Communicating with nature is a specific form of psychotherapy. Communication with nature is necessary to realize who you are and where you are going What gives communication with nature

The first thing a child’s knowledge of the world begins with is an affectionate maternal smile, a quiet lullaby, kind eyes and warm maternal hands. The kid is growing. As his thinking develops, he begins to comprehend the fact of the existence of two worlds - "the world inside me and the world around." It is from the realization of this fact (the existence of the external world and its internal image) that the child first has a sense of himself as an individual, and the contradiction between these two worlds prompts him to expand his knowledge of the surrounding reality through communication. “Years of miracles” is what researchers call the first five years of a child's life. Nature is the most important means of upbringing and development of children before school age. It leaves a deep imprint in the soul of the child, influencing his feelings with its brightness, diversity, dynamism. The formation of children's ideas about nature occurs in direct contact with it. Therefore, as a teacher, I set myself the goal of creating conditions for the formation of a consciously correct attitude to natural phenomena and objects, the ability to love, cherish and admire beauty native nature, educating its defenders. And in order to love and protect nature, you need to know it, therefore, in order to achieve my goal, I solve the following tasks:

- the formation in children of ideas about nature, about its objects and phenomena (their signs, properties), as well as the connections and relationships between them;

– education of labor skills and skills of students in caring for plants and animals;

- education in children of a loving, caring attitude towards nature through systematic, purposeful communication of preschoolers with the environment.

To achieve this goal, I use ecological space, which includes a corner of nature, the territory of the subdivision, a nearby reservoir and a park. The natural corner organized in the classroom gives preschoolers the opportunity to make interesting observations, take care of animals and plants throughout the year. Permanent residents of the natural corner are indoor plants, aquarium inhabitants, parrots, a turtle, a hamster, and there are also temporary inhabitants: earthworms, fish fry, birds, etc. For work, I have collected children's books by natural history writers and rich illustrative material that kids have the opportunity to view. Also, I organized a mini-laboratory (test tubes, magnifiers, soil, sand, drainage, etc.) for experiments, experiments and observations. Starting from the age of 4, children note the state of the weather, record the growth and development of plants in observation diaries, and observe the planting of vegetable crops.

Our division is located away from the city in a green area. On its territory there are flowerbeds and rabatkas, flowerpots with flowers. Children grow seedlings of flowers on their own.

In the process of work, I not only introduce children to ecological objects, natural phenomena, but also form generalized ideas about the classes of animals, about the connections and relationships between objects of nature.

In work on environmental education I rely on Toolkit S.N. Nikolaeva "Education of ecological culture in preschool childhood." Also, I am using tutorial N.A. Ryzhova "Not just fairy tales", which in an entertaining way introduce children to natural phenomena, their interrelations, problems of human influence on nature, as well as the works of natural historians: M. Prishvin, K. Paustovsky, I. Tokmakova, V. Bianchi, E. Charushin and many others. Be sure to look with children at the paintings of such artists as I. I. Shishkin, I. I. Levitan, A. K. Savrasov, I. F. Yuon and many others.

During recent years I pay special attention to conducting elementary experiments and experiments with natural phenomena (experiment with water and snow, experiment with beans, experiment with fish), which allows children to enrich and replenish their knowledge with new discoveries, develop observation skills, logical thinking, the child's speech, cultivate interest and love for nature. During the observations, I noticed that the guys began to reason more, argue, draw conclusions, ask questions. How happy children are when a pea buried in the ground has sprouted, how many feelings are waiting, when (tomorrow, the day after tomorrow) a cucumber will be tied from a flower, and how many emotions and delight on the faces of children. How can the most beautiful picture book, the most entertaining story of a teacher, replace the joy of communicating with nature? It gives the child more vivid ideas, gives rise to unforgettable impressions of a sense of satisfaction. From the first steps of the child's conscious life, it is necessary to draw his attention to the cause-and-effect relationships between objects and phenomena of the surrounding world, ensuring that small man could see. Sukhomlinsky said that the ability to see, the ability to notice something that at first glance does not differ in something special - this, figuratively speaking, is the air on which the wings of thought rest, and the primary source of reason, thought, thinking - in the world around us, in those phenomena that pique his interest. It is worth going for a walk with the child, drawing his attention to the trees, large and small, to the green moss growing on one side, away from the sun. The child begins to ask questions: “Why is this so?”. He does not yet have a stock of knowledge, but he has an interest and a desire to learn, to discover new things. A lot of questions are asked by the child and most of them on the knowledge of the world around him and himself. Why are we breathing? Why is air needed? Do fish have a heart? Does a flower hurt when you pick it? And many other questions." The more the child opens up in the world around him, the more he sees the incomprehensible and mysterious. And the more questions he raised, the more he would see around him in years early childhood, the smarter he will be, the sharper his eye will be and the sharper his memory.

