The Law “On Education in the Russian Federation”, which was adopted in 2012 and...
Svetlana Konstantinova
In summer, a garden is like a city!
It has one hundred thousand citizens:
Tomato, peas, cabbage,
Zucchini and eggplant!
Preschool childhood is the initial stage of the formation of a person’s personality, his value orientation in the world around him. During this period, a positive attitude towards nature, towards the “man-made world”, towards oneself and the people around them is formed.
A consciously correct attitude towards nature is built on a sensory perception of nature, an emotional attitude towards it and knowledge about the characteristics of life, growth and development of individual living beings.
The presence of a vegetable garden in a kindergarten contributes to the child’s direct contact with objects of nature, this is “live” communication with nature, observation and practical activities in caring for plants.
Gardening in kindergarten is a very enjoyable activity, especially in the spring, when you want to look at the colors of greenery or the first spring flowers. There is nothing more pleasant than creating a real vegetable garden under the windows of a kindergarten.
A vegetable garden in kindergarten promotes the development of curiosity and observation in children, and this helps to better understand plant life. He is able to expand children's ideas about plants as living organisms, about the conditions necessary for growth and development, develop aesthetic feelings, the ability to enjoy the beauty of grown plants and the results of their work.
The teachers responded with great pleasure and enthusiasm to the idea of creating a vegetable garden at the preschool educational institution. The first plantings brought so much joy to the children. In groups, seedlings of zucchini, cabbage, peppers, eggplants, cucumbers were grown, and pumpkin, beets, radishes, peas, beans, dill, lettuce, carrots and potatoes were also planted with seeds.
The purpose of educational activities with children in the garden is to expand and generalize knowledge about cultivated garden plants that can be grown in Siberia, caring for them, and awareness of the importance of vegetables in human life.
We set ourselves the following tasks:
Expand and clarify children’s ideas about vegetable crops and garden plants;
Teach how to care for plants, give children a clear idea of the need for light, heat, moisture, and soil for plant growth;
Develop children's cognitive and creative abilities;
To consciously form the correct attitude towards the nature of the native land, towards human work.
Collective work in the garden teaches children responsibility, develops work skills, unites children, and by mid-summer they can see the fruits of their labor.
As a result, everyone experienced great pleasure, and the children gained confidence in their abilities and the conviction that they were doing a real great job, bringing joy to the people around them.
The great Russian teacher Vasily Sukhomlinsky wrote: “The world surrounding a child is, first of all, the world of nature, with an endless wealth of phenomena, with inexhaustible beauty. Here, in nature, is the eternal source of children’s intelligence.”
Oksana Kovalenko
Dear Colleagues! As you know, “the best discovery is the one the child makes himself.” Every spring, at home on the windowsill of mothers and grandmothers, a green carpet and seedlings bloom in boxes of various shapes and colors, but children are strictly instructed not to touch these interesting plants. And the interest and curiosity grows stronger every year; the children themselves would be happy to plant a miracle plant, water it, and care for it. So we came up with the idea of creating our own vegetable garden. We have been proud of our vegetable garden for 20 years now - it is a miracle - a vegetable garden that is designed to develop the ecological values of nature.
The presence of a vegetable garden in a kindergarten is one of the conditions necessary for the implementation of environmental and labor education of children. Why do you need a vegetable garden in kindergarten? A vegetable garden in a kindergarten is needed to introduce preschoolers to nature and its seasonal changes, to organize children’s work activities, which helps children learn the skills of caring for plants.
Joint work in the garden provides an opportunity to learn responsibility, contributes to the formation of work skills and the unification of the children's team. Our garden must have a bench. There, children will be able to relax after completing work assignments. A vegetable garden in a kindergarten requires the presence of gardening equipment. Our equipment is real, safe to use, but appropriate for the age and height of children. And, the most important achievement of child labor is harvesting. Every autumn, to see the delight of children when, while harvesting, they realized that they had grown it all themselves, it’s just a small miracle for them!
As a rule, summing up the work in the garden, activities such as entertainment are held in the kindergarten "Harvest Festival", exhibition “What autumn brought us” and other.
Target: Expand children’s understanding of the world around them and instill work skills through the joint creation of a vegetable garden on the kindergarten site.
Tasks:
To form ideas about the work carried out in the spring, summer, and autumn periods in the garden.
