathy, strengthening the dominant attitude towards nature, stimulating the imagination.

Materials and preparation: Paper, colored pencils, felt-tip pens.

Instructions: Participants are asked to think of several animals that would be as different from each other as possible. Then you need to write the names of each animal, choosing the size, color, shape, thickness, frequency of letters so that this inscription matches the appearance and character of this animal. At the same time, you must try to ensure that the animal itself would like the inscription if it caught its eye. The exercise ends with a discussion.

Performing this exercise involves the work of the psychomotor skills of the participants, thereby expanding the range of psychological and pedagogical influence.

Estimated time: 20 minutes.

4. Exercise “Zoological ballet”

Goal: identification with animals and plants

Instructions: participants are asked to choose any animal or plant, then for 20 minutes they need to become it. Their choice is not announced; participants should be guided to express not only the external features, but also the inner world of the chosen animal or plant. When performing a task, you can make noise, actively expressing feelings, be it fear, anger, love. It is advisable to share your feelings.

Estimated time: 30 minutes

5. Exercise “Ecological Code of the Earth’s Inhabitants”

Goal: Formation of a worldview, correction of goals for interaction with nature.

Materials and preparation: Paper, pen.

Instructions: Participants are invited to brainstorm and jointly develop an “Ecological Code for the Earth’s inhabitants.” At the first stage, all proposals are recorded, no matter how incredible or unsuccessful they may seem. Then each of them is assessed by the participants, the order of the provisions of the Code is built, and the wording is polished. At the end of the exercise, the Code is discussed and supplemented by the participants.

Estimated time: 40 minutes.

Thus, clearly organized, purposeful work using environmental and psychological training in kindergarten allows the use of additional material that expands the environmental horizons and concretizes the knowledge of pupils. Children have the opportunity to come into contact with nature more often.

Bibliography:

1.Deryabo S.D. Ecological pedagogy and psychology / S.D. Deryabo, V.A. Yasvin - Rostov-on-Don: Phoenix, 1996. - P. 12-86.

2. Egorenkov L.I. Environmental education of preschoolers and junior schoolchildren / L.I. Egorenkov. – M.: ARKTI, 2001. – 128 p.

3. Ermakov D.S. Interactive exercises and games in environmental education / D.S Ermakov, G.D. Petrova // Environmental education. - 2004. - No. 4. – 96 s.

4. Ryzhova N.A. Not just fairy tales... Ecological stories, fairy tales and holidays / N.A. Ryzhova. – M., Linka-Press, 2002. – 192 p.

5. Chernetskaya L.V. Psychological games and trainings in kindergarten / L.V. Chernetskaya. – Rostov n/d: Phoenix, 2005. – 128 p.

Ecological and psychological training “Journey to the North”

Program content: to arouse children's interest in the life of wild animals of the North; develop the ability to identify with an animal, form a feeling of empathy towards it; develop perception and imagination in contact with natural objects; teach children to interact, coordinate their actions with the actions of their peers; form friendly relations with each other.

PREPARATORY PART.

1. Welcome ritual.

There are different ways to greet other people. You can say the words: “Hello! Hello! Good morning!, and you can greet a person without words.

Children form a circle. At the teacher’s signal, the children greet each other:

Let's say hello with our eyes;
Let's say hello with a smile;
Let's greet with a nod of the head;
Let's say hello using hands;
Let's hug,

And now we will all say to each other in unison: “Hello!”

2. Rules of communication.

I want to remember with you the rules of communication (The teacher shows pictures and diagrams, the children name the rules):

Be friendly, be friends;
Try to participate in everyone and everything;
Listen carefully to each other;
Don't hurt each other.

MAIN PART.

1. Choose a road.

The teacher demonstrates three roads and talks about each of them.

Now we will go to the North Pole. There are three roads in front of you. Each of them will lead us to the coldest fairyland. All roads are magical, they all endow the walker with strength that rises from the feet and fills the whole body.

The first road is the easiest, flat, smooth (a piece of cloth is placed on the floor).

The second road is more difficult: it consists of ice floes, and you don’t have to walk on them, but jump, hitting exactly the target (“ice floes are laid out on the floor”). But this road gives those who walk along it more magical power than the first.

The third road is the most difficult. It is prickly and painful, like the strongest frost (the applicators are unfolded). But it gives enormous strength, much more than the first two.

