Communication of a child with nature is the most important means of educating a personality. Man's communication with nature Communication with nature will always be
Communication between man and nature V. Fedorov has wonderful lines: In order to save ourselves and the world, We need, without wasting years, Forget all cults and introduce the Infallible cult of Nature. Man always seeks to communicate with nature. Nature not only gives people food and other means necessary for life, but also helps them to learn new things, to see the beautiful, to become kinder and more observant. How does this communication take place? Everyone has their own way of interacting with nature. One takes a fishing rod and spends many hours with it on the river bank; another goes with a basket to the forest for mushrooms; the third goes with a backpack to unfamiliar lands. Everyone wants to see, hear, feel something of their own and keep forever the impressions of the meetings, the sharpness of the experienced emotions, the warmth of the summer rays of the sun. But the more people gravitate toward communion with nature, the more difficult it is for her to resist them. Apparently, the time has come to think seriously about the fact that such dates are not possible everywhere, not always and not for everyone. People need to be prepared for a meeting with wild - big - nature. Prepare as carefully as a pilot or captain is prepared before he is entrusted with the helm. This requires new, adapted to modern conditions, forms of contact with birds, animals, forests, rivers, communication in small nature: in a suburban park, suburban area or suburban forest. Another form of contact can be communication with the living at home. Many seek to have certain plants, fish, birds, turtles or animals in their apartment. Such a piece of wild life always becomes an object of close observation, a source of knowledge. Of course, only those animals that tolerate captivity well and are very numerous should be taken into the house. Not all animals suffer from encounters with humans. On the contrary, for some of them, people have provided additional opportunities for life through their economic activities. And their number not only does not decrease, but even, on the contrary, increases. There are many such types. Therefore, it is with their help that one can and should comprehend the basics of communication with living objects. Learning to feel and understand their needs, everyone will know how to harm this or that wild creature in the wild and how, getting into the forest, not to cause harm. To be able to help the living is undoubtedly more important than to want to help without being able to do so. Man can never exist without nature. ... And nature can do without us. We must remember how much joy the world around us gives us: a blossoming bud, the rustle of rain, the radiance of the sun, the greenery of foliage - how can one not love this? We and nature are one big family and should live together! The work was completed by: Kurmanov Ruslan, Yunyakina Vika
The first thing a child’s knowledge of the world begins with is an affectionate maternal smile, a quiet lullaby, kind eyes and warm maternal hands. The kid is growing. As his thinking develops, he begins to comprehend the fact of the existence of two worlds - "the world inside me and the world around." It is from the realization of this fact (the existence of the external world and its internal image) that the child first has a sense of himself as an individual, and the contradiction between these two worlds prompts him to expand his knowledge of the surrounding reality through communication. “Years of miracles” is what researchers call the first five years of a child's life. Nature is the most important means of education and development of preschool children. It leaves a deep imprint in the soul of the child, influencing his feelings with its brightness, diversity, dynamism. The formation of children's ideas about nature occurs in direct contact with it. Therefore, as a teacher, I set myself the goal of creating conditions for the formation of a consciously correct attitude to natural phenomena and objects, the ability to love, protect and admire the beauty of native nature, and educate its defenders. And in order to love and protect nature, you need to know it, therefore, in order to achieve my goal, I solve the following tasks:
- the formation in children of ideas about nature, about its objects and phenomena (their signs, properties), as well as the connections and relationships between them;
– education of labor skills and skills of students in caring for plants and animals;
- education in children of a loving, caring attitude towards nature through systematic, purposeful communication of preschoolers with the environment.
