Excursions and targeted walks to familiarize children with nature. Message on the topic “Environmental education of preschool children on targeted walks and excursions Abstracts of targeted walks and natural history excursions
Material Description: I offer you a summary of the natural history excursion "The World that Surrounds Me" for children of the senior and preparatory groups. The material will be useful for PE instructors, educators of senior and preparatory groups, teachers of additional education. This synopsis of a motor lesson is aimed at the development of cognitive-exploratory interest and orientation in space.
Integration of educational areas:"Physical development", "Cognition", " Speech development"," Socio - communicative ".
Target: Formation of primary ideas about the objects of the surrounding world.
Tasks:
Educational: Continue to expand and refine children's ideas about the simplest connections between objects in the immediate environment.
Developing: Continue to develop coordination of movements and orientation in space.
Educational: Develop independence and initiative motor activity, the ability to self-assessment when performing movements.
Benefits: Whatman sheet, a simple pencil, two circles of colored cardboard.
Stroke:Gathering at the porch of the group.
Leading: Today we have a very important task. Uncle AU would like to get to know us and visit us, but unfortunately he cannot leave the forest unattended for a long time, and therefore asks us to write a letter for him about what is located around our kindergarten, and then he can teach us how to play interesting games. Walk with the children to the central gate and stand facing the buildings, draw the attention of the children to a sheet of drawing paper, on which two rectangles are depicted.
Leading: Look around, do these two rectangles remind you of something?
Children: This is our kindergarten.
Leading: Our kindergarten is surrounded by a fence, it stretches around two buildings. Show on plan. But how to enter the kindergarten if it is fenced?
Children: Need a wicket. Based on the observations of children, we find and mark on the plan the central and side gates.
Leading: Now we need to decide which of the kindergartens is ours in order to definitely get into our group. From the gate should I go to the right or to the left? Orient the plan in relation to the children and draw a path from the gate to the building with a pencil).
Leading: I would love to visit you, but the trouble is that there is not a single door in this building. Find and mark all entrances to the building; select an entrance to your group.
Game "Pave the route". Children are divided into two teams (girls and boys). On the easel, strengthen a sheet of drawing paper with a plan of the territory. The leader puts one of the circles to one of the entrances, and the children must tell how to get from the gate to this entrance, naming the direction of movement. Then the second command lays a route to another object. The game can be played as a competition between teams.
Leading: Well done, both boys and girls did a great job, they were able to correctly show the way. And now we will go on our first journey, because there are so many amazing things around our kindergarten, and all this should certainly be noted on the plan.
Children in a flock walk around the territory of the kindergarten and mark natural objects schematically on a piece of drawing paper with a plan.
Hide and seek game. Children are divided into two subgroups. The facilitator shows the first subgroup of children a place on the plan where they should hide. The teacher leaves with this subgroup. After some time, the facilitator shows on the plan to the second subgroup of children the place where the first subgroup went. Children should orient the plan in relation to themselves and tell how they will move, going in search of the children of the first group.
Leading: We've got a great plan. On it, you can easily find both the entrance and exit, go to any site and sports ground. I think uncle AU will be pleased and very soon we will get acquainted with his interesting games. In the meantime, we will return according to plan to the sports ground and play outdoor games.
Natural history excursions - devoted to the analysis of the characteristic features of the biosphere of the city, district, region.
The main task of natural history excursions is to, by showing objects of nature, to expand knowledge about the surrounding nature, to cultivate a careful attitude to natural resources, to enrich knowledge about natural phenomena, flora and fauna.
A natural history excursion is carried out in the natural environment, its objects are objects and natural phenomena: a forest with its flora and fauna, rivers, lakes, the sea and other bodies of water; forms of the earth's surface: mountains, plains, hills and ravines, plants and animals in their habitat; natural phenomena: sunrise and sunset, cloudiness, aurora, seasonal natural phenomena, etc.
Natural history excursions are thematic and sightseeing.
Thematic - these are botanical, geological, astronomical, soil, zoogeographic, landscape, excursions to unique natural monuments and others.
Botanical excursions reveal the world of plants, its unique originality and features.
Zoological excursions are of great educational value, because provide an opportunity to more closely and concretely get acquainted with the living world and observe animals both in nature, in a natural setting, and in the household.
41 Guide contact with the group
The success of the excursion largely depends on the establishment of proper contact between the guide and the tour group, on the favorable psychological climate of mutual understanding and goodwill, the formation of which is the professional business of the guide. If the speaker is talking about one thing, and the listeners are thinking about something else, then, therefore, there is no contact. Establishing contact should begin with the first appearance of the guide in front of the group. Everything starts with appearance tour guide. His clothes should be neat and tidy, make-up - not conspicuous, hands - well-groomed. An important role in the process of establishing contact with the audience is played by the guide's introductory remarks. It should be bright, meaningful, imaginative, somewhat promotional, in order to convince the tourists in the short first minutes that they did the right thing by coming on this excursion. The guide from the first minutes must be active. An active speaker always attracts the attention of listeners more than a phlegmatic speaker. Of course, the basis for the emergence of sustainable contact between the guide and the group is the story and speech of the guide. Only a meaningful, necessarily saturated with new information, problematic story and a high culture of the guide's speech will attract the attention of listeners. To maintain constant contact, it is necessary to take into account the peculiarities of the composition of the excursion group. The guide during the tour must see the entire group. But the presence of eye contact does not mean that the speaker constantly sees everyone and everyone. It's impossible. However, the impression of contact with each listener is created if the guide, during the speech, looks from one part of the group to another, without disregarding any of those present. It is wrong when the guide addresses one or two sightseers, for some reason singling them out in the group, thus checking the intelligibility of the material presented by their reaction. Good contact established between the guide and the group creates a favorable background for the successful work of the guide. When he sees that they listen to him attentively, adequately respond to what he said, the guide begins to speak with more and more inspiration, to present the material more confidently and passionately, his voice sounds more confident. He seems to straighten up, grows in his own eyes and in the eyes of his listeners. On the contrary, poor contact with the audience has a negative effect on the speaker. He begins to get lost, confused in the text, make mistakes. Establishing contact, capturing the attention of the audience ensure the success of the tour, are necessary condition to convey information, to have the desired impact on listeners, to consolidate certain knowledge and beliefs in them.
42 Development of excursion service
Studies of the technological process of developing and conducting excursions made it possible to single out 3 stages and, at each of them, determine the objects or processes that determine the quality of the excursion service.
First step- creative, it covers the period from the birth of the idea of a new excursion to the development and approval of its text, including the choice of route, the study of the object (objects) of the display, the collection and processing of information on the object (objects), the preparation of an individual text of the excursion, the formation of an excursion package, the approval of the route , preparation of the control text of the excursion and the “portfolio of the guide”, methodological development of the excursion, preparation of the technological map, conducting the control “excursion run”. The result of this stage is the text of the new tour approved by the head of the company, and its quality is largely determined by the chosen display object, the text of the tour and the completeness of the selection of information in the guide's portfolio.