Now think carefully about which path you should choose. As you walk along your path, listen and feel how your body is filled with magical power from your feet to the top of your head. When you have completed your difficult path, sit in a circle.

2. Choose a totem.

Far away, beyond the seven seas, behind forests and mountains, there is a continent called Antarctica. Everything there is white and white. The snow sparkles in the sun and crunches underfoot. Very strong frost stings the nose and cheeks. But it's still good there. Unusually beautiful animals and birds have settled among the icy mountains. Name them. Look at the pictures and choose the one you like best.

The teacher offers children pictures of animals. Children look and choose what they like best. The teacher helps attach it to clothes.

We chose our favorite animal. And from that moment on, each of us had a new name - totem. Olya will be a penguin, Galya will be... etc., and I will be a polar bear.

The teacher suggests sitting on the carpet in a circle, paying attention to how good and comfortable it is to look into each other’s eyes. Then he asks all the “animals” to tell about themselves. The teacher asks questions:

What do you eat?
Which animal are you friends with?
What is your body covered with?
What colour are your eyes?
What color is your body?
What's your mood? What do you like to do?
How do you get around?
Where do you get your food?
Who are you afraid of? How do you protect yourself from enemies?
What helps you survive in harsh cold conditions?
How do you warn others not to come too close to you?

3. Animal habits.

We have become amazingly beautiful, kind animals. These animals are sleeping. Their eyes are closed (music sounds). The sun has risen. The animal opened its eyes, stretched, exposed its back to the sun, and warmed it. It scratched one side, the other, the tummy. He smiled at everyone around him and went to look for his friends (the children walk around and greet each other). But suddenly a strong hurricane wind blew. All the animals began to huddle together. Everyone wants to take cover, warm up and tries to get into the middle.

Imitating the movements of animals, all players huddle together. Everyone wants to warm up and tries to get into the middle. The teacher observes the one who has not warmed up. Then he offers to make a circle, holding hands, and for those who were not in the middle to make their way into the “house”. "Domik" does not allow new residents. The child solves the problem himself (squeeze through, crawl through, ask to be let in) or is helped by an adult. Once inside the house, you must stand in the center for a while. The teacher asks how he feels there. Then the player stands in a circle.

4. Animals on the islands.

The animals warmed up and got a little hungry. What do penguins, seals, and polar bears eat? Where do they get their food? You will get yourself delicious food in the sea. You will splash in the water and dive under the water. But be careful - danger may await you. When you hear a danger signal, immediately get out to the “ice islands.”

“Ice floes” are laid out on the floor throughout the room. The teacher offers the children the sea between the “ice islands”. At the signal, everyone must get out to any islands. Each time the animals swim, the teacher removes one island. This happens until there is only one island left, where everyone gathers in one close company. The adult tries to hug all the children and praises the friendly family of animals.

5. Game "Thumbs up, thumbs down."

After their boat trip, the animals returned to the shore and sat in a circle. They were a little alarmed - after all, danger awaited them. Take a deep breath and exhale smoothly and slowly. Listen to the beating of your heart: it has become smooth and quiet. The fear and tension are gone. The mood became calm. The animals perked up and started arguing.

The teacher says certain phrases. If children think that they relate to them, they raise their thumb up; if they don’t relate, they lower it down. Phrases can be as follows:

You are the one who eats fish (what else does a polar bear eat).
You are the one who knows how to dive and swim.
You are the one who can fly (ask the penguins why you can’t fly).
You are the one who eats grass and bush branches (why?).
You are the one who knows how to behave in nature (how?)
You are someone who loves nature (what does it mean to love nature?).
You are the one who lives among ice and snow.
You are the one who knows what the continent of Antarctica is covered with (what?)

6. Icebergs and sunshine.

The continent of Antarctica is covered with a thick layer of ice. Under the influence of warm currents, huge blocks of ice break off and turn into floating “ice mountains”. What are their names? These are icebergs.

The shapes of icebergs are the most amazing and bizarre: it is a giant swan or a hilly island with waterfalls and steep slopes. There are icebergs that look like a ship with wind-blown sails, or a beautiful castle with turrets. Icebergs are very beautiful in sunny weather. They shimmer and appear multi-colored.

