Methodological development (senior group): Summary of an excursion to the park for the senior group

Features of excursions as a form of education for preschoolers in kindergarten"

Based on the location, excursions are divided into:

— Urban (overview and thematic);

— Correspondence (videos);

— Suburban (bus and pedestrian);

— Museum excursions According to the method of transportation, excursions are divided into walking, transport and combined.

According to the form of the excursions, they are divided as follows:

— Regular excursions (sightseeing and thematic);

— Educational;

- Excursions – walks

The important role of educational excursions is that with their help the local history principle of teaching is carried out, i.e. the use of local geographical material when studying various topics in familiarization with the environment. An excursion is a form of organizing the learning process that allows for observations and study of various objects and phenomena in natural conditions or museums, at exhibitions and production and takes a long period of time during the day, requires from a specially trained teacher, using a variety of methods and techniques, organizing a variety of children’s activities.

Excursion structure:

- introductory conversation;

— collective observation;

— individual independent observation of children;

— collection of material; - children's games with collected material;

- the final part, during which the teacher sums up the excursion and reminds of the need to respect nature

When developing an excursion, it is important to set and solve a set of educational, educational and developmental tasks. The teacher must prepare for the excursion in advance: find a place in advance (Where? Why?); what to tell, what to introduce; Think about the time (total duration no more than 1 hour, distance 1 km one way, or a few meters if the children are small); excursion with an assistant (nanny, methodologist, second teacher, parent). The teacher’s preparation consists primarily of determining the purpose of the excursion and selecting program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area. When determining the place of the excursion, the teacher chooses the best path to it - not tiring, not distracting the children from the intended goal. When determining the distance to the excursion site, one should proceed from the physical capabilities of the children. The duration of the journey to the chosen place (one way) should not exceed 30 minutes in the middle group, 40-50 minutes in the senior and preparatory groups. In this case, it is necessary to take into account the features of the road, the weather condition. When organizing and conducting an excursion, it is necessary to remember that a large amount of even interesting information leads to a weakening of attention, to the manifestation of so-called crises of attention. The first crisis of attention occurs at 14 - 18 minutes, the second - after 11 - 14 minutes after the first, the third - after 9-11 minutes, the fourth - after 8-9 minutes, and then the intervals between crises of attention follow every 4-5 minutes.

Types of excursions in kindergarten

Excursions are a special type of activity that provide an opportunity in a natural setting to introduce children to natural, cultural sites, and the activities of adults.

The main significance of excursions is that they provide children with specific ideas and impressions about the life around them. During excursions, preschoolers begin to explore the world in all its diversity and development, and observe the interconnection of phenomena

An excursion is a form of educational work that allows you to organize observation and changes in objects, objects and phenomena in natural conditions.

Based on the nature of the pedagogical tasks being solved, four types of excursions can be distinguished:

— Natural history excursions

— Social excursions

— Ecological excursions

— Aesthetic excursions

A nature excursion traditionally solves the problem of getting to know nature, that is, accumulating ideas about the diversity of living nature objects and their characteristic features.

The ecological excursion is aimed at children mastering various biocenological connections in the natural world:

between the organs of animals and plants and their functions

between the habitat of living beings and the characteristics of their structure and way of life

between the state of specific living objects and the conditions of their existence

· between different living beings in the same ecosystem.

Excursions to agricultural sites help children learn about people's work. These are excursions to the field (plowing, sowing, harvesting), to the meadow (grazing livestock, hay harvesting), to the garden, to the vegetable garden, to the berry patch, to the farm, to the greenhouse, to exhibitions of flowers, birds, fish, to the zoo, etc. Visiting these sites provides an opportunity to show children how humans influence nature, grow plants and animals, and care for them. The main purpose of the excursion is to show what people do and for what purpose, how they use machines, how they feel about their work, and what its results are.

Excursions of an aesthetic nature help the child learn to perceive the beauty of nature and develop the culture of his feelings. Using various pedagogical techniques, the teacher helps children get indelible impressions from communicating with nature. At the same time, the problems of moral and aesthetic education of children can and should be solved when organizing other types of excursions.

At the same time, the use of all types of excursions is aimed at nurturing a love for nature and a conscious and careful attitude towards it.