Second phase- organizational. It includes the conclusion of contracts with partners (museums, transport companies, etc.), the calculation of the cost of the tour, the definition of activities to promote and sell the tour. The result of the second stage is the determination of the cost of the excursion and the formation of the excursion group. At the same time, the quality of the excursion service is influenced by the determination of the route of the excursion, vehicles and activities to promote the excursion.
Third stage- contact and information, includes the appointment of a guide, taking into account the category of excursionists, his acquaintance with the group, adaptation of the text for the formed excursion group, familiarization of the group with safety precautions on the route, transfer of information - the audiovisual part of the excursion, i.e. voice-over of the text and display of excursion objects.
Conclusions. A tour as a service is a complex process of forming the text of a new tour, organizing it and conducting it for a specific group of tourists.
43 Development of a tour service
Excursion service- tourist service to meet the cognitive interests of tourists (tourists), including the development and implementation of excursion service programs or individual excursions, organization and conduct of excursions
The manufacturer enters the market with the offer of his product; the buyer, getting acquainted with the product, evaluates its consumer properties, usefulness and makes a purchase decision, which depends on the need for this product and the availability of funds for the purchase.
In tourism, a product is any service that satisfies certain needs of tourists. These are excursion, transport, translation, household, intermediary and other services.
The main product in the practical excursion activities is a comprehensive service - a standard set of services sold to consumers in one "package" and which are the main subject of the excursion company. In addition, it is necessary to create and develop the production and individual additional services that are not included in the "service package" and provided to the excursionist at his request for an additional fee.
If the main services are included in the service package and are standardized, then the specific service activity contains the possibility of providing original services and creates an individual, unique image of the tour company.
For example:
In excursion service - these are additional excursions as part of a group; individual service; walks accompanied by an instructor; excursions to private individuals; additional excursions of a new type, including those with the use of audio and video equipment and catering; cycles of excursions united by a common theme; specialized children's excursions; visiting sports and entertainment or theatrical performances, as well as walks and excursions for amateur interests.
In entertainment services - purchase and delivery of tickets for sports, theater and museum shows; organization of adult and children's leisure activities, meetings with interesting people, exhibitions, fairs, auctions, etc., as well as the use of exotic vehicles.
When creating a complex product (excursion program), you need to know for whom it is intended. These can be: sightseers from other cities, tourists (Russian or foreign), for whom the company provides an excursion program, the local population.
43 stages of excursion development
Stages of excursion development:
1. Determination of the purpose and objectives of the tour.
2. Choice of topic.
3. Selection of literature and compilation of bibliography.
4. Determination of sources of excursion material. Acquaintance with the expositions and funds of museums on the topic.
5. Selection and study of excursion objects.
6. Drawing up the route of the excursion.
7. Detour or detour of the route.
8. Preparation of the control text of the excursion.
9. Acquisition of the "guide's portfolio".
10. Determination of methodological methods for conducting excursions.
11. Determination of the technique of the excursion.
12. Drawing up a methodological development.
13. Drawing up an individual text.
14. Acceptance (delivery) of excursions on the route.
15. Approval of the excursion as a tourist product of a travel company.
There are certain requirements for the development of each stage. The work is considered completed when all the necessary documents are prepared.
44 Improving the skills of guides
An important part of the work of any excursion institution is the constant improvement of the professional skills of guides. Various ways can be recommended to achieve this goal:
1) improving the organization of the methodological work of all its links: the methodologist, managers of the methodological department, the methodological section of the guides, the methodological office and the methodological council;
2) preparation of high-quality methodological documentation, timely introduction of the necessary additions and changes to the control text of the excursion, correction of the excursion route;
3) development of technology for methodological techniques of storytelling and showing, taking into account the peculiarities of excursion topics;
4) working out the technique of conducting excursions and organizational issues;
5) establishing and maintaining contacts between the guide and sightseers throughout the excursion, which is determined by the possession of the basics of psychology, pedagogy and logic.
All work to improve professional skills is planned and organized. Guides (especially beginners) can be greatly assisted by special methodological literature.
The basis of the high skill of the guide is knowledge, skills, personal qualities, pride in his profession. True mastery is impossible without love for one's work, respect for the chosen profession.
The process of improving the professional skills of the guide is limitless. An important place in it is occupied by the work of the guide to study the excursion theory, a deeper understanding of the essence of the excursion; development of intuition; enrichment of the language and mastering the skills of its use.
45 Features of excursion activities
Tourists - a temporary visitor who is less than 24 hours in the country or at the site of visit.
Excursion activities - activities for organizing trips that do not exceed 24 hours, accompanied by a specialist guide along pre-compiled routes, in order to get acquainted with historical, cultural, natural monuments, museums, outstanding places, etc.
According to the method of transportation, excursions are divided into walking, using vehicles and combined.
The duration of the tour is from 1 hour to 1 day.
According to the form of the excursions, they are divided into ordinary, educational, advertising, excursions-lectures, excursions-walks, excursions-concerts.
The choice of the topic of the excursion depends on the potential demand or a specific order. The theme of the tour should unite all the objects of the visit into a single whole.
The objects of excursions can be:
places associated with historical events; natural objects and reserves; buildings and constructions; memorial monuments and complexes; objects related to the life and work of prominent personalities; monuments of art; expositions of museums, art galleries, exhibitions, technical exhibits; archaeological monuments.
At in large numbers such objects, it is necessary to pay attention to their correct selection, taking into account the cognitive value and importance. The tour should not be overloaded with a large number of visited objects, because this increases its duration and reduces the interest of tourists. The optimal duration of a city tour is 2-3 hours, while no more than 15-20 sightseeing objects are perceived with interest.
The process of creating an excursion also includes the development of an excursion route, the text of the excursion, the methodology for conducting it, the development and production of demonstration material (photos, videos, posters), and advertising of the excursion route.
During a trial round or a detour of the route, the guide is obliged to familiarize himself with the layout of streets and squares, determine the parking places for vehicles, the location of the object and the site for the best display, time the route, etc.
46 Reception of visual reconstruction
Using the technique of visual reconstruction implies that the guide has extensive knowledge about the object that is being mentally restored or changed. And not only knowledge - the object must be clearly presented to the guide visually in its original form. The guide, even before going on his first excursion, must, in the course of preparing for it, conduct a visual reconstruction of buildings, monuments, and terrain. Then he will be able to convincingly use this technique during the excursions and help the tourists to see in the right form what he clearly sees himself.
This applies both to the restoration of a monument of material culture in its original form, and to the visual reconstruction of the historical event associated with this monument. In order to give his group an idea of a particular event, the guide must first of all visualize it clearly. Great importance in this they have specific, well-remembered details. For example, the idea of the time of an event makes it possible to reconstruct a picture of the early morning, afternoon, evening, i.e., the time when it happened. The task of the guide is to help the sightseers see how it happened: a picture of the Battle of Kulikovo in 1380, a feat of 28 Panfilov guards near Moscow in 1941, a tank battle near Prokhorovka during the Battle of Kursk in 1943.