The teacher is the “sunshine”, the children turn into “icebergs” and freeze in a static position. “Sunny” examines “Icebergs” and compares them with familiar objects. Then the “sun” with a soft and gentle touch helps the “iceberg” to melt.

“Melted icebergs” lie on the floor, “spread” over the floor, and relax.

III. FINAL PART.

1. Final reflection.

Our journey has come to an end.

Did you enjoy being an animal?
How did you feel when you were swimming in the sea between the ice floes?
How did you feel when you wanted to warm up in the house?
How did you feel when you interacted with your friends?
Imagine being caught and put in a cage. The cage is beautiful, big, you are fed and looked after. What would you think and dream about while sitting in a cage?
Are you afraid of people? What would you ask them to do?

2. Farewell ritual “Last meeting”.

Imagine that animals are separated for a long time. Hug tight, express good wishes to each other.

3. Model "Antarctica".

The people of Antarctica are very welcoming and hospitable. They sent you a piece of their homeland (children look at a model of Antarctica)

Training session. Ecological and psychological training.

Training session.

Ecological and psychological training.

I. Goals and objectives of the training.

The purpose of environmental-psychological training:

- transfer of knowledge about nature and man in the natural world, as well as the development of certain skills;

— self-disclosure of participants and their independent search for ways to solve their own psychological problems;

— formation and development of skills and abilities of effective behavior.

Objectives of environmental-psychological training

— correction, formation and development of environmental attitudes of the individual;

— overcoming a pragmatic attitude towards natural objects;

— correction of the goals of interaction of the individual with natural objects;

training in skills and abilities of such interaction;
development of the subject’s perceptual capabilities during his contacts with natural objects;
expansion of individual ecological space.

The purpose of the exercise is to prepare participants for work, create a friendly atmosphere, good spirits, and develop the ability of short self-presentation.

Continue the sentence:

“I don’t want to brag, but I...”

IV. Group rules:

confidential communication style;
sincerity in communication;
respect for the speaker;
inadmissibility of direct assessments of a person;
communication based on the “here and now” principle;
personification of statements;
confidentiality of everything that happens in the group;
as much contact and communication with people as possible;
active participation in what is happening.

V. Expectations.

VI. Warm up.

Goal: activation of participants, preparing them for further work.

Game "Associations".

Participants take turns describing associations to the word proposed by the leader or previous player. The facilitator can make this process more environmentally friendly, i.e. offer appropriate stimulus words: tree, sea, landscape, factory, poison, forest, ecologist, air, hurricane, flood, man, etc.

VII. Updating the problem.

Even in ancient times, in order to survive, a person needed to have certain knowledge about the environment, the forces of nature, plants and animals. We can say that civilization arose when man learned to use fire and other means that allowed him to change his environment. Thanks to technological advances, we now seem to be less dependent on nature for our basic needs and therefore tend to forget that this dependence has remained.

Like other sciences, ecology has developed continuously but unevenly throughout human history. Works of Hippocrates, Aristotle

and other ancient Greek philosophers contain information of an environmental nature.
Thus, Aristotle
(384-322 BC) described over 500 species of animals known to him and told about them what he knew: for example, about the periodic migration and hibernation of fish, about the migration of birds, about the construction activities of animals, about cuckoo parasitism, etc. However, then the Greeks did not know the word “ecology”.
This term was first used by the German biologist Ernst Haeckel
in his work
“General Morphology of Organisms” (1866).
The word "ecology"

comes from two Greek words:
oikos,
which means home, homeland, and
logos
- concept, teaching. Literally, ecology is the “science of habitats.” “By ecology,” wrote Haeckel, “we understand the sum of knowledge related to the economics of nature: the study of the totality of the relationships of an animal with its environment, both organic and inorganic, and above all - its friendly or hostile relationships with those animals and plants with whom he directly or indirectly comes into contact. In short, ecology is the study of all the complex relationships that Darwin calls the conditions that give rise to the struggle for existence.”

One can cite many interpretations of ecology given by scientists from different scientific schools. For example:

R. Dajo: “Ecology is a science that studies the conditions of existence of living organisms and the relationships between organisms and the environment in which they live.”

E. Macfadyen: “Ecology is a science that studies populations and is characterized by a quantitative approach to the study of natural phenomena.”

Y. Odum: “Ecology is the science of the structure of nature, characterized by an energetic approach to the study of natural phenomena.”