Labor in nature is the most accessible and significant result. Caring for plants and animals, the child takes care of nature. Including children in labor activity develops knowledge and application of acquired knowledge. On the territory of our division, beautiful flower beds have been laid out and a variety of trees has been preserved. And all this thanks to the hard work of children and adults. Nature is full of extraordinary wonders. She never repeats herself. M.M. Prishvin wrote: “A new spring never comes again, such as it was, and summer, and autumn, and new winter will come not as they were.” It is necessary to seek and find with children this new thing in what is already known, seen. In the biography of the famous children's writer and the artist E. I. Charushin, we read: “And the sunrise, and the morning fogs, and how the forest wakes up, how the birds sing, how the skids creak in the cold - I loved and experienced all this from childhood. My mother taught me to look from some other side and marvel at the power and beauty of nature and all its diversity and magnificence. And if I am now an artist and a writer, it is only thanks to my childhood.”

The perception of nature helps to develop such moral qualities as cheerfulness, a sensitive attentive attitude to all living things. A child who loves nature will not thoughtlessly pick flowers, destroy nests, offend animals, and will try to protect nature.

For myself, I noted: it is very important to help the child get the answer to his questions, then his knowledge will be stronger, and the feeling of joy will push him to further observations. By showing experiments to preschoolers, I explain to them how important it is not to harm and damage plants and animals. I pay special attention to the development of skills to purposefully conduct observations and analyze natural phenomena.

My pedagogical activity By methodological theme"Communication of the child with nature - effective remedy educating the personality ”I continue with younger students. To do this, I have developed a new adapted educational program "Young Ecologist".

Every lesson educational program"Young Ecologist" is built taking into account the theory of knowledge. In addition, the motto of each lesson and the entire program is the words of Joseph Cornell: "Knowledge of Nature should be permeated with joy!" The knowledge of ecology is carried out in direct contact with nature. Such communication is organized by me in the process of cognitive, gaming, labor and other activities. All this is necessary and effective in the education of caring masters of nature.

In my work with children, I use a variety of methods and forms of education: lectures with elements of conversation, work with natural objects, experiments, excursions, promotions, mini-performances, quizzes, questionnaires, practical exercises, movie screenings.

For the development of cognitive creativity children (concentration of attention, observation, thinking, imagination), together with the guys, I organize: raids in the area of ​​\u200b\u200bour residence and its environs in order to get acquainted with the flora and fauna, an excursion to the nearest reservoir, excursions to the forest and park; exhibitions of handicrafts natural material, competitions of autumn and winter bouquets, competitions of drawings, posters, ecological fairy tales, poems, etc.

Workshops I organized (such as gardening natural environment, measures for the improvement of the adjacent territory, etc.) help to form in students such qualities of character as will, diligence, and the desire for cognitive difficulties.

I firmly believe that the main condition for the formation of environmental responsibility in relation to the environment is communication with nature. In order to form a positive attitude towards nature in a child, I regularly conduct thematic conversations about rational use natural resources.

Keeping the next generation healthy the most important task for all. In the conditions of further deterioration of the environment, the solution of this problem is especially important, so I have strengthened the hygienic and physical education and upbringing of children, which contributes to the preservation of health. As part of the Young Ecologist educational program, I have developed classes in which children play outdoor games, which contributes to their physical activity.

Since school-age children are characterized by high cognitive activity, aimed at the world, they are interested in a wide range of phenomena of social and natural reality. They seek to communicate with nature. To meet these needs, I introduced the environmental course “Human Health and environment". Within the framework of this course, environmental actions are carried out, environmental games, ecological evenings, autumn balls, holidays dedicated to the dates of the ecological calendar: Bird Day, Earth Day, etc. For example, in order to increase the interest of pupils in natural phenomena and the aesthetic perception of the world around me, I conceived and carried out the environmental action “Wake up, Earth!” dedicated to the Day Earth. The children, together with me, worked to clean up the territory from the garbage left after the winter, dug trees, organized flower beds, and they did it with great desire and without coercion.