— Natural history excursions

— Social excursions

— Ecological excursions

— Aesthetic excursions

When working with preschool children, we use all types of excursions that are aimed at nurturing a love of nature and a conscious and caring attitude towards it. The most effective forms of work are: walking walks outside the kindergarten territory (business, recreational), targeted walks, mini hikes.

Depending on the specific content of educational objectives, the excursion route and structure are developed, and methods are determined. Subsequent work to deepen and consolidate the ideas gained during the excursion is carried out in everyday life: in visual arts, design, stories, and children’s work. At the end, a final conversation is held. The complexity of the excursion as a form of educational organization makes it accessible only to middle and senior groups.

In the second junior group, excursions are carried out inside the preschool institution, site, and starting from the middle group - outside the kindergarten.

The immediate environment of the preschool institution also plays an important role, namely: the presence of attractions, cultural sites (library, theater, concert hall, museum, etc.), natural landscapes (park, square, river, canal, etc.), industrial establishments (atelier , workshops), etc.

The teacher must ensure that children are directly acquainted with the most striking and interesting objects of the flora and fauna, with seasonal changes in nature, with types of agricultural and other labor characteristic of the area where the kindergarten is located.

Types of excursions

. Types of excursions

Based on the nature of the pedagogical tasks being solved, four types of excursions can be distinguished: natural history, environmental, agricultural, and aesthetic excursions.

A nature excursion traditionally solves the problem of getting to know nature, that is, accumulating ideas about the diversity of living nature objects and their characteristic features.

The ecological excursion is aimed at children mastering various biocenological connections in the natural world:

between the organs of animals and plants and their functions

between the habitat of living beings and the characteristics of their structure and way of life

between the state of specific living objects and the conditions of their existence

· between different living beings in the same ecosystem.

At the same time, the use of all types of excursions is aimed at nurturing a love for nature and a conscious and careful attitude towards it.

Nature excursion.

The natural history excursion includes an introductory conversation, collective observation, individual independent children's observations and collection of natural material, children's games with the collected material, the final part, where the teacher, summing up, draws the children's attention to the overall picture of nature. The structure of excursions and the sequence of their implementation vary depending on the purpose and season. Having brought the children to the place of the excursion, the teacher in a short conversation reminds them of the purpose of the lesson, allows them to look around, then the children begin to observe the intended objects and natural phenomena.

The main part of the excursion is collective observation. Here the main program tasks of the lesson are solved. The teacher helps children notice and understand the characteristic signs of objects and phenomena. This is achieved in various ways. The teacher supplements the observations with his story and explanation.

The main attention in observation is paid to questions, questions-tasks, forcing children to examine an object, compare, find differences and similarities, and establish connections between natural phenomena.

When showing this or that object, the teacher must take care that

It is useful in the process of observing phenomena to use works of children's fiction, poems, and riddles. Turning to poetry should be natural and unobtrusive. The combination of various techniques and the proportion of each can vary depending on the purpose and content of the excursion. At the end of the main part, children must be given the opportunity to satisfy their curiosity in individual independent observations and collection of natural history material. However, when giving the task to collect material, you should strictly limit its quantity in order to focus the children’s attention only on certain plants or animals and, in addition, solve the problem of instilling a caring attitude towards nature.

When children work independently, the teacher should not remain a passive observer. Sometimes you need to show how to dig up a plant, cut a branch, etc. However, you cannot do all the work for the children. The collected material is sorted, placed into folders and baskets, and some of it is used for games and exercises.

In games, children consolidate knowledge about the characteristic features of objects, express their quality in words, and remember the names of plants and their parts. The following games are advisable: “Recognize by the smell”, “Guess by the description”, “Branch, branch, where is your baby?” , “One, two, three - run to the ash (linden) tree!” and etc.

Agricultural excursion.

Agricultural excursions are varied: to the field (plowing, sowing, harvesting), to the meadow (grazing livestock, hay harvesting), to the garden, to the vegetable garden, to the berry patch, to the farm, to the greenhouse, botanical garden, greenhouses, poultry houses, etc. They provide an opportunity to clearly show how humans influence nature, how they grow plants and animals. Here children get acquainted with basic labor operations.

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The uniqueness of these excursions is that children can observe both human activity and the nature that he influences. It is also important to show what people do and for what purpose, how and what machines they use, how they treat work, how they build, and care about good relationships and the results of work.