Various ways of reproducing pictures of the historical past are used. For a more convincing presentation of the material, it is necessary that each guide has a map-scheme indicating the most important details of the historical event. For example, on the Borodino field.
In those cases when the buildings and structures that reveal the theme have turned into ruins (traces of war, earthquakes, just time), the guide makes a visual reconstruction based on their surviving parts, details, fragments. This technique is successfully used when showing places where battles took place during the Great Patriotic War of 1941-1945. Objects such as trenches, pillboxes, dugouts, anti-tank ditches, bomb craters that have survived to this day, trees and buildings wounded by fragments of shells and mines help to restore the picture of events.
47 Excursion companies in the tourist services market
Depending on the nature of the operations and specialization of the excursion company (or the excursion department in the tourist-excursion company), its management structure takes on appropriate forms.
There are 4 types of organizations operating in the tourism services market:
1. producing their own products (excursion organizations);
2. intermediary (when organizing tours with partner firms);
3. suppliers (museums, food outlets, transport facilities, etc.);
4. trade (travel agencies, bureaus selling products and services, etc.).
In the service market, there are almost no firms performing any one of the functions listed above.
Many organizations combine two or three functional roles in organizing services for tourists.
Organizations involved in the creation and provision of excursion services are called excursion firms.
In large tourist and excursion organizations, these functions are performed by different departments, including excursion and methodological ones.
In small and medium-sized organizations, one department can function - excursion-methodical - or this activity is carried out by a group of methodologists.
There are also independent excursion companies whose activities are aimed at creating and conducting excursions, as well as providing other tourist and excursion services. The focus of the activity of a tourist and excursion institution is determined by the nature of tourism, which can be:
- internal active (reception and service of tourists and sightseers, as well as the local population);
- entry active (reception and service of foreign tourists and sightseers);
- internal passive (sending tourists for service to other tourist and excursion companies);
- exit passive (sending tourists for service outside the state).
Host firms are characterized by communication with organizations of the tourism industry that provide services for visiting tourists and sightseers (museums, transport companies, food outlets, etc.), and with travel agencies - suppliers of tourists and sightseers. It is also typical for host travel agencies to provide tourist and excursion services to local residents.
The main goal of sending firms- involvement of the local population for out-of-town (out-of-town) excursions and communication with tourist and excursion partner companies or other specialized enterprises (museums, theater and entertainment institutions, etc.).
48 Features of conducting historical and historical-revolutionary excursions
At present, historical and revolutionary excursions practically do not find a place in excursion practice, although subtopics on historical and revolutionary topics have been preserved in a number of sightseeing tours. But in the classification of thematic excursions today, a group of excursions on religious topics should be added, which have become increasingly common in tourist and excursion organizations since the early 90s.
Each of the listed thematic groups, in turn, is subdivided according to the content into certain subgroups.
Historical excursions can be divided into subgroups, which cover a specific period in the history of the region. In addition, they are divided into local history, archaeological and ethnographic.
Military historical excursions are divided into the following subgroups: according to memorable places where military events took place, with a display of military engineering structures - fortresses, towers, bridges, ditches, earthen ramparts, etc.; in places associated with the exploits of folk heroes; to military history and memorial museums.
Excursions on a military-historical theme can be dedicated both to the history of the war or a separate military company, and to a specific historical event or feat.
The purpose of all these excursions is to foster love for the Motherland, patriotism, respect for the past, the history of the country.
The principle of constructing military-historical excursions is chronological and thematic. All excursions are based on showing specific events that took place in the area. Exactly in order to see the historical place, to learn about the events that took place here, sightseers come.
Reconstruction is the most commonly used method of display. The battlefields after many years have become completely different, so the guide is faced with the task of visually recreating the memorable place as it was during the years of hostilities and, focusing on some surviving trace of a tree, moat, trench, and then recreate the event itself.
49 Organization of methodological work in a tourist and excursion company
One of the links in the work of a tourist and excursion enterprise is the excursion and methodological department, whose activities are a set of ongoing activities aimed at fulfilling specific tasks: developing new excursions, providing them with deep content, improving the methods and techniques for conducting them, and training excursion personnel.
The structure of the excursion and methodological department consists of the department itself, consisting of a senior methodologist (manager), methodologists, methodological sections of guides and a public advisory body - a methodological council and a methodological office. Each has specific tasks.
Methodists of the department develop methodological documentation, prepare and improve the skills of guides, summarize and disseminate the experience of the best workers, monitor the work of guides, work as part of the methodological council, manage the work of the methodological council.
An important role in the work of the department is played by guides who sell the tourist and excursion product.
The work of a tour guide consists of several parts. The first is the conduct of excursions and travel information. The second is self-preparation for excursions and advanced training. The third - work in the methodological section of guides, participation in the development of new excursion topics, processing of existing ones; training.
The main organizational link in the work of the guides is the methodological section, which is created according to the thematic principle (historical, art criticism, literary). If the number of guides is small, then one section (local history) is created.
The work of the section is built according to the annual plan and includes the main areas of activity (development of new topics for excursions, improvement of the content of excursions).
Promotes an increase in the theoretical level of excursions, improvement of methodological work - a methodological council, which is a public advisory body. He takes part in the preparation and holding of conferences, seminars, meetings.
Reference and advisory assistance in the activities of the excursion and methodological department is provided by the methodological office.
50 Stages of development of excursion business in Belarus
51 Reception of localization of events in excursions
Using the technique of visual reconstruction requires knowledge, professional skills (for example, the ability to “draw” a picture of the former appearance of the building). In addition, the guide must show a certain perseverance, which is reflected in his recommendations: the building towered” or “Remove mentally the entire third floor, which was completed later.”
In the course of visual reconstruction of some objects, tourists receive 5-6 such indications, which are supported by visual aids from the “guide’s portfolio”, links to objects they have seen before, reading written sources (descriptions of objects in their original form), etc.
The method of visual editing is one of the variants of the methodical method of reconstruction (recreation). The guide, using the technique of visual editing, composes the desired image, summing up the external appearance of several buildings or several monuments, as well as their individual elements, parts. These components can be "borrowed" from those objects that are currently the object of observation for sightseers. In visual editing, photographs, drawings, drawings from the "guide's portfolio" can also be used. IN individual cases Buildings and structures that are well known to most sightseers become part of the recreated image.
Reception of localization of events. The success of the tour largely depends on how specific the show is, whether the tourists will get a clear idea of where and how the event in question took place. An important role in such concretization of events is played by the methodical method of localization.
This technique got its name from the term "localization", which means the connection of an event with a specific place, the restriction of an action, a phenomenon by a relatively small space. "Local" means: local, peculiar to a certain place. This technique makes it possible to limit the attention of the participants of the excursion to certain frames, to fix their eyes on this particular territory, exactly on the place where the event took place. When presenting the material, this technique involves the transition from the general to the particular.
52 Reviewing excursion texts and methodological developments
The forms of control over the work of the guide include familiarization of methodologists and section leaders with individual texts and assessment of their content, as well as conducting trial excursions and assessing their quality.