To achieve this goal, I use ecological space, which includes a corner of nature, the territory of the subdivision, a nearby reservoir and a park. The natural corner organized in the classroom gives preschoolers the opportunity to make interesting observations, take care of animals and plants throughout the year. Permanent residents of the natural corner are indoor plants, aquarium inhabitants, parrots, turtles, hamsters, and there are also temporary inhabitants: earthworms, fish fry, birds, etc. For work, I have collected children's books by natural history writers and rich illustrative material that kids have the opportunity to view. Also, I organized a mini-laboratory (test tubes, magnifiers, soil, sand, drainage, etc.) for experiments, experiments and observations. Starting from the age of 4, children note the state of the weather, record the growth and development of plants in observation diaries, and observe the planting of vegetable crops.
Our division is located away from the city in a green area. On its territory there are flowerbeds and rabatkas, flowerpots with flowers. Children grow seedlings of flowers on their own.
In the process of work, I not only introduce children to environmental objects, natural phenomena, but also form generalized ideas about the classes of animals, about the connections and relationships between natural objects.
In my work on environmental education, I rely on the methodological manual of S.N. Nikolaeva "Education of environmental culture in preschool childhood." In addition, I use N.A. Ryzhova’s textbook “Not just fairy tales”, which in an entertaining way introduce children to natural phenomena, their relationships, the problems of human influence on nature, as well as the works of natural historians: M. Prishvin, K. Paustovsky, I. Tokmakova, V. Bianchi, E. Charushin and many others. Be sure to look with children at the paintings of such artists as I. I. Shishkin, I. I. Levitan, A. K. Savrasov, I. F. Yuon and many others.
In recent years, I have been paying special attention to conducting elementary experiments and experiments with natural phenomena (experiment with water and snow, experience with beans, experience with fish), which allows children to enrich and replenish their knowledge with new discoveries, develop observation, logical thinking, speech of the child , cultivate interest and love for nature. During the observations, I noticed that the guys began to reason more, argue, draw conclusions, ask questions. How happy children are when a pea buried in the ground has sprouted, how many feelings are waiting, when (tomorrow, the day after tomorrow) a cucumber will be tied from a flower, and how many emotions and delight on the faces of children. How can the most beautiful picture book, the most entertaining story of a teacher, replace the joy of communicating with nature? It gives the child more vivid ideas, gives rise to unforgettable impressions of a sense of satisfaction. From the first steps of the child's conscious life, it is necessary to draw his attention to the cause-and-effect relationships between objects and phenomena of the surrounding world, ensuring that the little person can see. Sukhomlinsky said that the ability to see, the ability to notice something that at first glance does not differ in anything special - this, figuratively speaking, is the air on which the wings of thought rest, and the primary source of reason, thought, thinking - in the world around, in those phenomena that pique his interest. It is worth going for a walk with the child, drawing his attention to the trees, large and small, to the green moss growing on one side, away from the sun. The child begins to ask questions: “Why is this so?”. He does not yet have a stock of knowledge, but he has an interest and a desire to learn, to discover new things. A lot of questions are asked by the child and most of them on the knowledge of the world around him and himself. Why are we breathing? Why is air needed? Do fish have a heart? Does a flower hurt when you pick it? And many other questions." The more the child opens up in the world around him, the more he sees the incomprehensible and mysterious. And the more questions he raised, the more he would see around him during his early childhood, the smarter he would be, the sharper his eyes and the sharper his memory.
Labor in nature is the most accessible and significant result. Caring for plants and animals, the child takes care of nature. Including children in labor activity, the knowledge and application of the acquired knowledge develops. On the territory of our division, beautiful flower beds have been laid out and a variety of trees has been preserved. And all this thanks to the hard work of children and adults. Nature is full of extraordinary wonders. She never repeats herself. M.M. Prishvin wrote: “A new spring never comes again, such as it was, and summer, and autumn, and new winter will come not as they were.” It is necessary to seek and find with children this new thing in what is already known, seen. In the biography of the famous children's writer and artist E. I. Charushin, we read: “And the sunrise, and the morning mists, and how the forest wakes up, how the birds sing, how the runners creak in the cold - I loved and experienced all this from childhood. My mother taught me to look from some other side and marvel at the power and beauty of nature and all its diversity and magnificence. And if I am now an artist and a writer, it is only thanks to my childhood.”