Expand children's understanding of plant life.
Learn to observe the planting and germination of seeds.
Cultivate a caring attitude towards plants.
This is our watchman, he protects what grows in the garden.
In addition to vegetables, we grow raspberries, cherries and currants.
Our inventory.
A bench on which children rest.
We'll be glad if you liked it!
Publications on the topic:
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A vegetable garden in a kindergarten is one of the conditions that is necessary for the implementation of environmental education of children in kindergarten.
Why do you need a vegetable garden in kindergarten?
A vegetable garden in a kindergarten is needed to introduce preschoolers to nature and its seasonal changes.
In addition, a vegetable garden in a kindergarten and the feasible work of children on its territory influence the formation of elementary environmental concepts in preschoolers.
A vegetable garden in a kindergarten is also an opportunity to see the results of your work. Joint work in the garden provides an opportunity to learn responsibility, contributes to the formation of work skills and the unification of the children's team. And, of course, a vegetable garden in a kindergarten and work in the fresh air help preserve and strengthen the children’s health.
Vegetable garden in kindergarten: rules of organization
In order to create a vegetable garden in a kindergarten, it is necessary to determine a place on the territory of the kindergarten that would be located in a lighted space. A vegetable garden in a kindergarten has its own design features.
The size of the garden in a kindergarten is influenced by the local conditions of the kindergarten's location. But, it is desirable that each child has at least 0.5 m² of garden space.
To make it more convenient for children to reach the middle of the bed with their hands, the width of the bed should not be more than sixty centimeters. The length of one bed is approximately three meters.
To prevent water from draining from the garden bed when watering, you can make a wooden frame. A distance of fifty centimeters is left between the beds so that children can freely pass between them without damaging the plantings.
A garden in a kindergarten must also have a main path at least one meter wide, thanks to which children can walk to the beds, and the teacher can conduct organized educational activities and observations.
A table and bench are required. There, children will be able to relax after completing work assignments, observe plants and engage in joint activities with the teacher.
What to plant in the garden in kindergarten
A common garden in a kindergarten can be organized for children of middle, senior and preparatory groups. In common beds you can plant a larger number of garden plants.
That is, for example, if the children of the middle group plant peas, then the children of both the senior and preparatory groups will be able to observe its growth. This means that older children do not need to replant peas.
For younger preschoolers, who are characterized by instability of attention, it is more advisable to have beds in close proximity to the playground. Thus, kids can at any time observe the plants in their garden or carry out the teacher’s instructions (water peas, pick onions, etc.).
- In the younger group For planting, we select seeds of fast-growing and early-ripening crops that can be eaten in the spring and summer seasons. The main requirement for planting material: seeds and bulbs must be large in size. In their garden, children independently plant onions, peas, beans, beans, and zucchini. Small seeds of radishes, carrots, dill, turnips, and lettuce for children can be sown by older children or a teacher.
- In the middle group We grow already known garden crops, but we sow seeds of different varieties (for example, zucchini with different colored fruits) to show children the diversity of plants, their common characteristics and differences.
- We take for growing in the garden such vegetable crops as green (dill, lettuce, sorrel and others), onions (spring onions, garlic, onions), cabbages (white cabbage, red cabbage), fruits (cucumber, tomato, pepper), root vegetables (carrots, radishes, beets) and tubers (potatoes), legumes (peas, beans), cereals.
Before sowing, be sure to check the seeds for germination.
Options for planting seeds are different. You can stick sticks into the places where you need to put seeds (peas, beans) and the children, when shown by the teacher, remove the stick and put the seed in the hole. To plant onions, you can make even grooves in the garden bed.
A vegetable garden in a kindergarten requires the presence of gardening equipment. The equipment must be safe to use, real, but appropriate for the age and height of the children. To work in the garden we use shovels, scoops, buckets, watering cans, and rakes. After finishing the work, we clean the garden tools from the soil and dry them.
Classes in kindergarten in the garden
- In the younger group of children We involve you in planting bulbs and large seeds, watering beds, and harvesting.
- In the middle group In addition to the above, we teach how to use a rake and loosen the soil between the rows.
- In senior and preparatory groups The children dig up the beds and weed the weeds on their own.