In excursion organizations, methodological documents are reviewed, which are the basis of the excursion. Reviewing control and individual texts, methodological developments contributes to improving the quality of methodological documentation. Qualified specialists and methodological advice are involved in the review. Listening to the review makes it possible to dwell in more detail on the content of the excursion, the methodology for conducting it. The review is a more detailed and serious form of excursion analysis. Usually its size is four or five pages of typewritten text. The organizers of the work to control the quality of the excursions are the managers of the methodological or excursion departments, and where they are not, the heads of the methodological sections of the guides, senior methodologists and methodologists of the excursion organizations.
Service quality control. The Law of the Russian Federation "On Protection of Consumer Rights" dated January 9, 1996 and the conditions for certification provide for responsibility for the quality and quantity of services provided to the excursionist, for the safety of his life, health and for the safety of property during tourist and excursion services. Therefore, a certain degree of responsibility should lie with the tour company that serves visitors and local tourists.
53 features of preparing and conducting excursions in Orthodox churches
Preparing a temple tour, like any other tour, begins with a goal. The goal is what the guide strives for when conducting an excursion, an ideal, mental anticipation of the results of his educational activities. The goal determines the choice of excursion objects, the route of the excursion, the selection of literary sources and texts for citation. A clearly formulated goal has a decisive influence on the entire content of the excursion.
Objects in the Orthodox Church
Tour of Orthodox church includes many display objects, including a bell tower, burials in the church fence, holy springs, if any.
The main objects of the show are icons, which are picturesque images, as a rule, on a tree of Jesus Christ, the Mother of God and saints. The icon-painting canon establishes the features of the saints, the details of the plot and the attributes of martyrdom. In addition to painted icons, there are carved and cast metal icons.
Iconostasis, Crucifix Reliquary Holy Sepulcher Shroud Chalice (Holy Chalice)
Throne Antimins Banner Font Fresco Soleus, Memorial table
The guide needs to know well the purpose of all the above church items, as well as such attributes as the chandelier, shrine, monstrance, tabernacle and a number of others, the mention of which is constantly present in temple tours.
54 Organization of bus tours
Transport (bus) excursions- consist of several thematic parts: an analysis of sightseeing objects at stops with the group leaving the bus and travel information related to the characteristics of historical and cultural monuments that the group is moving past. A transport (bus) tour allows you to comprehensively highlight the resources located at a considerable distance from each other, choose the angle you need for inspection, drive up to the object, inspect it without leaving the vehicle.
IN Soviet time there was a tradition of using other vehicles for excursions: trolleybuses, trams, river boats, railway trains, airplanes. In the presence of such excursions and now, the bus continues to be the most convenient and common means of transport.
Common features for all excursions are:
1. Length of time from one academic hour (45 minutes) to one day.
2. The presence of sightseers (groups or individuals).
3. The presence of a guide conducting the tour.
4. Visibility, visual perception, display of excursion objects at their location.
5. The movement of the participants of the tour along a pre-compiled route.
6. Targeted display of objects, the presence of a specific topic.
7. Active activity of participants (observation, study, study of objects).
The absence of at least one of the above seven signs deprives the right to call the event an excursion.
In addition to these general features, each type of excursion has its own specific features.
At the bus - a mandatory exit from the bus to inspect the monuments;
55 Organization of the work of the methodological office in a tour company
The management of the methodological office of the excursion company is entrusted to one of the employees of the methodological department. The task of the methodological office is to conduct reference and advisory work, to assist guides, methodologists and other employees in preparing and conducting excursions. His work is aimed at improving the content of excursions. The cabinet selects methodological materials (control and individual texts of excursions and travel information, methodological developments, abstracts, reports of guides, instructional letters and recommendations, etc.); completes the library with local history, excursion-methodical, pedagogical, reference and other literature. The cabinet contains curricula and plans for the training and advanced training of guides, tour agents and leaders of tourist and excursion groups, sets of materials for thematic excursions, visual aids (geographic maps, collections, diagrams, tables on the development of the city, region, region, filmstrips, transparencies, booklets, brochures, "portfolios of guides"), methodological and reference materials on the topics of excursions, card indexes (passports) for historical and cultural monuments, as well as for natural objects and memorable places.
The methodological office issues bulletins summarizing the experience of guides and travel agents, organizes exhibitions of methodological materials, and compiles catalogs of literature. The functions of the office are not limited to the collection, systematization and storage of materials. Lectures, meetings with labor and war veterans, scientists and cultural figures, oral journals, reader conferences, bibliographic reviews, group and individual consultations for tour guides, travel agents. The office creates conditions for independent work guides and trainers. The office is equipped with tables for reading and taking notes, shelves for storing literature and reference materials.
In the activities of the methodological office, visual forms of reference and consulting work are used: stands reflecting the routes of excursions and excursion opportunities of the region, as well as stands to help guides (“It's useful to know”, “Calendar of significant dates”).
56 Demonstration of visual aids during the tour
The tour uses a demonstration method visual aids included in the "guide's portfolio". The most widely used illustrative technique. For example, a guide's story about the flora and fauna of this region is accompanied by a display of photographs of plants and animals.
Effective and commentary reception. In this case, the display of the exhibit precedes the story. The story is only an explanation for the exhibit from the "portfolio". For example, showing a sectional image of a ship accompanies a story about its structure; when showing the building, a photograph of its interior decoration is shown, followed by comments from the guide, etc.
A contrast technique is used when a photograph (or drawing) is shown in order to convince the sightseers of how the historical place (square, street, building) that they are currently viewing has changed. The photograph and drawing contrast with the observed object. The technique is based on a comparison of visually perceived information.
An important reserve for increasing the effectiveness of the excursion is the use of technical means of propaganda - epidiascope, filmoscope, tape recorder, film equipment, etc. With their help, the topic is revealed more deeply, the visual range of excursions is enhanced. Transparencies and filmstrips are used to display unpreserved buildings, structures, monuments. The epidiascope also allows projecting maps, copies of documents, manuscripts, photographs, art postcards onto a small screen installed in the front of the bus (on the driver's cab). In excursion establishments a certain technique of technical assistants has been developed.
The speeches of the participants in the events can be listened to in a tape recording. When the group follows the places where prominent writers, poets, composers lived and worked, the excursion includes the performance of their works in sound recordings. Such musical and literary recordings should not be lengthy. They are part of the tour, subject to its theme and do not represent an independent event.
57 Methods for conducting excursions for foreign citizens
LANGUAGE KNOWLEDGE!
An important condition for the successful conduct of the tour - mastery of the art of the word by the guide, free presentation of the material. This imposes certain requirements on the culture of the guide's speech: firstly, the speech must be structured competently, logically; secondly, to give the most complete picture of the objects, historical events, specific persons, speech must be accurate and at the same time figurative, which is achieved by the skillful use of comparisons, quotations, vivid epithets, metaphors, proverbs, sayings. Speech should be economical. The guide should carefully think over his speech in advance, find the right words and exact wording to analyze the sightseeing objects and tell about the events associated with them.