The excursion to agricultural facilities begins with a preliminary conversation. Its task is to generate interest in upcoming observations. The purpose of the excursion itself is to examine objects of labor (plants, animals) and observe the process of adult labor itself. The teacher pays attention to the ways of using mechanisms and machines. It’s good when, during the excursion, children themselves do something to help adults (feed animals, collect spikelets, etc.). Children participate in a conversation with adults and listen to a story about work.

When preparing for agricultural excursions, the teacher first gets acquainted with the object of observation, obtains permission to conduct an excursion, agrees on the time of the visit, the participation of children in work, and determines the content of the conversation between children and workers.

Ecological excursion

What is our future? Children. What it will be depends largely on our actions today. Or rather, from the vector of development that we set for little people. The conscious or unconscious choice made now by the current generation directly affects the future. We are talking not only about natural resources and the state of the environment, but also about culture, morality, and intellectual wealth. Introducing a person to Nature through knowledge of it helps to educate a comprehensively developed personality, with scientifically based views on the world, a broad outlook and a sensitive attitude to everything around him. This means that through environmental education, a strong foundation is laid for sensational discoveries of the future, revolutions in the development of civilization, and even the survival of humans as a biological species.

Cute piranhas. Where can you show them to your child, if not on an excursion? ))

Excursions are one of the forms of organizing work to educate environmental culture. It is very noteworthy that this method has practically no age limits, and can be successfully used both when working with children aged three years old, and with schoolchildren, students and even adults. If the child does not attend preschool, then parents must think through and organize an independent excursion program.

On an excursion, the child gets acquainted with various natural objects

The advantage of excursions is that they allow children to be introduced to natural objects in natural conditions, to form primary ideas (or consolidate existing ones) about the flora and fauna, and to note the distinctive features and relationships of natural phenomena. In addition, excursions have a disproportionate impact on the formation of aesthetic perception, which plays an important role in the education of human morality. The beauty and grandeur of Nature resonates in the hearts of children, causing deep emotions and leaving indelible impressions. All this contributes to the formation of a caring attitude towards the planet, love for the native land, and a sensitive attitude towards the world around us. During excursion classes, observation and logical thinking, the ability to analyze and compare, and identify cause-and-effect relationships develop. Sensory abilities are formed and honed: children learn not only to distinguish colors and their shades, but also location in space, get acquainted with the variety of shapes, textures, etc. In addition, this form of activity gives a powerful impetus to the development of imagination and creative abilities.

Aesthetic excursion

Introduction The educational value of nature cannot be overestimated. Communication with nature has a positive effect on a person, makes him kinder, softer, and awakens better feelings in him. The role of nature is especially great in raising children. Introducing children to nature in kindergarten requires constant direct communication with it. Building his “school of joy” for preschoolers on the basis of direct communication with nature, Vasily Aleksandrovich Sukhomlinsky rightly considered it necessary to introduce children to the world around them so that they would discover something new in it every day, so that every step of the children would be “a journey to the origins of thinking.” and speech - to the wonderful beauty of nature,” so that every child grows up “as a wise thinker and researcher, so that every step of knowledge ennobles the heart and strengthens the will.” Aesthetic education in modern educational institutions is a purposeful process of forming a creatively active personality of a child, capable of perceiving and appreciating the beautiful, perfect, harmonious, and other aesthetic phenomena in life, nature, from the standpoint of an accessible understanding of the ideal, prepared to live and create according to the laws of beauty . This definition quite fully meets the tasks of forming a developed aesthetic attitude towards nature as a necessary element of the general, aesthetic culture of modern man. The essence of aesthetic worldview is the purposeful process of forming a responsible attitude of preschool children towards the natural environment in all types of activities and communication with nature. Education of an aesthetic attitude towards nature should solve the problem of developing children’s aesthetic perception, assessments and judgments, taste and ideal, which implies the development of sensitivity to the beauty and expressiveness of objective natural phenomena, as well as an understanding of the value and uniqueness of each of them.

Nature as the basis of the ecological and aesthetic consciousness of a preschooler

An important factor influencing children is systematic, purposeful educational work, in which the process of becoming familiar with nature occupies a special place.

Outstanding figures of the past saw in nature a powerful source of knowledge, a means for the development of the mind, feelings and will. The idea of the enormous educational significance of materialistic ideas was formulated: “It seems to us that it is almost impossible to educate ... powerful mental development without natural science; no branch of knowledge so accustoms the mind to a firm, positive step, to humility before the truth, to conscientious work, and, more importantly, to conscientious acceptance of the consequences as they will turn out, like the study of nature ... "Collected works. T.3. - M., 1972. P. 236..