We organize children's work in the garden in the following forms: individual assignments - mainly in younger groups, collective work and duty. We introduce duty in the garden to care for plants in the preparatory group. The attendants carry out daily care of plants in the garden: watering, weeding, collecting pests. If there is a lot of work, then the whole group is involved. Fresh greens grown in their garden are taken by the attendants to the kitchen for preparing children's food.
Thus, with competent guidance from the teacher, a vegetable garden in a kindergarten has a huge impact on the harmonious development of children. And, the most important achievement of child labor is harvesting.
As a rule, summing up the work in the garden, the kindergarten hosts such events as the “Harvest Festival” entertainment, the exhibition “What Autumn Brought to Us” and more.
There is space on the site for a vegetable garden, which is common to all children. Only for kids, their own beds are created adjacent to their plots. The place for the vegetable garden is chosen in an open, unshaded space, closer to the utility yard. The garden area is calculated at 0.5 m2 per child (slightly more for older children). The beds are laid out 60-70 cm wide so that it is convenient for children to reach the middle with their hands. The length of the bed is 2.5-3 m. A distance of 50 cm wide is left between the beds. A route path at least 1 m wide is laid so that it is convenient for children to go to the beds and for the teacher to conduct classes and collective observations. It is recommended to set aside a place where you can put a table and benches.
Zoned crops are grown in the garden, unpretentious and interesting to observe.
For the garden of children of younger groups, choose fast-growing, early-ripening vegetables that can be eaten throughout the spring and summer. In addition, the seeds and bulbs must be large so that children can plant them themselves. These are onions, peas, beans, radishes. Pupils in the older group can plant carrots, dill, turnips, and lettuce for the kids.
In the middle group, the guys grow the same garden crops. However, to form ideas about the diversity of plants and their characteristics, you should additionally plant different varieties of onions, lettuce, carrots, radishes, zucchini, eggplant, and watermelon.
In their garden, older preschoolers grow the following vegetable crops: green (sorrel, dill, lettuce, rhubarb, artichoke, asparagus), spicy-flavoring (peppermint, cumin, lovage, etc.), onion (spring onion, onion , chives, garlic), cabbage (white cabbage, kohlrabi, cauliflower, etc.), fruit (watermelon, eggplant, zucchini, melon, cucumber, tomato, pepper, pumpkin, etc.), root and tubers (carrots, turnips, radishes, beets, rutabaga, potatoes), legumes and corn (peas, beans, sweet corn).
A place should be allocated for growing cereals (wheat, rye, barley).
Older preschoolers should know that plants can be grown from seeds and bulbs.
Characteristics of vegetable crops that are often grown in the kindergarten garden
Broad-leaved watercress (family Brassicas, Cruciferae). The plant is early ripening, cold-resistant. Sow early in open ground. Sowing can be repeated at intervals of 7-10 days. Sow watercress on fertile soils in single rows with row spacing of 45 cm. The seedlings are thinned out, leaving the plants in the row at a distance of 8-10 cm. Suitable for consumption three weeks after emergence.
Head lettuce (family Asteraceae, Asteraceae). The optimal temperature for growing is 15-20 "C. Frost-resistant. Does not tolerate shade. Grows well in fertile, non-acidified soils. Planted with seedlings or seeds. Care consists of loosening the rows, weeding and watering.
The plant is healing. It has a calming effect on the nervous system, improves sleep, and stimulates digestion.
Rhubarb (Buckwheat family). A perennial plant with a tall—up to 2 m—erect stem. The leaves are basal, powerful, on long petioles. Cultivated throughout the country. A weed-free, well-fertilized bed is set aside for rhubarb. Reproduces vegetatively. In spring or autumn, a 4-5 year old plant is divided into parts, each of which should have 1-2 buds. During the summer, leaves with petioles are broken off 2-3 times (no more than 2/3 of the total).
Jam, candied fruits, compote are prepared from the petioles of the basal leaves, and used as a filling for pies.
Dill (Celery, Apiaceae family). Perennial plant, tall stem (48-155 cm), erect, branched, round, smooth, with a waxy coating. The leaves are alternate, pinnately divided, a basal rosette 18-36 cm high of 6-12 leaves. The inflorescence is a complex, multi-rayed umbrella. The flowers are small. The seeds are flattened, oval or elongated oval, light to dark brown in color. Cultivated throughout the country. The green mass is increased within a month. Photophilous and cold-hardy. The timing and methods of sowing depend on soil and climatic conditions. Before planting, the seeds are soaked in warm water, changing it 3-4 times. Care consists of loosening the rows and watering.