The guide must carefully select special terms and foreign words and to be fluent in the technique of speech: clarity of diction, correct pronunciation of sounds. The monotony of the story should be avoided, since the emotional presentation of the material helps to increase the attention of tourists, a deeper perception of the topic as a whole.
The method of conducting excursions is aimed at helping tourists to more easily learn the content of excursions. This is done with the help of methodological techniques, which are divided into two groups - display techniques and storytelling techniques, but practice requires the use of an even more complex classification of methodological techniques: according to their purpose, time and place of use, etc.
The task of methodological techniques is to ensure the best effectiveness of the excursion method of communicating knowledge to the audience. Methodological techniques can be considered in several aspects: as the best way to perform certain actions, as a means of turning passive inspection into active observation of an object by sightseers; as the basis for the process of transformation of oral information into visual; as the basis for analysis and synthesis on excursions, etc.
58 Taking a panoramic view on a tour
The reception of a panoramic display makes it possible for sightseers to observe (for example, from the panoramic platform of Vorobyovy Gory in Moscow) a view of the area. Towers, bell towers, fortress walls, bridges and other high points can be used for a panoramic display, from where a panorama of the city, battlefield, valley, river opens. To activate the sightseers' perception of the broad picture that opens before them, it is necessary to identify the compositional center in the observed panorama and draw the attention of the group to it. Another feature of the panoramic display is that many objects fall into the field of view of the tourists. The guide must show those objects that reveal the topic, moving from a general panorama display to a private one.
59 technique of acquaintance of the guide with the group
Acquaintance of the guide with the group. The guide, entering the bus, gets acquainted with the group. He greets those present, calls his last name, first name, patronymic, the excursion institution that he represents, introduces the tourists to the bus driver, that is, he begins the tour with an introduction.
It is important that from the very beginning the guide subordinated his actions to the established rules of communication with the group. He doesn't start talking right away. There is a pause that lasts ten to twenty seconds. The first acquaintance takes place, further contacts of the guide with the group largely depend on it. The sightseers gradually fall silent, sit down more comfortably, their attention switches to the guide. Tourists estimate what the guide is capable of, what interesting things he will tell them, and the guide thinks about how to interest these people, how to rive their attention to the topic.
With the correct organization of excursion work, preparation for it should take place in advance. This is done by tour organizers or travel agents.
The plot of the excursion must be known to the excursionist in advance. The excursionist must know the topic of the excursion. It is extremely important that advertising activities and the purchase of a tour package be separated from the tour by one or two days. This is significant in the sense that during this period of time a certain psychological attitude of the excursionist will occur. He will have time to think and get used to the plot of the tour.
Each topic has its own introduction. If the composition of the group is different (for example, the local population and visiting tourists, adults and children), the same excursion will have different introductions. The guide pays special attention to the preparation and execution of the introduction, which gives a specific setting to the tourists, allows you to establish contact with them.
60 technique for placing a group near an object
Arrangement of the group at the object. When developing an excursion, as a rule, several options for placing a group to observe the excursion object are determined. This is done in the case when the place determined by the methodological development is occupied by another group or when the sun's rays shine into the eyes, making it difficult to inspect the object. There are other reasons that prevent the use of the recommended place.
In hot weather, opportunities are used to locate groups in the shade. In case of rain, the option of placing tourists under the roof, under the crown of trees, is provided. In some cases, the technique requires that several points be selected to inspect the object. It all depends on the content of the tour. For example, the far point is selected when the object is shown along with the environment. Near - if individual details of a building, structure, natural objects are analyzed. These features are reflected in the column "Organizational instructions" of the methodological development.
The most convenient arrangement of the group at the object is a semicircle. The guide stands at one of the edges of the semicircle half-turned to the tourists. In order for the tourists to settle down in this way, the guide gently recommends that they do this, showing them with a gesture where and how to stand. In the practice of conducting excursions, the guide often becomes in the center of the semicircle. In this case, his story is better heard by all the tourists, it is not necessary to strain his voice much, but with such an arrangement, the guide stands with his back to the object, which makes it difficult to show, and the guide's pointing gestures may not always be purposeful and accurate.
If several groups are located at the same object at the same time, such a distance between them should be maintained so that the guides do not interfere with each other with their stories, and the groups do not interfere with the observation of the object.
The location of the group at the display objects, first of all, should ensure the safety of the tourists. This is especially true for those places where construction work is being carried out nearby, there is heavy traffic, as well as in working shops on production excursions.
Excursions are one of the main types of activities and a special formorganization of work on environmental education, one ofvery time-consuming and complex forms of education. Guided tours outside the preschool. This is a kind of outdoor activity.
The advantage of excursions is that they allow children to get acquainted with objects and natural phenomena in a natural setting.
Excursions as a form of classes are held in the middle and senior groups.
Natural history excursions should be carried out in oneand the same places at different times of the year, in order to show children the seasonal changes that occur in nature.
Excursions to agricultural facilities are held occasionally to get acquainted with certain types of adult labor.
An excursion is much more difficult to conduct than a lesson in a group, so its success depends on the careful preparation of the teacher and children.
METHODOLOGY: The natural history excursion includes an introductory conversation, collective observation, individual independent observation of children, collection of natural history material, children's games with the collected material. The order of parts varies depending on the purpose of the tour, the season. Having brought the children to the place of the excursion, it follows in a short conversation remind her of her goal, let the guys look around. The main part of the tour is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher should help the children to notice and realize the characteristic features of objects and phenomena. To do this, you can use various techniques: questions, riddles, comparisons, exploratory activities, games, stories, explanations. At the end of the main part, you need to give the children possibilitySatisfy their curiosity in individual selfactive observations and collection of natural history material. IN final part of the excursion, the teacher once again draws the attention of the children to general picture of nature.
2-3 days after the tour, a lesson should be held using handouts, organize drawing, modeling, didactic games with natural material, reading fiction, children's stories about where they were and what they saw, a generalizing conversation.
14. Organization and methodology for conducting a daily walk on the site of a preschool education institution.
Walking is widely used to familiarize children with nature. Here the educator can acquaint the children with those natural phenomena, ideas about which have been formed for a long time. Children are introduced to the melting of snow, swelling of the kidneys, the appearance of grass, etc. Here you can organize a variety of games with natural material - sand, clay, water, ice, leaves, etc .; preschoolers accumulate sensory experience, they see natural phenomena in natural conditions in all connections and relationships. On walks, children experience the pleasure of communicating with nature.
Everyday observations of natural phenomena should not be random, they must be thought out in advance. At the same time, various forms of organizing children (frontal, group, individual) should be used. The frontal organization of observations on walks is used to familiarize children with the bright seasonal changes, with the work of adults. Observations can also take place with small groups of children (examination of a flowering plant, shoots that have appeared, insects, etc.). On the walk, individual work is also carried out.
A lot of work during the walk can be done in the flower garden and garden. Children water the plants, feed them, loosen the ground. This work is planned for the morning and evening.