During school year Ecological landings are carried out with students to clean up the surrounding area “Live and Rejoice”. took part in the city environmental action for cleaning up the territory of the arboretum "Clean Territory". In joint activities, children are laid and develop such qualities as independence and responsibility, children learn to make a decision and bear responsibility for it.

Organized by me Team work landscaping and landscaping allows teachers and students to instill in children of primary and secondary school age a love for their small homeland. Showing care and organizing joint work, as a teacher, I not only pass on experience and knowledge, but also to my practical example and with my attitude I show my civic position, which undoubtedly forms new level self-awareness in children. It seems to me that such a pedagogical position contributes to the formation of the desire to help loved ones.

Spending a lot of time with people who have daily contact with nature, you can notice the most interesting thing - such people are unusually satisfied with life and peaceful. They have no doubt that their life has purpose, direction and meaning. Let's try to figure out why. And let's start with the philosophy of futility, a phrase coined in 1928 by Columbia University marketing professor Paul Nystrom to describe the trends created by modernity.

Here are the words of Paul Nystrom himself:

At present, many of the Western nations have departed from the standards of religion and philosophy of former times, but because they have not been able to develop an effective system of worldview to replace them, they have begun to hold views that, for lack of a better definition, can be called the philosophy of futility. This view of life (or the lack of a view of life) implies an assessment of the motives and goals of a person's main activity. There has always been a tendency to seek the purpose of life in itself. This lack of life purpose has an impact on the sphere of consumption, which is similar to the narrow life interest, that is, the concentration of a person's attention on superficial things, which includes mainly high-society consumption.

Little has changed since these words were written. Only that neuroscientists have recently proven that Nystrom is only partly right.

"Purpose" is a difficult word to research. It certainly has an extensive abstract component, and most researchers agree that the concept of “happiness” is one of the main ones. When the Dalai Lama says, “The purpose of life is to be happy,” he literally means it. To live with a purpose in life means to be happy - the first gives rise to the second and in no case vice versa. So, while we can do little with the complex science of purpose, we do know a little more about happiness and can, at least in a non-strict sense, figure out its sources.

There are a number of neuro chemical substances responsible for happiness, and first of all it is dopamine. It is connected to the body's need/reward system, which means that when you fulfill a basic survival need, the brain also gives you a dose of dopamine to stimulate that behavior.

And this is a great reinforcement of the reflex.

Cocaine, widely known as the most addictive drug, is nothing more than a drug that causes the brain to fill up with dopamine and then block reuptake (much like Prozac blocks serotonin reuptake). The main idea of ​​all this is to point out that dopamine is apparently the most powerful of the neurochemicals responsible for the state of happiness, while emphasizing that drug use is deadly to health.

Previously, scientists believed that dopamine was released simultaneously with reward, which means that along with the long-desired thing, you also get a dose of dopamine. But a few years ago, Reed Montege, a neuroscientist at Baylor College, using powerful brain imaging technology, found that we don't get dopamine when pursuing an object of desire; dopamine is released when we risk getting the object of desire.

Thus, dopamine is a reward for risk. This means that Nystrom's idea is only partially correct. Evolutionary physiologists have long emphasized that in the days of hunting and gathering, foraging was a very risky undertaking. Finding food sources meant exploring new territories, and developing new lands meant unknown dangers. Predators could attack. It was possible to turn over the stone in the hope of Tasty food and get scorpion sting. I needed motivation. It was dopamine.

And here Nystrom was definitely mistaken.

Read any world scriptures, from the Bible to the Bhagavad Gita, and you will immediately understand that the ancient people surveyed the world and their lives in a strikingly cyclical way.

In fact, this repetition was often celebrated among the indigenous population and in a modified form is still celebrated today - Christmas has always been a holiday. winter solstice, and Easter as a spring rite (which, by the way, explains why we love eggs and chocolate bunnies at Easter: spring rites are fertility rituals, and rabbits love ...).

The fact is that modernity is not too monotonous, it is too safe. The outside world is a living environment, often violent, always unpredictable. By rejecting close contact with nature, modernity deprives us of risk, and, as neuroscientists say, we also lose some of our happiness.