The perception of nature helps to develop such moral qualities as cheerfulness, a sensitive attentive attitude to all living things. A child who loves nature will not thoughtlessly pick flowers, destroy nests, offend animals, and will try to protect nature.
For myself, I noted: it is very important to help the child get the answer to his questions, then his knowledge will be stronger, and the feeling of joy will push him to further observations. By showing experiments to preschoolers, I explain to them how important it is not to harm and damage plants and animals. I pay special attention to the development of skills to purposefully conduct observations and analyze natural phenomena.
I continue my pedagogical activity on the methodical theme “Communication of a child with nature is an effective means of educating a personality” with younger schoolchildren. To do this, I have developed a new adapted educational program "Young Ecologist".
Each lesson of the educational program "Young Ecologist" is built taking into account the theory of knowledge. In addition, the motto of each lesson and the entire program is the words of Joseph Cornell: "Knowledge of Nature should be permeated with joy!" The knowledge of ecology is carried out in direct contact with nature. Such communication is organized by me in the process of cognitive, gaming, labor and other activities. All this is necessary and effective in the education of caring masters of nature.
In my work with children, I use a variety of methods and forms of education: lectures with elements of conversation, work with natural objects, experiments, excursions, promotions, mini-performances, quizzes, questionnaires, practical exercises, movie screenings.
For the development of the cognitive creative abilities of children (concentration of attention, observation, thinking, imagination), together with the children, I organize: raids in the area of our residence and its environs in order to get acquainted with the flora and fauna, an excursion to the nearest reservoir, excursions to the forest and park; exhibitions of handicrafts made from natural materials, contests of autumn and winter bouquets, contests of drawings, posters, ecological fairy tales, poems, etc.
Practical classes organized by me (such as planting greenery in the natural environment, activities to improve the adjacent territory, etc.) help to form in students such qualities of character as will, diligence, and the desire for cognitive difficulties.
I firmly believe that the main condition for the formation of environmental responsibility in relation to the environment is communication with nature. In order to form a positive attitude towards nature in a child, I regularly conduct thematic conversations about the rational use of natural resources.
Preserving the health of the younger generation is the most important task for everyone. In conditions of further deterioration of the state of the environment, the solution of this problem is especially important, so I have strengthened the hygienic and physical education and upbringing of children, which contributes to the preservation of health. As part of the Young Ecologist educational program, I have developed classes in which children play outdoor games, which contributes to their physical activity.
Since school-age children are characterized by high cognitive activity directed to the world around them, they are interested in a wide range of phenomena of social and natural reality. They seek to communicate with nature. To meet these needs, I introduced the environmental course "Human Health and the Environment" into the educational process. Within the framework of this course, environmental events, environmental games, environmental evenings, autumn balls, holidays dedicated to the dates of the environmental calendar are held: Bird Day, Earth Day, etc. For example, in order to increase the interest of pupils in natural phenomena and the aesthetic perception of the world around me, I conceived and carried out the environmental action “Wake up, Earth!” Dedicated to Earth Day. The children, together with me, worked to clean up the territory from the garbage left after the winter, dug trees, organized flower beds, and they did it with great desire and without coercion.
During the school year, ecological landings are carried out with students to clean up the surrounding area “Live and Rejoice”. We took part in the city environmental campaign to clean up the territory of the "Clean Territory" arboretum. In joint activities, children are laid and develop such qualities as independence and responsibility, children learn to make a decision and bear responsibility for it.
The joint activities of teachers and students in landscaping and landscaping organized by me make it possible to instill in children of primary and secondary school age a love for their small Motherland. Showing care and organizing joint work, I, as a teacher, not only pass on experience and knowledge, but by my practical example and my attitude I show my civic position, which undoubtedly forms a new level of self-awareness in children. It seems to me that such a pedagogical position contributes to the formation of the desire to help loved ones.