Daily consumption of dill increases appetite; fresh dill leaves are rich in vitamins.
Sorrel (Buckwheat family). A perennial plant, cultivated as a biennial or triennial. Stem up to 1 m, erect, grooved. The basal leaves are petiolate, oblong, spear-pointed at the base; stem - narrow, sessile. The flowers are small, reddish-yellow, collected in a needle-shaped inflorescence. The plant is dioecious, monocotyledonous or dicotyledonous. The fruit is a triangular nut. Sow in spring, summer or before winter in fertile soil. The soil should be slightly acidic and permeable. When leaving, weeds are pulled out and watered. Leaves that have reached 8-10 cm are cut off. After cutting the leaves, the plant is fed with liquid fertilizers.
Sorrel improves digestion, has antiscorbutic properties, and improves metabolism.
Onion (Onion family). The leaves are hollow and tubular. The flower arrow, 20-60 cm high, ends in a spherical simple umbrella. Flowers unpainted. Propagated by seeds or vegetatively by dividing the bush. The plant is winter-hardy. In early spring, as soon as the snow melts, the leaves begin to grow and after a month they are ready for food. Care - weeding, loosening. In autumn, after the first frost, all leaves are cut and removed. A good antiscorbutic remedy.
Onions (Onion family). A biennial plant with a large bulb, consists of succulent leaves formed from thickened vaginal scales. They contain all the nutrients. The top of the bulb is covered with two or three dry scales. The leaves are tubular. The flower arrow ends in an umbrella inflorescence of 300-400 small flowers. The fruit is a capsule with two black seeds (nigella).
It is grown as an annual or biennial plant, as well as by vegetative propagation. In the first method, onions are obtained from seeds; in the second, sets (small 0.7-2 cm onions) are grown, and from them the next year - onions; The third method is to plant small (10-20 g) bulbs.
Onions require fertile, light, moisture-absorbing soil. Care consists of weeding and watering. Responsive to phosphate-potassium fertilizers.
White cabbage (Craciferous family). A biennial plant with leaves ranging from small to large, lyre-shaped, entire, light green to purple, sessile or petiolate. In the second year, flowering shoots grow from the buds on the stalk. The inflorescences are long, the flowers are medium and large, yellow or white. The fruit is a pod. Seeds up to 2 mm, spherical.
The plant is light-loving and requires long days. Grow by seedlings on fertile soil. Acidic soils are not recommended. Care consists of loosening the rows, weeding, fertilizing and watering.
Widely used in cooking. In folk medicine, cabbage is used as an external remedy for burns, bruises, inflammatory processes, and headaches.
Zucchini (Pumpkin family). This is a type of hard-barked pumpkin. The leaves are large, whole or dissected. The fruit is short, cylindrical, white, light shades of green. The flowers are large and yellow. In the south they are grown in open ground on light, fertile soils. In the north-west it is grown under film cover. Sow with seeds or seedlings.
Cucumber (Pumpkin family). The stem (lash) is erect, reaches a length of up to 2 m. The leaves are alternate. The flowers are medium sized, yellow. They grow everywhere. Grows well under film cover. Heat-loving, favorable temperature 25-30 °C. Demanding on soil and air moisture. The best soils for this crop are light soils rich in organic matter.
Cucumbers improve appetite and reduce the tendency to obesity.
Tomato (Solanaceae family). The stem is from 30 cm to 2.5 m high. The flowers are collected in an inflorescence-brush. The leaves are dissected, with a strong specific odor. The fruit is a multi-locular juicy berry, from yellow to dark purple in color, round in shape. The fruits are located in the cluster. Seeds are flat, triangular-bud-shaped<>prominent, densely pubescent.
Tomato grows well in sandy and light loamy soils. In the south they sow directly into the ground. In the northern regions, seedlings are planted in greenhouses.
Carrots (family Celery, Apiaceae). A biennial plant, cultivated from the Arctic to the southern borders. The most common variety is Nantes. Demanding on the quality of tillage, which must be constantly loose. Grows best on sandy or loamy soil. Seeds germinate very slowly, so they need to be sown early or before winter. Requires frequent watering, especially in the initial stage of development.