The logic is a bit twisted, but the fact is that the search for food was a daily dangerous occupation; by going to the grocery store, you lose the chance of being eaten by some predator for lunch and thus deprive yourself of one of the essential chemicals needed for happiness.

But back to the goal. Most people think that the problem is what to choose. "I don't know what my goal is" - the repetition of the philosophy of futility - is the most familiar saying. But there is an implied causality here, and that may be the problem.

Our modern idea is that we ourselves are looking for our own motive (goal), and then we fight for it - this is the order of things. This implies that the contemplation stage (setting a goal) precedes the risk-taking stage (fighting), but this is a modern adaptation.

In more primitive societies teenagers participated in what was called "bone games". These were sacred rituals of acceptance into adult life, which still exist in rudimentary form today, although now they do not involve risk and are called "confirmation" or "bar mitzvah".

In the usual dice game, applicants for entry into adulthood were tested for visual acuity, that is, they went into wild forest with the intention of confronting danger, and they returned with a purpose. This has always happened, and dopamine can be involved in this too.

Dopamine is not only responsible for happiness and reaction time, it also slows down the pattern recognition system, which is the part of the brain that tells you what your goal is.

It seems that "goal" may be a vague metaphysical word, but still, with a high degree of certainty, we can say that neurochemistry in the form of dopamine is behind this metaphysics. And contact with nature is the most in a simple way get into this neurochemistry, which makes it the most reliable path to life's purpose and happiness.

• Category: Essays on a free topic

Man and nature have always been together, but since the beginning of industrialization, growth technical progress and the transition to nanotechnology, man forgot his place in nature, putting himself in concrete cages stuffed with the microclimate of air conditioners. Modern world iron and concrete bear little resemblance to the existence of man in the past. Some hundred years ago in our cities it was more trees, we tried to somehow fill life with greenery, without breaking ties with nature.

Today, a person is surrounded only by useful and necessary things: cars and all kinds of electronic devices, brick houses, metal constructions, asphalt, concrete. Doesn't nature fit into this list of rational elements of life? Progress gives man a lot of effective inventions, but more and more alienates him from wildlife. However, a person should not forget about his roots. We are all part of a living system on planet Earth, our ancestors lived almost under the open sky and came into contact with the outside world every day. We fenced ourselves off from this world with plastic, steel and concrete, and this artificial isolation oppresses us, negatively affects our health and psyche.

Not every modern inhabitant has the opportunity to plunge into the world of plants and animals, to feel unity with nature. We often do not notice how we are reaching for this lost roots, trying from time to time to take a walk in the park, get out to rest in the forest, or even buy ourselves a small house outside the city. It is difficult for a person to struggle with the natural desire to see real life around him, and not synthetic life. And why do it?

Yes, the rhythm of our life has accelerated, and the routine of daily duties absorbs us, makes us forget about simple joys and desires. Nevertheless, you should not limit yourself in communicating with nature, even if these are elementary actions and events. It is worth looking at the surroundings with different eyes, once again enjoying the spring greenery in a park or forest, feeding the pigeons, getting out on a festive picnic by the river or going mushroom picking with the whole family. Even a traditional vacation can be organized differently - forget about comfortable hotels and resorts for a while, choosing wilder tourist routes.

There are less and less untouched corners on our planet every year, and we do not realize that we are gradually getting used to the lack of wildlife around. And if we still have something to remember, then perhaps our children will begin to accept such a reinforced concrete world as the norm. It is worth enjoying the natural beauty of the Earth more often while we have the opportunity.

The daily routine of an urban child is not at all difficult to imagine. Daily road from home to school by public transport or in the parent's car and the same way back. Many children prefer to spend their free time at the computer or watching TV. As a result, since early age they lead a "senile" way of life: they rarely go out for a walk even to the nearest park from home, just to frolic with their peers.

José Antonio Corralis, a researcher at the Department of Psychology at the University of Madrid, has been studying the relationship between the outside world and stress for a long time. After observing groups of children living in rural and urban areas, the scientist found that village kids are more stress resistant than their peers who do not have constant contact with nature.

A child living outside the city not only rarely gets sick, but is also more disciplined and attentive, has well-developed coordination and dexterity, a rich imagination, and also better establishes contacts with people around him.