For work in the garden and flower garden, children are organized depending on the purpose. They can perform some tasks with the whole group (planting, sowing, harvesting), others (preparing the land, watering plants, loosening, cutting dry leaves, collecting seeds, etc.) are best done with a subgroup of children. In older groups, it is possible to organize duty in the area in spring and summer.
Children of the older group reflect observations on walks in the calendar of nature, where they sketch bright seasonal changes in inanimate nature, in the life of animals, plants, and reflect the work of people.
Starting from the second junior group conduct targeted walks (with access outside the kindergarten site - to a reservoir, to a meadow, to a pasture, etc.). On these walks, kids are introduced to vivid natural phenomena (rook nesting, ice drift).
Conducting excursions and targeted walks with children preschool age»
prepared by senior teacher
Excursions are one of the main types of activities and a special form of organizing work on environmental education, one of the most labor-intensive and complex forms of education.
Guided tours outside the preschool. The advantage of excursions is that they allow children to get acquainted with objects and natural phenomena in a natural setting.
Organization and methodology of excursions
Excursions, as a form of training, are held starting from the middle group at least once a month.
- natural history (cognitive) excursions - to the park, forest, to the lake, excursions to get acquainted with the work of adults. (post office, library, school, shop and others).
It is advisable to conduct natural history excursions to the same places at different times of the year in order to show children the seasonal changes that occur in nature.
The excursion is much more difficult to conduct, so its success depends on the careful preparation of the teacher and the children.
The preparation of the educator consists primarily in determining the purpose of the excursion and the selection of program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area.
No matter how familiar the place of the excursion is to the teacher, it is necessary to examine it a day or two before it. Having visited the place of the future excursion, the educator specifies the route, finds the necessary objects, outlines the content and volume of the knowledge that children should receive about this range of phenomena, the sequence of conducting individual parts of the excursion, establishes places for collective and independent observations, for children to relax.
In order for the excursion to be interesting, the teacher needs to prepare poems, riddles, proverbs, game techniques.
The preparation of children begins with the teacher telling the purpose of the excursion. The guys should know where they will go, why, what they will find out what needs to be collected. The teacher reminds children about the rules of behavior on the street, in the forest, in public places. When preparing for the tour, you need to pay attention to the clothes of children. For the excursion, the educator should prepare excursion equipment and equipment for placing the collected material in a corner of nature. It is good to involve children in its preparation. This helps to excite their interest in the upcoming excursion.
All equipment must be in a specific location. Before the excursion, the educator needs to carefully consider what material to collect for further work in the group and what equipment, in this regard, you need to take with you.
Methodology for conducting natural history excursions.
The natural history excursion includes an introductory conversation, collective observation, individual independent observation of children, collection of natural history material, children's games with the collected material. The order of parts varies depending on the purpose of the tour, the season. Having brought the children to the place of the excursion, one should recall in a short conversation about its purpose, let the children look around. The main part of the excursion is collective observation, with the help of which all the main tasks of the excursion are solved. The teacher should help the children to notice and realize the characteristic features of objects and phenomena. To do this, you can use various techniques: questions, riddles, comparisons, exploratory activities, games, stories, explanations. It is necessary to pay attention not only to individual natural objects, but also to ecological communities, considering the "floors" of the park and reservoir, determining the conditioned interaction between them, building logical chains of connections and dependencies.
Small environmental actions expand the experience of environmental protection, support the desire to actively and independently provide assistance to natural objects, and allow you to experience a sense of pride in the work done. During excursions to the square, park, to the reservoir, children together with adults can hang bird feeders, plant seedlings grown in flower beds and flower beds, plant trees, etc. The most significant is that during these actions preschoolers accumulate emotionally positive communication experience with nature.
An important place is given to questions-assignments on excursions, forcing children to consider an object, compare it with other objects, find differences and similarities, and establish a connection between various natural phenomena. When considering objects, it should be borne in mind that children's knowledge will be strong only if they are obtained as a result of the active work of all the senses.
At the end of the main part, children are given the opportunity to satisfy their curiosity in individual independent observations and the collection of natural history material. However, one should not forget about nature protection, the collection of material should be strictly limited and carried out under the guidance or with the direct participation of the teacher.
In the final part of the excursion, the teacher once again draws the attention of the children to the general picture of nature. Natural history excursions are carried out according to a certain system. It is advisable to organize them for the same objects at different times of the year in order to show children the seasonal changes that occur in nature. Agricultural excursions are carried out to get acquainted with certain types of adult labor. The educator, when planning an excursion, accurately determines the topic and purpose of it, specifies the program content, outlines the object of the excursion. It is important to choose a road to a place that would not be tiring, would not distract the children from the intended goal. Having visited the place of the future excursion in advance, the teacher specifies the route, finds the necessary objects. After that, he outlines the sequence of observations, the content and volume of the knowledge that children should receive about this range of phenomena; establishes where they can independently observe and rest.
The main goal of the final part is to sum up the results of the excursion work .. When planning a conversation after the excursion, the teacher must raise questions so that the entire course of the target walk is restored in the memory of the children, emphasize the most important moments in educational and educational terms, lead them to establish links between phenomena.
Children always and everywhere in one form or another come into contact with nature. Each of us, to a greater or lesser extent, has experienced the influence of native nature and knows that it is the source of the first concrete knowledge and those joyful experiences that are often remembered for a lifetime.
Olga Baskova
Organization of targeted walks and excursions
Organization of targeted walks and excursions
Excursions with children are carried out outside the institution. Excursions, as a form of classes, are held in the middle, senior and preparatory groups. But small children can organize special classes- excursions on group room with supervision (in the room, on the site).
Planning to work with children summer period, it is necessary to remember about the inclusion in the plan of physical culture and musical entertainment (Two times per week); health days (1 time per quarter); sports holidays (1 time per quarter); work according to the rules traffic (1 time per week) and security fundamentals (1 time per week); walks along the route(simple tourism, excursions, pedestrian walks(1-2 times a week, in senior group- up to 3 times a week).
natural history excursions.
Since time immemorial, mankind has valued nature and sees in it not only its breadwinner, but also a wise educator and mentor. Observations in natural settings through which children perceive the world in all its richness, colorfulness, dynamics, contribute to the development of curiosity, aesthetic and moral feelings.
In progress excursions the foundation of specific ideas about native nature is being laid. Children get acquainted with all the richness of its colors, sounds, smells, forms in development and change. The more bodies feelings participate in such cognition, the more signs and properties the child distinguishes in the object under study, the phenomenon, and, consequently, his ideas become richer. Thus, it is carried out sensory development, on the basis of which thought processes, imagination arise, aesthetic feelings are formed.
Excursions- one of the main types of occupations and a special form organizations work on environmental education, one of the very labor-intensive and complex forms of education.
Mainly carried out excursions outside of preschool. Advantage excursions including that they allow in a natural setting to acquaint children with objects and natural phenomena.
natural history excursions advisable spend in the same places at different times of the year, in order to show the children the seasonal changes that occur in nature.