T. Lewis and L. Taylor: “Ecology is the science of how individuals, populations, and communities of populations respond to environmental change.”

P. Agess: “Ecology is not only a natural science, it should also include other disciplines, such as law, economics, sociology, etc.”

N.P. Naumov: “Ecology deals with the side that determines the development, reproduction and survival of individuals, the structure and dynamics of the populations of individual species they form, and finally, the structure and dynamics of communities of different species.”

S. S. Shvarts: “Modern ecology is the science of ways of adapting species populations to changing environmental conditions, the science of the formation, transformation and development of species populations, the laws of their integration into biological systems of a higher order, specifically adapted for the most effective use energy in specific environmental conditions.”

M. F. Reimers: “In the current situation, ecology in the modern expanded understanding has gone far beyond the scope of its biological foremother - bioecology. It has turned into a cycle of knowledge, in social significance and internal content equal to the cycles of physical and mathematical, chemical and biological sciences, earth sciences and social sciences.”

The modern interpretation of ecology can be presented as follows.

Ecology is a complex science that studies the laws
of existence (functioning) of living systems in their interaction
Some scientists characterize the current state of the environment as extremely tense; some talk about an upcoming or already occurring environmental crisis.

VIII. Why do you need to engage in ecology?

Dear Guys! It’s the 21st century on Earth! Today, many adults, and sometimes children, are alarmed by the information that we breathe dirty air, eat food contaminated with foreign impurities and drink the same bad water, while causing the plants and animals around us to suffer along with us. And what will happen next? Is it possible to get rid of impending troubles? What needs to be done immediately, and what problems can be put off for now?

Our lesson should help you think about these questions, understand what to do, and begin to act actively.

We do not promise that it will be easy to become environmentally literate, cultural people - this is serious but necessary work. Why? Let's remember the recent past - when your grandparents were children... Everything was different. They swam in clean rivers, lakes, ponds and seas. Uncontaminated mushrooms and berries were collected. At that time, radioactive fallout and acid rain had not yet fallen, and the food did not contain toxic chemicals and nitrates...

In our childhood, there are more expensive things, beautiful toys, fashionable clothes, but in the world we see poisoned water, destroyed soil, depleted forests and polluted air. Now grandparents, mothers and fathers are trying to teach us how to manage a household so that there is enough of everything, and the water, air, forest and soil remain clean. They naively and seriously think that they do not have enough money, textbooks and personnel to solve this problem. No! They just don't know how to do what they are going to teach you! But you have no choice: if you don’t learn to manage differently, environmentally wisely, it’s unlikely that your children will ever know how beautiful the world of living Nature is and how good the life of a person living in harmony with it can be!

Our activity is an attempt to help change our attitude towards nature. But to do this, you will have to master the elementary truths of ecology in order to put an end to the confusion in terms and see the complex relationships that permeate everything that exists on Earth... “Everything is connected to everything”
is one of the main environmental laws.
Yes, you can read a lot of smart books on ecology, you can, and should, watch wonderful environmental films (especially “The Odyssey” by J.-I. Cousteau), but what next?

This will be an environmental educational program (ie, the elimination of illiteracy).

IX . Environmental videos. Video training.

X. Projective drawing. Poster “Ecology is...”

XI. Ecological game “Teaching responsibility for the Earth”

We live on Earth, and each of us feels responsible for something or someone: for our children, parents, friends, studies, work. Do we feel responsible for the Earth? For what is happening to it, its forests, waters, cities? Or are we indifferent, ironic, dismissive? Are we responsible for this or not? Let's think together."

Progress of the game.

Individual work.

Each participant gives his arguments in writing why he is not responsible for the Earth (“I’m not old enough yet”; “this is a state problem”).

And at the same time he explains why he is responsible for nature (“we all make up one whole”, “any action causes a reaction”).

After everyone has thought through their arguments, the game can begin.

Group work.

The presenter picks up the ball - the “globe” - and says: “I am the Earth. My forests are drying up, my rivers are polluted, the number of plants and animals is decreasing, people are destroying my subsoil. I am your second mother, my fields and forests give you food, my waters give you life, my mountains give you great wealth. I'm sick and I need your help. If I die, everything dies with me. Help!

Then he throws the ball to someone in the circle. He replies: “I’m not to blame for this and I’m not responsible for it, I can’t help you because...” and names one of his reasons. Then he throws the ball to the next player in the game.