Man always seeks to communicate with nature. Nature not only gives people food and other means necessary for life, but also helps them to learn new things, to see the beautiful, to become kinder and more observant.
Everyone has their own way of interacting with nature. One takes a fishing rod and spends many hours with it on the river bank; another goes with a basket to the forest for mushrooms; the third goes with a backpack to unfamiliar lands. Everyone wants to see, hear, feel something of their own and keep forever the impressions of the meetings, the sharpness of the experienced emotions, the warmth of the summer rays of the sun. But the more people gravitate toward communion with nature, the more difficult it is for her to resist them. Apparently, the time has come to seriously think about the fact that such dates are not possible everywhere, not always and not for everyone.
The invasion of countless hordes of berry pickers, mushroom pickers and tourists into the suburban forests of the city of Vladimir, thousands of amateur fishermen on the shores and ice of reservoirs of the Vladimirm region are already becoming an unacceptable luxury - for the most part they are not prepared to communicate with wildlife. So many people harm her without even knowing it.
People need to be prepared for a meeting with wild - big - nature. Prepare as carefully as a pilot or captain is prepared before he is entrusted with the helm. This requires new, adapted to modern conditions, forms of contact with a bird, an animal, a forest, a river - communication in a small nature: in a suburban park, suburban area or suburban forest.
Another form of contact can be communication with the living at home. Many seek to have certain plants, fish, birds, turtles or animals in their apartment. Such a piece of wild life always becomes an object of close observation, a source of knowledge. Of course, only those animals that tolerate captivity well and are very numerous should be taken into the house. Not all animals suffer from encounters with humans. On the contrary, for some of them, people have provided additional opportunities for life through their economic activities. And their number not only does not decrease, but even, on the contrary, increases. There are many such types. Therefore, it is with their help that one can and should comprehend the basics of communication with living objects. Learning to feel and understand their needs, everyone will know how to harm this or that wild creature in the wild and how, getting into the forest, not to cause harm. To be able to help the living is undoubtedly more important than to want to help without being able to do so.
The life of birds can be studied in the wild. This is what most ornithologists and nature lovers do now. But for any researcher, if only he is seriously engaged in the study of bird ecology, sooner or later there is a need to get a bird in his hands. The gun is a bad helper here. It will not be able to satisfy either a specialist biologist who needs to examine just that one, perhaps the only individual, or an amateur who wants to study a bird by contacting it. After contact, the bird must remain alive. There is only one way out - to catch, look and release.
This section of the site was created in order to bring a person who loves nature closer to the world of birds, to help, first of all, a city dweller, to take a piece of great nature into his home without damaging it, to acquaint nature lovers with one of the most fascinating and emotional types of recreation - catching birds, a kind of Russian national hunting, unfortunately, quickly fading into our XXI century. And if I'm lucky, maybe there will be at least a few more people who have come to know and love birds with a reasonable love.
Many will think: “Strange!? Catch birds. Put them in cages. This, of course, contradicts the ideas of nature conservation.” With this column, I hope to convince the site visitor of the opposite. Just because we bird lovers, ornithologists, love birds, we keep them at home. We keep in order not to part with them for a day or an hour, in order to save the wounded and sick from death, we keep in order to study in order to understand how best to protect them.
Birds often create a lot of difficulties and troubles: you can’t leave the house when you want - you need to feed, water, turn on and off the light on time, stay awake at night, calming them during the period of migratory anxiety, treat and just observe in order to notice all the problems in a timely manner. But on the other hand, when you see a bird in nature, you notice so much in it that only a person who caught a bird, kept it in captivity, and taught it to live at home can notice. This seen and understood makes you work 20 hours a day and do many things that "normal" people would consider unworthy. But it is this life that I consider the best of those that fate could give me.