The Russian teacher attached great importance to nature as a factor in raising children from an early age, paying attention to the positive impact of nature on the psyche of children, on their comprehensive development in the process of communication with nature. “The logic of nature is the logic most accessible to children - visual, undeniable. Every new subject makes it possible to exercise the mind with comparisons, to introduce new concepts into the area of already acquired ones, to bring studied species under one genus.” Selected Works. - M., 1968. P. 207.

Quite a lot of modern teachers deal with issues of environmental education and education of preschool children. The creative search of teachers and psychologists in a number of programs is aimed at developing in children an aesthetic attitude towards nature and the world around them.

and “Semitsvetik” is aimed at the cultural and ecological education of children, the development in them of the principles of spirituality, a rich, creative, self-developing personality. The authors believe that how a child learns to think and feel the natural world around him, how he perceives the values of world culture, determines how he will act and what actions he will perform. The program involves joint creative activities of children and adults in kindergarten, children's studios or in the family.

Koptseva “Nature and the Artist” combines the formation in children 4-6 years of age of ideas about nature as a living organism and the development of their creative activity. Using the means of fine art, the author solves the problems of environmental and aesthetic education of children, introduces them to world artistic culture. The blocks of the program - “The World of Man” and “The World of Art” - through a system of creative tasks, develop in preschoolers an emotional and value-based attitude towards the world, as well as their own creative skills and abilities

This group also includes the “Sense of Nature” program, intended for educating preschoolers aged 4-6 years in additional education institutions. The goal of the program is to develop, through the emotional sphere, a cognitive interest in nature and a desire to communicate with it.

Ryzhova’s “Nature is Our Home” is aimed at raising a humane, socially active and creative personality of a 5-6 year old child, with a holistic view of nature, with an understanding of man’s place in it.

Without a developed ability of aesthetic moral perception, a holistic representation and essential knowledge of a natural object, phenomenon as aesthetic, characteristic, perfect in its kind is impossible. Without this, its correct assessment is impossible, not only from the standpoint of selective taste relations, but also the solution of certain cognitive, labor, and creative tasks facing a person.

The study of the emotionally charged attitude to nature among preschool children made it possible to identify the basis for the activation of this attitude, as well as the conditions that prevent the extinction of sensory-aesthetic interest and aesthetic vision of natural objects and phenomena. The very content of aesthetic vision, in addition to reflecting the basic sensory characteristics of a phenomenon, presupposes admiration of its material properties, an emotional and aesthetic experience of the expressiveness of both the holistic phenomenon and specific details.

In aesthetic vision, the most important features of human activity appear in direct form - the objective, generally significant characteristic of a phenomenon; aesthetic, emotional - evaluative attitude towards a phenomenon as an expression of the human way of perceiving the world. The lack of the ability to aesthetically see natural objects affects the inferiority of the individual’s ecological consciousness. The formation of an aesthetic attitude is based on the ability to aesthetically evaluate the diverse forms of material phenomena and their sensory properties.

The methodological basis for the formation in the pedagogical process of a sense of nature, which is the basis of the child’s ecological and aesthetic consciousness, is the theory of reflection, which puts sensual and abstractly logical knowledge into a single connection and sequence, ultimately turned back to practice, that is, the sensory objective activity of a person. It is extremely important to preserve this principle in the unity of aesthetic and environmental education and education of preschool children.

Disharmony of sensual and abstract, rationalistic information in the process of personal development negatively affects the results of development, the behavior of the individual, his relationships with the outside world, people, and the system of value orientations.

As a result of the influence on the formation of aesthetic emotions, judgments, and the activation of creative activity of an aesthetic nature in preschoolers in relation to nature, their emotional and positive attitude subsequently transfers to other types of activities that include natural objects - educational, cognitive, and labor. In this process, the formation of components essential for ecological culture also occurs, which emphasizes the importance of aesthetic motives in the environmental activities of the individual.