After the ball has been in the hands of all the players several times, the leader takes it again and, with the same introductory words, throws it to someone from the circle. This time, the one holding the globe ball in his hands says: “Yes, I am responsible for this, and I want to help you by ...” - names the forms of his help.

At the end of the game

discussion about how someone felt when they refused help to Earth.

XII. Exercise “Unfinished story”.

The presenter reads the text aloud and invites participants to write the end of the story on blank pieces of paper.

Text:

PINERY

The famous ribbon pine forest in Altai (Siberia) is a protection against the advance of Kazakh sands. Recently, many pine trees died due to fires. It is necessary to restore the destroyed forest, but it costs money. The government gives, but very little. Ordinary people can help: you need to contribute a certain amount to restore the forest (1 hectare of forest - $300). On the territory of the new forest, paid for by the donor, there will be a sign with his name. A high school student from Moscow contributed his own savings to restore 1 hectare of Siberian forest. He motivated his action as follows: ...

Finish the story (work in groups).

Then the presenter asks the participants to express what they think about the state of the forests, about helping them, about fires, about people. The discussion can become especially relevant if additional information of a more significant nature is given: it is already near me; in space, in time.

Examples of emotionally charged facts

“Ukrainian forests have been intensively destroyed over the past decades. Those located near collective farms are disappearing most quickly: foresters do not have the ability to protect them like state foresters. In addition, newly planted forests have reduced viability: forest plantations are created using outdated technology. Therefore, already in the 7th year, 35-70% of seedlings die. And after another 15 years, trees will remain on a tenth of the initial area” (“Green World”, Kviten, 2001).

2. We chop down all the oaks...

Every year there are fewer and fewer forests in Ukraine. But not because of poor environmental conditions or natural disasters, but because of basic greed.

Forest is money, and we love money. Therefore, from year to year more and more Ukrainian timber is sold abroad - last year alone, 1.3 million cubic meters were exported abroad. If in 2000 Ukraine sold timber worth 45 million dollars, then in 2001 - already 51.8 million. At this rate of conducting the “forestry business,” Ukraine in a couple of decades may turn into a continuous steppe. But this is decades away, but they are offering money now... Every year the State Forestry Committee procures more and more forest seeds, but only when they grow! (“Evening News”, June 7, 2002)

3. “Currently, only 20% of the original forest cover has remained on our planet. Every 2 seconds, a patch of forest the size of a football field disappears from the earth.” (“Green World”, Kviten 2001).

4. In the Far East in 2001, it was 9 high school students who were responsible for setting fire to part of the local forests. But it’s especially scary when a forest is destroyed for the sake of human greed - there are no geographical boundaries here!

Deforestation of the Amazon, Siberia, and the Far East - the lungs of the planet - is not only a solution (albeit a flawed one) to the economic problems of individual countries, but also the beginning of another disaster: a decrease in oxygen production, and the worst thing is the loss of hundreds and thousands of species of plants and animals (forever !). Well, the greed of the “new” Ukrainians (deforestation in the Carpathians) has already been punished: uncontrolled mudflows, terrible floods...

Who is to blame and what to do? What is your opinion on what you heard?” (statements of participants).

XIII. Exercise “Australian Rain”

Goal: to provide psychological relief to the participants. Participants stand in a circle. Instructions: Do you know what Australian rain is? No? Then let's listen together to what he is like. Now you will transmit my movements along the stake in a chain. As soon as they return to me, I will pass on the following. Watch carefully!

• The wind picked up in Australia. (The leader rubs his palms)

It starts to rain. (Snaps fingers)
The rain is getting heavier. (Alternately splashing palms on chest)

A real downpour begins. (Slap on thighs)
And here comes the hail - a real storm. (Stamping feet)
But what is it? The storm subsides. (Slap on thighs)
The rain is subsiding. (Slaps palms on chest)
Rare drops of rain fall to the ground. (Clicking fingers)
The quiet rustle of the wind. (rubbing palms)
Sun! (Hands up)

ХІV. Summing up the lesson.

Frankly speaking …

My name

During the class I realized that...
The most useful thing for me was...
I would be more frank if...
I think my main mistakes in class were...
I did not like…
Most of all I liked how he worked...
For the next lesson I would like...
In the place of the leader I...