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Nature is a kind of absolute for a person, without it a person's life is simply impossible, this truth is not obvious to everyone, judging by how people care about nature. A person receives everything necessary for life from the environment, nature provides the conditions for the prosperity of all forms of life on earth. The role of nature in human life is fundamental. It is worth mentioning peremptory facts and looking at specific examples of what nature gives a person. In nature, everything is interconnected, one element will disappear, the whole chain will fail.
What gives man nature
Air, earth, water, fire - the four elements, the eternal manifestations of nature. It is not worth explaining that without air, human life is simply impossible. Why do people, when cutting forests, not worry about new plantings, so that the trees continue to work for the benefit of air purification. The earth gives a person so many benefits that it is difficult to count: these are minerals, the ability to grow various crops with the help of agriculture, to live on earth. We get food from the bosom of nature, whether it is plant foods (vegetables, fruits, cereals) or animal foods (meat, dairy products). Material goods have the source of raw materials of the blessings of nature. Clothing is sewn from fabrics based on natural materials. Furniture in houses is made of wood, paper is made of wood. Cosmetics, household chemicals are based on plant components. Water is embodied in oceans, seas, rivers, lakes, underground waters, glaciers. Drinking water satisfies the needs of people around the world, people are made of water, which makes a person unable to live without water even a day. It is impossible to imagine life in everyday life without water: with the help of water, people wash, wash, wash anything, water is indispensable in production. Nature gives man heat in the form of fire, wood, coal, oil and gas are also sources of energy.
Nature energizes a person, inspires him to new achievements, fills him with strength. What are the sunsets and sunrises, the moments are filled with great meaning, the end of the day and the beginning of a new one, when everything becomes possible, despite the past day. The sun is a source of joy, happiness, remember in sunny weather, somehow everything around is especially beautiful. The sun gives life and development to all life on earth. There are people who have given up their usual food and feed on solar energy.
Nature is able to restore human strength after exhausting mental or physical work, it is not without reason that many people go to rest in the mountains, in the forest, to the ocean, to the sea, river or lake. The harmony of nature brings balance to the frantic rhythm of human existence.
Staying in nature in one of the above areas has a positive effect on human health, headaches disappear, the general condition and well-being of a person improves. It is not for nothing that many people like to spend time in nature. These forms of leisure include: camping, picnicking, just a trip out of town for a couple of hours. In places remote from the bustle of the city, you can upgrade, sort out thoughts, feelings, emotions, look inside yourself. A lot of unique herbs, flowers of trees surround a person, giving fragrance and benefits, take the time to enjoy, admire them.
People are inextricably linked with nature, she takes care of him throughout the entire existence of a person, why does a person only take and give nothing in return. People pollute the environment every day, thoughtlessly handle the gifts of nature. Perhaps it’s worth stopping, thinking, since nature gives so much to a person, isn’t it worth reciprocating and taking care of her as reverently as she takes care of us.
Spending a lot of time with people who have daily contact with nature, you can notice the most interesting thing - such people are unusually satisfied with life and peaceful. They have no doubt that their life has purpose, direction and meaning. Let's try to figure out why. And let's start with the philosophy of futility, a phrase coined in 1928 by Columbia University marketing professor Paul Nystrom to describe the trends created by modernity.
Here are the words of Paul Nystrom himself:
At present, many Western nations have departed from the standards of religion and philosophy of old, but because they have not been able to develop an effective system of worldview to replace them, they have begun to adhere to views that, for lack of a better definition, can be called the philosophy of futility. This view of life (or the lack of a view of life) implies an assessment of the motives and goals of a person's main activity. There has always been a tendency to seek the purpose of life in itself. This lack of life purpose has an impact on the sphere of consumption, which is similar to the narrow life interest, that is, the concentration of a person's attention on superficial things, which includes mainly high-society consumption.
Little has changed since these words were written. Only that neuroscientists have recently proven that Nystrom is only partly right.