Radishes (brassica, cruciferous family). The root is white, yellow, pinkish-red and white-tipped, round or cylindrical. Sow on fertile soils as early as possible in spring. Seeds can be glued with flour or potato paste onto narrow strips of paper, which are laid out in grooves and sprinkled with soil. Several sowings are carried out during the summer.
Turnip (brassica, cruciferous family). A biennial plant, in the first year of life it forms a rosette of leaves and roots, in the second - flowering shoots and seeds. The leaves are dissected and pubescent in most plants. The root vegetable is fleshy, flat to round. The pulp is yellow, juicy, soft. The bark is smooth. Inflorescence-scutellum. The seeds are dark brown. Cold-resistant plant. It produces good harvests on fertile, light soils. They are sown in the ground in spring and planted to a depth of 1.5 cm. Care consists of thinning and weeding.
Turnips have healing properties. Has an anti-inflammatory effect, calms the nervous system.
Beetroot (Lebedaceae, Chenopoaceae family). A biennial plant that forms a root crop with a rosette of leaves in the first year of life, and flowering stems in the second year. The flowers are small, greenish; the pericarps grow together and form infructescences or contain single seeds.
Beetroot is demanding on soils and the content of nutrients in them. It is sown in early spring, the seeding depth is 3-5 cm on light soils and 2-3 cm on heavy soils.
Used in dietary nutrition.
Sugar peas (legume family).. From the sown seed grows a shoot with a long, thin, flexible stem and feathery leaves, which consist of several pairs of ovoid leaves ending in a tendril that twists in a spiral around a support. The root goes deep into the ground, so the plant tolerates drought. Blooms with white, purple, red flowers. The fruit is a bean. Shoots appear in the first week. All phases of development are clearly traceable. The optimal sowing time is when the ground warms up to 10 °C. Seed placement depth is from 4 to 7 cm.
In the kindergarten garden, it is advisable to allocate space for growing grain crops. It is recommended to sow wheat, rye, oats, barley or other cereal crops. The development of all cereals goes through a number of phases: emergence, tillering, booting, heading.
Wheat is the most important food crop. Wheat grain is used to produce pasta and confectionery, semolina, and flour. In our country, soft and durum wheat is cultivated. Soft has winter and spring forms. Her ear is loose, the glumes are wide. The ear is awned or awnless. The grain is mealy or semi-vitreous, containing from 10 to 20% protein. Durum wheat has a larger, dense ear, always spinous. The awns are long and directed upward. The grain is large, elongated, hard. Contains up to 22% protein. This is a spring crop.
Wheat does not grow well in damp, acidic soils. The best soils are chernozems, gray forest soils, and humus soils.
Rye is grown almost everywhere. There are winter and spring forms. The culture is dominated by winter rye. Bread is baked from rye flour, and waste from flour milling is used as animal feed. This plant is undemanding to soil (can grow on acidic, sandy, swampy soils) and to moisture.
Tillering of rye is stronger than that of wheat. The heading and flowering phases are extended. Rye grain falls off easily when ripe, so harvesting begins at the end of waxy ripeness.
Barley is used as a food and feed crop. Pearl barley and barley groats, a coffee surrogate, are obtained from barley grains. Barley flour is added to wheat flour when baking bread. The straw is used to feed livestock. Spring barley is mainly cultivated. It is a drought-resistant crop that grows in all types of soil.
Exercise. Make a list of plants to plant in your garden. Give them biological characteristics and characterize the growing conditions.
Consultation for educators “Organization of work with children in the flower garden, vegetable garden”
Olga Vasilievna Yakovleva, teacher, School No. 842, MoscowDescription of work: I offer you a consultation for teachers “Organization of work with children in the flower garden and vegetable garden.” This material will be useful to educators, senior educators, and methodologists of preschool departments. The consultation is aimed at improving the professional competence and pedagogical skills of educators in implementing the tasks of environmental education of preschool children.
Target
Improving the work on environmental education of preschoolers in the Institution.
Increasing the knowledge, professional competence, and pedagogical skills of educators when organizing work with children in the flower garden and vegetable garden.