Specialists in preschool education (L. Schleger, V. Schmidt, D. Lazutkina, E. Tikheyeva, R. Orlova, A. Surovtseva) and figures in general psychology, pedagogy, physiology (S Shatsky, P. Blonsky, E. Arkhin, K. Kornilov, etc.). Reports on these issues were made by specialists whose activities were not limited to narrow methodological research; they knew the theory very well and had experience working with children (G. Roshal, V. Shatskaya, M. Rushel, N. Dolmanova, etc.).

The study of their experience shows that by developing the aesthetic attitudes of preschoolers, their ecological culture can also be formed.

Not every activity can directly reveal the aesthetic properties of nature for preschoolers. In order to learn to appreciate the beauty of plant forms, the grace of animals, the contrasts of color and light, the symmetry of phenomena, the harmony of sounds, the properties of space and time, one must participate in their knowledge, both sensory and abstractly - logical. This means that educators should involve preschoolers in observing the properties of landscapes, organize exercises that develop auditory and visual perception, the ability to analyze and generalize their own impressions and assessments.

The task of a teacher who develops an aesthetic attitude towards nature in his pets is, first of all, to direct children to encounter beauty and organize appropriate cognitive activities. It is necessary to develop a system of aesthetic-cognitive tasks and exercises, organize a number of aesthetically educational situations that encourage children to perceive, comprehend, evaluate cognizable objects as beautiful, expressive, etc. The aesthetic properties of the environment should be brought to the fore in cognition in order to awaken an attitude specifically to them.

For preschoolers, nature that has not yet been known is something whole, unified, evoking immediate, vivid emotions. In their life experience, the accumulation of the “first” vivid perceptions, observations, and experiences received in communication with nature has not yet been completed; for each, it opens up in special, individual, personally significant life circumstances.

The accumulated sensory impressions, assessments, and knowledge are being comprehended; the simplest systematization, analysis, generalization, and the formation of concepts and judgments about natural phenomena begin. At this stage, direct emotional and aesthetic assessments of phenomena are combined with the awakening of an intellectual, aesthetically colored sense of surprise in connection with the very act of cognition, the revelation of the secrets of nature.

When working on aesthetic education through the means of nature with preschool children, the teacher must be well aware of the characteristics of this age. Children of this age have a great desire for independence. They want to see everything, discover everything themselves. This interest encourages children to be active. But its direction in relation to nature can be different: some of them can destroy nests, shoot birds with slingshots, while others can breed fish and care for pigeons.

Preschoolers need to observe and note the beauty of forests, fields, gardens, and notice the beauty of individual phenomena and objects of nature:

- dark clouds, bright stars, silvery fish, colorful pebbles in the aquarium, etc.;

- look at frost patterns on the windows, snowflakes, notice the sparkle of snow;

- distinguish and compare the shapes of flowers and leaves, notice the relative size and color, shapes of objects;

- perceive the beauty of sounds in nature: the sound of the wind, the rustling of leaves, the ringing of spring drops, the singing of birds;

- distinguish and be able to compare the most characteristic features of seasonal changes in nature (colors, smells, sounds);

- notice how nature is transformed as a result of human labor (planting trees, flowers).

Excursion as a form of aesthetic worldview

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One of the forms of aesthetic education is an excursion

Therefore, many teachers (and others) try during excursions not only to give children environmental knowledge and instill norms of environmental behavior, but to instill in them a sense of beauty. For example, he believes that “forming a responsible attitude towards nature in children is a complex and lengthy process. Its result should be not only the mastery of certain knowledge and skills, but the development of emotional responsiveness, the ability and desire to actively protect, improve, and ennoble the natural environment." How to introduce children to the rules of behavior in nature. //Primary school.-2006.- N8.- C. 40-46..

The method of targeted excursions into nature will help teach children to see the beauty of their native nature, peer into it, and acquire communication skills with it.

Excursions provide good material for the education of aesthetic feelings, a materialistic worldview, dialectical understanding, ecological connections, the unity and integrity of natural complexes.

On the excursion, children observe the surrounding nature and get acquainted with the work of people in different seasons. Most often, the main purpose of the excursion is to form ideas about objects and natural phenomena in a real environment.

The main tasks of the aesthetic development of children on excursions:

1) Give children the opportunity to see and hear the world around them;

2) Give basic concepts about the relationships in this world;

3) Educate, “clarify” the feelings of a little person;

4) Check the possibility of using the developed system of classes aimed at developing the aesthetic perception of preschoolers by the means of nature;

5) Develop the ability to distinguish shades of color and sound, to feel unity with nature.