"Purpose" is a difficult word to research. It certainly has an extensive abstract component, and most researchers agree that the concept of “happiness” is one of the main ones. When the Dalai Lama says, “The purpose of life is to be happy,” he literally means it. To live with a purpose in life means to be happy - the first gives rise to the second and in no case vice versa. So, while we can do little with the complex science of purpose, we do know a little more about happiness and can, at least in a non-strict sense, figure out its sources.
There are a number of neurochemicals responsible for happiness, most notably dopamine. It is connected to the body's need/reward system, which means that when you fulfill a basic survival need, the brain also gives you a dose of dopamine to stimulate that behavior.
And this is a great reinforcement of the reflex.
Cocaine, widely known as the most addictive drug, is nothing more than a drug that causes the brain to fill up with dopamine and then block reuptake (much like Prozac blocks serotonin reuptake). The main idea of all this is to point out that dopamine is apparently the most powerful of the neurochemicals responsible for the state of happiness, while emphasizing that drug use is deadly to health.
Previously, scientists believed that dopamine was released simultaneously with reward, which means that along with the long-desired thing, you also get a dose of dopamine. But a few years ago, Reed Montege, a neuroscientist at Baylor College, using powerful brain imaging technology, found that we don't get dopamine when pursuing an object of desire; dopamine is released when we risk getting the object of desire.
Thus, dopamine is a reward for risk. This means that Nystrom's idea is only partially correct. Evolutionary physiologists have long emphasized that in the days of hunting and gathering, foraging was a very risky undertaking. Finding food sources meant exploring new territories, and developing new lands meant unknown dangers. Predators could attack. One could turn over a stone in the hope of a tasty meal and get scorpion sting. I needed motivation. It was dopamine.
And here Nystrom was definitely mistaken.
Read any of the world's sacred writings, from the Bible to the Bhagavad Gita, and you will immediately understand that the ancient people surveyed the world and their lives in a strikingly cyclical way.
In fact, this recurrence was often celebrated among the indigenous population and in a mutated form is still celebrated today - Christmas has always been a winter solstice holiday and Easter a spring rite (which, incidentally, explains why we love eggs and chocolate bunnies at Easter: spring rites - these are fertility rituals, and rabbits love ...).
The fact is that modernity is not too monotonous, it is too safe. The outside world is a living environment, often violent, always unpredictable. By rejecting close contact with nature, modernity deprives us of risk, and, as neuroscientists say, we also lose some of our happiness.
The logic is a bit twisted, but the fact is that foraging for food was a daily dangerous activity; by going to the grocery store, you lose the chance of being eaten by some predator for lunch and thus deprive yourself of one of the essential chemicals needed for happiness.
But back to the goal. Most people think that the problem is what to choose. "I don't know what my goal is" - the repetition of the philosophy of futility - is the most familiar saying. But there is an implied causality here, and that may be the problem.
Our modern idea is that we ourselves are looking for our own motive (goal), and then we fight for it - this is the order of things. This implies that the contemplation stage (setting a goal) precedes the risk-taking stage (fighting), but this is a modern adaptation.
In more primitive societies, teenagers participated in what were called "bone games." These were sacred rites of acceptance into adulthood that still exist in rudimentary form today, although they are now risk-free and are called "validation" or "bar mitzvah."
In the usual dice game, the applicants for entry into adulthood were tested for visual acuity, that is, they went into the wild forest with the intention of confronting danger, and they returned with a goal. This has always happened, and dopamine can be involved in this too.
Dopamine is not only responsible for happiness and reaction time, it also slows down the pattern recognition system, which is the part of the brain that tells you what your goal is.
It seems that "goal" may be a vague metaphysical word, but still, with a high degree of certainty, we can say that neurochemistry in the form of dopamine is behind this metaphysics. And contact with nature is the easiest way to get into this neurochemistry, making it the most reliable path to life's purpose and happiness.