Excursion it is much more difficult to conduct than a lesson in a group, so its success depends on the careful preparation of the teacher and children. The preparation of the educator consists, first of all, in determining the goal excursions and selection of program content. Plans educator excursion, based on the requirements programs and features of the surrounding area. Determining the place excursions, the educator chooses the best way to it - not tiring, not distracting children from the intended goal. When determining the distance to a place excursions should be based on the physical capabilities of children. Travel time to the chosen place (one way) must not exceed middle group 30 minutes, in the senior and preparatory groups - 40-50 minutes. In this case, one should take into account the features of the road, the state of the weather.
No matter how familiar the teacher is the place excursions, it is necessary a day, two before it to examine it. Having visited the place of the future excursions, the educator specifies the route, finds the necessary objects, outlines the content and volume of the knowledge that children should receive about this range of phenomena, the sequence of conducting individual parts excursions, establishes places for collective and independent observations, for children to relax. In order to the tour was interesting, the teacher needs to prepare poems, riddles, proverbs, game techniques.
The preparation of children begins with the message of the goal by the educator excursions. The guys should know where they will go, why, what they will find out what needs to be collected. The teacher reminds children about the rules of behavior on the street, in the forest, in public places. In preparation for excursions you need to pay attention to the clothes of children. Children should be dressed comfortably, according to the weather and season. In the system of preparatory work, training games are actively used, which involve the inclusion of elements of psycho-gymnastics in various types of children's activities and are aimed at developing adequate self-esteem and skills for constructive communication with the natural world, cultivating a value attitude to what surrounds the child.
TO excursions teacher should prepare excursion equipment and equipment for placing the collected material in a corner of nature.
It is good to involve children in its preparation. This helps to arouse their interest in the upcoming excursions. All equipment must be in a specific location. Front excursion the educator needs to carefully consider what material to collect for further work in the group and what equipment in this regard you need to take with you.
Methodology for conducting natural history cognitive excursions.
natural history excursion includes an introductory conversation, collective observation, individual independent observation of children, collection of natural history material, children's games with the collected material. The order of the parts varies depending on the purpose. excursions, season. Leading the children to the place excursions, should be reminded of its purpose in a short conversation, let the children look around. main part excursions is a collective observation, with the help of which all the main tasks are solved excursions. The teacher should help the children to notice and realize the characteristic features of objects and phenomena. To do this, you can use various tricks: questions, riddles, comparisons, investigative actions, games, stories, explanations. The level of cognitive activity is facilitated by the elements of conversations and logical tasks offered by educators. An example is question: "How does a birch in a park look like a birch in your area?" etc. expedient use exactly those of them that stimulate the expression of emotions and feelings of children. You can ask the pupils what kind words can be given to flowers in the flower beds of the park, with what wishes to turn to feathered friends. It is necessary to pay attention not only to individual natural objects, but also to ecological communities, considering the "floors" of the park and reservoir, determining the conditioned interaction between them, building logical chains of connections and dependencies.
Didactic games during excursions, it is necessary to focus on providing preschoolers with the opportunity to show an active, environmentally competent position in relation to natural objects. Topics can be the following: "Help the tree", "Beware the ant", "Birds love silence", " Good morning" and others. Small environmental actions expand the experience of environmental protection, support the desire to actively and independently provide assistance to natural objects, allow you to experience a sense of pride in the work done. excursions to the park, a park, to a pond, children together with adults can hang bird feeders, plant grown seedlings in flower beds and flower beds, plant trees, etc. The most significant is that during these actions preschoolers accumulate an emotionally positive experience of communicating with nature.
An important place is given to excursions questions-assignments, forcing children to consider an object, compare it with other objects, find differences and similarities, establish a connection between various natural phenomena. When considering objects, it should be borne in mind that children's knowledge will be strong only if they are obtained as a result of the active work of all sense organs. At the end of the main part, children are given the opportunity to satisfy their curiosity in individual independent observations and the collection of natural history material. However, one should not forget about the protection of nature, the collection of material should be strictly limited and carried out under the guidance or with the direct participation of a teacher. During the rest of the children, games and game exercises are held. Children consolidate knowledge about the characteristic features of an object, express in words an opinion about the quality of an object, remember the name of plants ( "Guess by Smell", "Learn by description", "Vetka, branch, where is your baby?", "One, two, three, run to the birch!"). In the final part excursions the teacher once again draws the attention of the children to the general picture of nature. The main goal of the final stage is summing up excursion work.
Creative tasks will allow the child to express their impressions, show their attitude to the natural world. You can invite children, together with the teacher, to compose books of fairy tales. For example, preschoolers can compose a story about the park, suggest what kind of fairy tales an old spruce tree could tell them. Through the actions of the characters introduced into these literary works, one can express their attitude to various environmental situations. As an option for creative tasks, the educator offers the compilation of collective collages depicting surface and underwater inhabitants of reservoirs, favorite alleys of the park, etc.
Designing ecosystem models from natural and waste materials will help children better understand the chain of relationships and interdependencies that exist in nature. After each excursions the layout can be supplemented, transformed.
Based on the specified information, children build food chains, add new natural objects, etc. Thus, excursions help expand students' understanding of ecological systems(parks, reservoirs, form ideas about their "life" throughout the year, observe what changes occur with each natural object depending on the season, learn to love and protect the environment.
Starting from the second junior group, target walks on the site with access to its limits. Taking into account the natural environment of the kindergarten, the most striking seasonal natural phenomena, the possibilities of children, the work done with them, the teacher decides where to go and what to see. Targeted walks, unlike excursions, are short-term, and they solve a small amount of problems. Children get acquainted with the bright natural phenomena of one or another season: bird nesting, ice drift. Held targeted walks to the pond, to the meadow. You can choose any one object for observation and in the area of \u200b\u200bd / s, for example, a birch tree and make targeted walks in different seasons observing and noticing the changes that have occurred.
Tips for preparing and conducting walks along the route:
- stroll- the trip is carried out only after a thorough study of the route;
The content of the route, hike is carefully thought out;
An adult, together with the children, prepares the necessary equipment, equipment;
Children's clothing is thought out - comfortable and appropriate for the weather;
Children and their parents are notified in advance about the time of the campaign;
It is desirable to clarify weather forecast;
On the eve, a conversation is held with children about the rules of behavior during movement and in the process of communicating with objects of nature;
Adults should know well the berries, mushrooms, plants growing in the area;
Must know the contents of the first aid kit and the rules for using it;
Adults should know well and take into account the individual and physical capabilities of children (movement should be in a certain rhythm, alignment with the weakest participant, walking should not be monotonous);
The plan and route are agreed with the health worker, head, deputy head;
Adults should know and follow the rules of the road well.
Planning walks-hikes.
Long-term plan for holding walks- trips can be made approximately according to the following scheme: the date of the; topic or objects of observation; goal; completion mark.
given short description route, halts and activities on them are marked. For each trip, a script is compiled (summary, which indicates the venue, departure time, form and duration.
Educators must find a successful combination of various kinds of physical activity with rest, taking into account the conditions of the area. Children can be taught orientation in the area.