Creating a flower garden and vegetable garden on the land plot of a preschool institution has great educational significance. Children, together with the teacher, growing plants on the site, learn to care for them, learn about the life of plants, and learn to work and take care of green spaces. Vivid impressions received in childhood from communication with living nature remain in the memory for a long time and serve as the foundation for the formation of correct ideas about nature.
Construction of beds
In the common garden, each group is allocated its own beds for growing vegetables.
Regardless of the area and location of the garden, the beds are made of the established size: length - 2.5-3 m, width - 70-80 cm, row spacing - 50-60 cm. The height depends on the humidity and structure of the soil: on a flat surface with light and loose soil - 15-20 cm, in low and damp places - 40-50 cm. The surface of the ridges is leveled with a rake, making them slightly trough-shaped (non-convex), so that when watering water does not roll off the ridges. The sides are lightly slammed with the back of the rake so that they become slightly inclined, then the soil will not crumble.
It is necessary to prepare for work in the garden: preparing agricultural equipment for children and adults, preparing seeds, growing seedlings, planning a plot for a garden, preparing the soil for sowing.
It is necessary to have a sufficient number of shovels, rakes, watering cans, and buckets so that as many children as possible can take part in the work at the same time. It is very important that the equipment matches the strength and growth of children, is comfortable and has an attractive appearance.
Selection of vegetable crops for the garden
When choosing vegetables, the age of children should be taken into account. On the beds of children, it is advisable to plant onions, sow peas, beans or beans, and radishes. During the winter, children plant onions in boxes several times, so they are familiar with planting and care techniques. Growing onions in the garden will expand children's knowledge: they will learn that onions can be grown not only in boxes, but also in beds.
The seeds of peas and beans are large, so each child, under the guidance of a teacher, can sow and plant these seeds. In addition, beans and peas are less demanding in terms of care than other crops, and at the same time, they are interesting and accessible for children of younger groups to observe.
New and more difficult is sowing radish seeds, but with proper organization of work, children do a good job of sowing these small seeds.
On the plot of older groups, you can grow vegetables that differ in terms of ripening and economic purposes: leafy vegetables - lettuce, cabbage, root vegetables - radishes, carrots, beets, etc., fruits - cucumbers, zucchini, pumpkin, tomatoes, legumes - peas, beans, beans .
There must certainly be flowers on the kindergarten site. They decorate the area, make it cozy, picturesque and joyful, and provide the teacher with rich material for working with children.
The variety of plant forms, the combination and brightness of colors, the aroma and beauty of flowers arouse children's interest in plants and contribute to aesthetic education. During work and observations organized by the teacher, children easily and quietly acquire a lot of knowledge about the life of plants and acquire skills in caring for them.
There are a lot of plants suitable for decorating a flower garden. It is impossible to have them all on the site, and it is not necessary. You can plant any of them: they are all good in their own way and children like them. It is best to choose those plants that are more unpretentious and require less care. Such plants primarily include perennials and self-seeding plants.
Organization and content of observations in the vegetable garden, flower garden
Second junior groupThe main goal of observations is to attract children's attention to plants, arouse interest in them, and cultivate a caring attitude towards living organisms.
Children of this age are introduced to the main phenomena in the life of plants: they grow from seeds, bloom, and produce fruits (vegetables). By caring for and observing plants, children gradually acquire knowledge about the appearance of some plants. Words grows, has grown, will grow become more understandable.
Considering the great emotionality and motor activity of children, it is very important to connect observations with joyful experiences and actions. To do this, in the process of observation, you should use various techniques: playful, practical instructions (find, show, smell, touch, find the same, etc.), verbal (questions, explanation, artistic expression, etc.).
Short-term but often repeated observations are carried out with children, since children get tired quickly, their attention is unstable, and not with the whole group at the same time, but with a small number of children.
Children's first acquaintance with flower garden plants can be done after the seedlings have taken root. The teacher takes the children to the flowerbed and shows them bright illustrations of flowers in order to attract attention. Then the plants on the site are examined. The teacher notes that they are still small. Suggests watering the plants so that they grow well. Shows how to do it - at the root, so as not to break the leaves. In the following days, the teacher involves the children in watering, explaining that after watering the plants grow well and flowers appear faster.
When the first flowers appear, the teacher takes the children to the flowerbed and asks why it has become so beautiful, what’s new in it. Children look at the flowers, the teacher names them. Teaches children to learn the names of flowers, distinguish them by color and size.