Older preschoolers should gradually show creative imagination and independence, constructing buildings from snow, making bouquets of flowers, observing natural phenomena during a walk, on their own initiative, remember and sing the appropriate song, read a poem, and figure out how to use natural material.

Older preschoolers are characterized by curiosity and emotional responsiveness, which determines the nature of their relationship to nature. The predominant aesthetic motive is, however, in most of the answers, children operate with moral and aesthetic motives for their relationship to nature: “Plants make everyone happy”; “We like them”, “They decorate the city”; “Make our life beautiful”; “The forest is our friend”; “It would be boring to welcome spring without birds.” At this age, children comprehend and reevaluate their previous experience in relation to nature: “I did something bad when I was little”; “When I was little, I didn’t know what nature was, but now I understand that nature must be protected.”

By observing various natural phenomena in natural conditions, children acquire knowledge, they develop a perception of the various colors and sounds of their native nature. They mark seasonal changes.

In early spring, the teacher draws the children's attention to the awakening of all living things from winter sleep - the swelling of the buds, the appearance of the first, quickly greening blades of grass, snowdrops. Children watch the silvery catkins of alder and willow appear. Admiring nature, children, together with their teacher, recall its poetic images, captured in the poems of S. Marshak, Y. Korinets and others.

At the beginning of the excursion, the teacher draws the children’s attention to the beauty of the surrounding nature, teaches them to peer into the richness and variety of shapes, shades of color, listen to the sounds of nature, enjoy the smell of mown grass, fallen leaves, wild and forest flowers... During the excursions, children get acquainted with a variety of plants and animals in natural conditions, learn to notice the changes that occur in their lives with the change of seasons.

On this basis, some natural relationships are revealed and it is shown what kind of human help certain plants and animals need. Whenever possible, practical participation of children in nature conservation is organized (for example, feeding birds). When conducting excursions, it becomes possible to introduce children to environmental rules of behavior in real conditions, using specific examples.

An effective method for developing a moral and aesthetic attitude towards nature is the formulation of problem situations during excursions.

Cognitive situations are more often offered by the teacher. For example, he shows a picture: in a snowy forest clearing there are traces of a squirrel, a hare, mouse holes in the snow are visible, maple and linden fruits, eaten cones, gnawing on aspen bark.

Questions are posed: what animals have been here? What can you tell about them from this picture? The children are prepared to answer, since they received the necessary knowledge in previous classes.

The success of an excursion to the forest mainly depends on the teacher’s ability to build his story, using traces of animal activity, describing the life of plants, studying the relationship in which plants and animals live.

Knowledge about natural phenomena gained on walks and excursions is deepened and supplemented in artistic and speech classes. Previous experience of living communication with nature gives the child the opportunity to more easily comprehend and emotionally perceive a story, poem, fairy tale, and encourages him to express his attitude towards them. Listening to observed natural phenomena, the child compares reality and artistic images, and more clearly feels the beauty of natural phenomena.

Conclusion

It is difficult to imagine the aesthetic education of children without involving nature as an assistant to the teacher - this most natural source of beauty. Nature is not only a great teacher and a great educator.

If you approach the work of forming the aesthetic taste of preschoolers from the point of view of non-traditional approaches, then the process of forming aesthetic taste can be made more natural and effective. Based on the basic program, you can develop a set of classes aimed at improving the aesthetic education of preschoolers using the means of nature, and you can get the following results:

— increase the level of aesthetic development of preschool children;

— provide an integrated approach to the harmonious development of preschool children;

- establish a connection between aesthetic education and all aspects of the educational process;

— increase the effectiveness of educators’ work in developing children’s cognitive interest in the beauty of the world around them;

- obtain high indicators in the development of the preschooler’s personality as a whole.

It is necessary to cultivate in children the ability to understand nature as it really is, with all its natural properties, so simple and at the same time great in their harmony. To do this, you need to be able to observe, analyze and generalize: to see the past in the present, to predict a future field of beautiful flowers in a single grain and, most importantly, to understand with your mind and heart the law of the unity of living and nonliving, past, present, future, to understand that neglecting the eternal laws of universal connection of phenomena can lead to the death of life on earth. And therefore, the task of every person is to protect nature not only for the sake of their own well-being, but also for the sake of future generations.