Route maps are approved by the teachers' council, which is confirmed by the signature of the manager on the map. All routes are numbered. Be sure to mark dangerous sections of the road and halts. The total length of the route and the length of the sections of the path between halts, as well as its duration, are noted.
Before leaving, an entry is made in the notebook of the arrival and departure of the group on a hike along scheme: no; date of; Group; number of children; route number; number of accompanying persons, full name; departure time; signature; return time; signature of who received the information.
Memo for educators organization of excursions and targeted walks: Pedestrian walks must be calculated for a 30 minute walk one way. In such a campaign, the strength of children grows stronger, endurance develops, the ability to overcome difficulties, will and perseverance are exercised. The teacher plans a route in advance, on which a flat road alternates with a variety of natural obstacles: slopes, logs, stumps, grooves, bridge, etc. places for halts and a campsite.
Participating in these trips music director, nurse. An outline is being drawn up. In him indicated: with which group the trip is carried out and at what distance, place and time of departure, route. During the walking walks should be organized like this for children so that they can go not only in pairs, but also freely, in groups of 3-4 people.
On the road must meet obstacles: fallen tree, low hanging branches, stream, etc. The natural environment can always be used for exercise in jumping: jump off flat stones, stumps (not higher than 50 cm.). For long jumps, use the width of the paths, grooves. You can jump in height through a twig laid on two adjacent stumps, through low stumps. For climbing, use logs, fallen trees, low hanging branches for crawling. We must strive for each walk, exercise children in all types of basic movements, using for this a combination of natural conditions with special aids. For example: walk between two lines, throw the ball up and catch it with your hands, reaching the stone, put the ball near it, stand on the stone, jump, walk on all fours to the hoop (gossip from branches, climb into it, run up to the branch with a hanging bell, jump up and call.
During the walking organize walks collection with children natural material, which can be used in the design classes in the workplace. After such walks children are offered to make sketches, conversations are held about what they saw.
When setting up a camp, it is desirable to provide for a telephone connection, and to limit the camp area with garlands of flags, flowers, etc. When organizations small tourism to provide for measures to ensure the protection of the life and health of children.
NOTE: Increase the duration of the route gradually, giving it game form- Tourist trip. Compose your own little travel song. Before going on a hike, conduct a briefing on how to behave on a hike. On halts organize children's holidays: songs, round dances, competitions, reading and looking at books, etc.
Tourist equipment: Headgear (hat, hat, panama, tracksuit, sneakers or trainers. Backpack, dishes, toys, sports equipment required (ball, skittles, ropes, etc.). Be sure to take a first aid kit and drinking water with you. You can bring musical instruments with you.
Excursions for the purpose of familiarization with the work of adults.
An important area of social and cognitive development preschoolers are introduced to the work of adults. In the kindergarten, in the family, in the social environment accessible to him - everywhere the child encounters the work of adults, enjoys its results. Consistently introducing children to the work of adults in the immediate environment, and then outside the kindergarten, allows them to develop an understanding of the essence and significance of labor actions, about the social structure of life in general. Everyday observations of the child on the diverse work of people is a prerequisite labor education At the same time, children need to be given sufficiently systematized data on the work of adults and, on their basis, form respect for work, its results, and for those who work. The knowledge of preschoolers about the work of adults has a great influence on the development of their correct attitude to work, but they can remain formal if familiarization with labor activity will not be carried out consistently, systematically, based on a figurative worldview and positive emotions. Observing the work of adults, explaining its significance in people's lives plays an important role in the comprehensive development of the child's personality. The work of the kindergarten has its own difficulties in the implementation of labor education: a significant part of the work of adults does not take place in front of children, limited opportunities for monitoring their work. Therefore, it is necessary to find ways and forms of bringing preschoolers closer to the work of adults, showing its social significance, the essence of labor actions, the results of labor, and determining the conditions for the most effective influence of adult labor on the formation of figurative ideas about it.
An important means of developing ideas about the work of adults are excursions, since children have the opportunity to see labor actions, the labor process itself, its tools. Advantage excursions is that they allow in a natural setting to acquaint children with objects and phenomena. Excursions contribute to the development of observation, the emergence of interest. To create a positive attitude towards work and comprehend its significance, he has a living example of surrounding adults, direct contact with their work.
Properly carried out excursion leaves a deep imprint in children's memory and is reflected in the creative games of children, influencing their actions and behavior. But in play, observations are not reflected, in which for the child only objects come to the fore and people, their activities and relationships slip away. lucky excursion, of course, is the basis for the process of acquiring knowledge by children about the meaning of labor, about how, by whom and for what it is carried out. Since the most intelligible and convincing live images, a true example of the work of adults. Vital visibility (observations, excursions) provides the greatest clarity of ideas, the maximum effectiveness of the knowledge acquired by children. Visually perceived, however, requires interpretation. In the process of further conversations, by including children in various activities, the information obtained during observations is clarified, consolidated, supplemented.
Preparing for excursions.
One of the forms excursions in order to familiarize with the work of adults - this is a production excursion. Preparing for excursions begins with drawing up a plan for its implementation and choosing an object, that is, enterprises that preschoolers will visit. And descending from the goal and objectives excursions, the teacher determines the issues that children should pay attention to. He then negotiates with tour organizers at the enterprise or seeking permission to conduct it himself. When planning a route plan, the teacher thinks over how to ensure the safe movement of children around the enterprise, how to excursion less tedious and at the same time more meaningful.
The following are a few indicative questions on which information can be prepared for the production excursions:
Company name.
What types of work are performed in the main workshops of the enterprise.
Modern equipment used in workshops.
Employees of the main professions of the enterprise.
What technological sequence of materials processing exists at a given enterprise?
Which workshops use equipment that performs several operations simultaneously?
Describe the technological sequence of processing a particular part or unit of the product.
During excursions children always listen with great interest to the explanations of people directly involved in production. The teacher needs to negotiate with such people, involve them in participating in the excursions, clarify the content of the conversations and highlight the most important things in the conversation. Tell the story in clear language, avoiding highly technical terms. Attracting employees to excursions does not relieve the teacher from preparing for the story.
Methodology for conducting production excursions.
Any production excursion, as a rule, takes place in several stages:
1. Preparing preschoolers for excursions(preparatory conversation).
2. Introductory conversation at the enterprise.
3. The order of acquaintance with production, the story of the teacher, the observation of children, the explanations of the specialists of the enterprise.
4. Collection of illustrated materials.
5. Meetings and conversations with production workers.
6. Brief closing talk on the spot excursions. Preparing for excursions conducted on two directions: by content and by organizational matters.
In the preparatory conversation, the teacher explains the purpose excursions, tells the children where they will go and what they should observe. During the conversation, you can ask questions, the answers to which will need to be given after excursions. Such questions will help children to observe in a given direction, without giving them the opportunity to be distracted. The teacher explains that excursion- this is the same occupation as everyone else, therefore, during excursions must comply with the requirements for children lesson: listen attentively, ask questions in an organized manner, do not talk, be disciplined. It is impossible to break the order, discipline and on the way to excursion. At the enterprise, keep everyone together, move from one room to another calmly, without fussing.