It is best to start getting acquainted with the growth of vegetables when the first leaf appears on the plants in the beds. From this moment on, you can involve children in caring for them (watering).
The teacher organizes the first observations in order to consolidate children’s ideas that plants grow from seeds. He suggests going to the garden to see what has grown there. Children examine the seedlings, then the teacher invites each child to carefully select 2 plants from the row with their fingers and show their leaves. Shows how to water plants using a watering can with a strainer.
Later, you can conduct longer observations of the growth of familiar plants. Their goal is to consolidate the first elementary ideas that plants grow and change, and to teach them to identify the characteristic features of plants.
Gathering the first harvest of vegetables will be no less interesting for children.
Middle group
It is also difficult for children 4-5 years old to trace the entire development cycle of plants. Using vivid and convincing examples, the teacher introduces some qualitative changes in plants during the growth process, the sequence in the onset of individual phases of their development (the appearance of a leaf, the transformation of a bud into a flower, a flower into a fruit, etc.).
It is very important to arouse children's interest in observations. For this purpose, simple games-assignments such as “Find the same”, “Who noticed?”, “Guess by smell”, “Guess by touch” (with vegetables) are used.
At the same time, the teacher teaches children to identify and name one or two characteristics of a plant that distinguish it from others, develops children’s attention and interest in plants and their diversity. When friendly shoots appear on the beds, the children are involved in systematic care of them, first of all, watering.
It is very important to teach children to compare plants by color and leaf shape. During the examination, the teacher asks questions: “What did we recently plant in the beds to make the plants grow? Why do plants grow in rows? Why did different plants grow in different beds?”
In the middle group, children are led to establish connections and dependencies between specific factors: they not only look at flowers, but also pay attention to the bud that is ready to open, and wait for the flower to appear. The teacher teaches children to make conclusions and conclusions that are accessible to them.
You should observe the condition of the plants after heavy watering or rain on hot days: the leaves straighten and stretch upward. As a result of these observations, the teacher leads the children to establish the dependence of the condition of plants on the presence or absence of moisture in the soil, its importance for plant life, and shows the connection between their condition and their care.
During the observation process, it is necessary to ensure that children correctly name the parts of plants (stem, leaves, flowers, buds, roots).
The teacher teaches children to compare the plants of two neighboring beds: the peas have grown a stem, the radishes and beets have no visible stems - many leaves have grown. Particularly interesting for children is observing the appearance of fruits and root crops in the garden beds.
Senior and pre-school groups
In the process of introducing older preschoolers to the life of plants, more complex problems are solved than at the previous stage. Children are led to a generalization of accumulated ideas about plants, the formation of concepts (for example, “cultivated” and “wild” plants), an awareness of the dependence of plant life on natural factors and human labor, and they develop the ability to see some patterns in the life of plants (graduality, consistency and variability in process of growth and development).
With older children, not only episodic (short-term) observations are carried out, but also long-term observations (over many days or weeks). The teacher organizes episodic observations when it is necessary to attract children’s attention to new phenomena or consolidate knowledge.
To develop observation skills, the ability to compare and identify essential characteristics of plants, it is useful to conduct comparison exercises. In the older group, you can give two flower garden plants for comparison (for example, cosmos and lily, nasturtium and zinnia).
In the preparatory group, they give a more complex task: compare two or three varieties of the same plant species, for example, Turkish and Chinese cloves, large double and dwarf marigolds.
Establishing, when comparing both different and similar characteristics, develops the child’s thinking and provides an opportunity for an elementary understanding of the variety of plants and the role of man in the transformation of nature.
During long-term observations, the teacher returns to the same plant several times over a certain period of time, noting the changes that have occurred in it and linking them with previous ones, for example, “Transforming a flower into a berry,” “From seed to seed” (peas, cucumbers, sunflower ) and etc.
Observations should not be overloaded; there is no need to try to convey at once everything that is important and interesting for children to know about this object. But every time you need to give children something new that expands their understanding of this plant.
To develop interest in plants, the teacher can use various techniques, including games: “Who will see first?”, “Who will find it faster?”, “How many petals does a daisy or rose hip have?” You can let children guess flowers by smell, vegetables and fruits by touch and taste.
