1. Infiltrate into daily life.
Closely combining environmental education with the cultivation of children's daily habits is one of the characteristics of children's environmental education and one of the ways to cultivate children's good behavior habits. We make full use of all aspects of daily life and strengthen the cultivation of children's daily behavior habits. Kindergarten activities are colorful, including games, labor, observation, life activities and so on. In these activities, we consciously carry out environmental education. For example, let children know children's songs and stories, carry out conversation activities, and initially understand the impact of the environment on human beings. Teachers can also use the opportunity of children washing their hands to carry out water-saving education. First, teach children how to wash their hands correctly and save water, and cultivate the habit of tightening the faucet after using it. Then, they can hold a discussion, such as "What if there is no water?" Let children know that people, animals and plants can't survive without water on the earth, and let them know that water is hard to come by. If you don't save water, the consequences will be unimaginable. Educate children to cultivate good habits of saving water from childhood.
People's behavior in daily life is a process of constant repetition and reinforcement, from unconscious to conscious action. In this process, there is always contact with the environment. According to the content of children's daily life, our garden proposes to learn to eat correctly and not to drop rice grains; Don't litter everywhere, learn to recycle and classify garbage; Do not urinate anywhere, learn to take the initiative to go to the toilet; Don't speak loudly, learn to speak lightly, walk lightly and do things lightly; Don't waste water, learn to turn the tap on and off. Over time, these requirements are gradually internalized into children's conscious behavior under the action of external forces, and children's civilized and healthy living habits are cultivated.
2. Infiltration in children's teaching activities.
The infiltration of environmental education in teaching activities is more systematic and comprehensive. It is the infiltration of knowledge, emotion, will and action at all levels, such as:
1, in the form of language scenes. Learn the children's song "I don't pick flowers when they look good" and educate children not to climb flowers or pick flowers indiscriminately; In the performance game, by performing "Love Small Animals-Frogs". Children feel deeply uncomfortable because humans can't find their mother when hunting frogs, which makes them hate hunting frogs, induces them to love small animals and resists the mood of hunting and killing animals indiscriminately.
2. In artistic activities, the idea of environmental education can also be fully reflected, such as creating theme paintings: "Birds Find Home" and "Who does the earth like? Let children be influenced by environmental education in aesthetic education. Inspire children to draw figures, animals, flowers, trees, sunshine, etc. And set up a beautiful and suitable growth environment for them. Some children divergent thinking, drew a black sun and black soil. When they asked why they were all painted black, the children said they were dyed black by the black smoke from the factory. Some children drew an irregular figure and drew many dots in it. The picture is simple. Ask the child what he painted. The child naively said that it was a tool for cleaning up garbage. When he put the garbage in, it was eaten. This not only gives full play to children's imagination, enriches the picture content, but also has environmental awareness.
3. We can educate the children on environmental protection with the help of their favorite TV programs and children's literature works. For example, by watching CDs and pictures, children can know the sandstorm phenomenon caused by human deforestation, the slaughter of wild animals destroys the ecological balance, the black smoke emitted by factories and automobile exhaust pollutes the air, litters and discharges untreated sewage, and seriously pollutes marine resources. Let children know some basic knowledge of environmental protection, let children easily accept the content of environmental protection and establish environmental awareness.
The third is to infiltrate into theme activities and various environmental days.
Through the theme activities such as "I am a little guardian of environmental protection", let children develop good behavior habits and a sense of responsibility for protecting the environment. Effectively cultivate children's awareness of environmental protection, and the environmental layout should be easy for children to understand. Therefore, the design should be based on drawings and paintings, and all kinds of materials, especially waste materials, should be used. We actively guide children to use the waste materials around them to create, so that children can feel the fun of creation themselves. To this end, we set up a waste recycling box in our class to mobilize parents and children to collect waste materials together. How to turn these waste materials into usable resources?
For example, eggshells are waste that we often throw away. Together with young children, we made tumblers, penguins and giraffes from these abandoned eggshells, made eggshell paintings, made flowerpots from eggshells, and planted chlorophytum, wheat and various seeds, which were both beautiful and experienced the fun of innovation. How to water Xin Wei in the eggshell? The old needles, sour milk bottles and coke bottles in the recycling box suddenly became children's treasures, which inspired the children to make holes in the bottle caps, make small watering pots, and squeeze the bottles by hand to water Xin Wei. The children had a good time.
Ladybugs, tires and hats are also made of jelly boxes; Trains and cars are made of cigarette boxes and paper boxes; Disposable plates can be seen everywhere in life. Design patterns, color, paste and decorate paper plates, and wind chimes, sailboats and decorative paintings will be done. Together with the children, we made all kinds of waste clothes with jelly boxes, waste calendars, plastic bags, sprite bottles and apple lids. The children put on these homemade clothes and walked on the stage, full of excitement and pride, and were well received by their parents.
Fourth, kindergartens penetrate into families and communities.
Environmental education for children should be carried out not only in kindergartens, but also by parents. Children are imitative and have the characteristics of unconsciousness and spontaneity. In kindergarten, the teacher is the object of children's imitation, while in family, parents naturally become the object of children's imitation, so parents are also required to start from the side bit by bit. Parents can also tell their teachers about their children's environmental protection behavior at home by recording facts, making phone calls, etc., and give them some praise, which can make their children feel successful and happy and let their environmental protection behavior continue.
Family is the main living place for children.
For children, apart from peers, the most frequent and important contact is the lifestyle and behavior of family members, especially parents, which has a subtle influence on children. Parents are the first teachers of the children. Only when kindergartens and families cooperate with each other can environmental education achieve good results. In order to reach an agreement on family education, we held a parent-teacher meeting, and our garden publicized environmental education knowledge to parents by using family contact book and parents bulletin board. Parent-child activities are also an effective form of environmental education, helping children to turn their environmental knowledge close to life into their own behaviors. As long as we make full use of parents' educational resources, respect and understand parents, and carry out environmental protection parent-child activities according to the educational content and reality, we can effectively promote the positive and benign interaction between parents and teachers, which will not only make children love education and get good development, but also make parents love education, so that the concept of "one child affects a family and one family drives a community" in kindergarten environmental protection education can take root through environmental protection parent-child activities.
Protecting the environment is everyone's responsibility.
There is only one earth, which is the home of our human existence and the cradle of our life. Protecting the earth is an inevitable choice for mankind to benefit hundreds of millions of future generations. In today's world, environmental protection has increasingly become the focus of attention. As the fundamental way to solve environmental problems, environmental education must start with children. Nature is the most intuitive and vivid education classroom in the ecological environment. By observing, comparing, measuring, collecting and sensing the diversity of life, children can discover the changes of life and understand the relationship between the growth of animals and plants and the environment. For example, we take children into nature and let them dig with shovels. The children found that all kinds of trees, flowers and crops were growing on the land, all kinds of animals were running and crawling on the land, and roots, roots and insects were found under the soil, so as to understand the relationship between animals and plants and the soil in detail and feel the importance of the soil. Life can be seen everywhere, and the materials available at hand are endless. As long as we make full use of the resources around us, we can provide a relaxed environment for children to play, enjoy and learn. This will not only help children learn to be thrifty and cherish, but also help them learn to use resources.
Modern preschool education is environmental education. The influence of environment on people's survival and development is generally inversely proportional to age. The younger the age, the deeper the influence of environment. Therefore, attaching importance to environmental education is an important subject that needs to be studied continuously in preschool education in China.