Following this conclusion, Spanish psychologists proved that for an urban child who is outside for less than two hours a day, stress is often a familiar phenomenon. Such children have poor health, are dependent, restless and poorly socialized. A child living outside the city not only rarely gets sick, but is also more disciplined and attentive, has well-developed coordination and dexterity, a rich imagination, and also better establishes contacts with people around him.

How, after all, should parents organize children's communication with outside world? Maria Montessori in the book "Children's House. The method of scientific pedagogy” gives a number of useful tips on this account.

First, start small. Tell us about the flower that stands on your windowsill at home. Show what parts the plant has. Invite the child to take care of the flower. Regular care for houseplant teach your child to respect the living world.

Secondly, while walking, give up such stupid prohibitions as “do not walk on the grass”, “do not pick up a stick”, “do not stroke the kitten”. Give your child the opportunity to be a little explorer. Let him get his clothes dirty or get his feet wet during his game, but close communication with the living world will give the baby vivid emotions that will be remembered for a lifetime.

Thirdly, during a trip out of town, do not save time on a story about how natural world. When passing by a pond, tell your child what kind of fish can live here. Walking through the forest, show how many insects are rushing about their business right under your feet. Such small discoveries are sure to arouse in the child an interest in the world around them.

Constant communication with nature in preschool children develops sensory perception, in schoolchildren under 12 years of age it helps to find the relationship between different phenomena in life, and in adolescents it forms a sense of responsibility and social consciousness.

Man always seeks to communicate with nature. Nature not only gives people food and other means necessary for life, but also helps them to learn new things, to see the beautiful, to become kinder and more observant.

Everyone has their own way of interacting with nature. One takes a fishing rod and spends many hours with it on the river bank; another goes with a basket to the forest for mushrooms; the third goes with a backpack to unfamiliar lands. Everyone wants to see, hear, feel something of their own and keep forever the impressions of the meetings, the sharpness of the experienced emotions, the warmth of the summer rays of the sun. But what more people tends to communicate with nature, the more difficult it is for her to resist them. Apparently, the time has come to seriously think about the fact that such dates are not possible everywhere, not always and not for everyone.

The invasion of countless hordes of berry pickers, mushroom pickers and tourists into the suburban forests of the city of Vladimir, thousands of amateur fishermen on the shores and ice of water bodies of the Vladimirm region are already becoming an unacceptable luxury - for the most part they are not prepared to communicate with wildlife. So many people harm her without even knowing it.

People need to be prepared for a meeting with wild - big - nature. Prepare as carefully as a pilot or captain is prepared before he is entrusted with the helm. This requires new, adapted to modern conditions, forms of contact with a bird, an animal, a forest, a river - communication in small nature: in a suburban park, suburban area or suburban forest.

Another form of contact can be communication with the living at home. Many seek to have certain plants, fish, birds, turtles or animals in their apartment. Such a piece of wild life always becomes an object of close observation, a source of knowledge. Of course, only those animals that tolerate captivity well and are very numerous should be taken into the house. Not all animals suffer from encounters with humans. On the contrary, some of them are people of their own economic activity provided additional opportunities for life. And their number not only does not decrease, but even, on the contrary, increases. There are many such types. Therefore, it is with their help that one can and should comprehend the basics of communication with living objects. Learning to feel and understand their needs, everyone will know how to harm this or that wild creature in the wild and how, getting into the forest, not to cause harm. To be able to help the living is undoubtedly more important than to want to help without being able to do so.

The life of birds can be studied in the wild. This is what most ornithologists and nature lovers do now. But for any researcher, if only he is seriously engaged in the study of bird ecology, sooner or later there is a need to get a bird in his hands. The gun is a bad helper here. It will not be able to satisfy either a specialist biologist who needs to examine exactly that one, perhaps the only individual, or an amateur who wants to study a bird by contacting it. After contact, the bird must remain alive. There is only one way out - to catch, look and release.

This section of the site was created in order to bring a person who loves nature closer to the world of birds, in order to help, first of all, a city dweller, to take a piece great nature to your home, without damaging it, in order to introduce nature lovers to one of the most fascinating and emotional types of recreation - catching birds, a kind of Russian national hunting, which, unfortunately, is quickly becoming a thing of the past in our 21st century. And if I'm lucky, maybe there will be at least a few more people who have come to know and love birds with a reasonable love.

Many will think: “Strange!? Catching birds. Put them in cages. This, of course, contradicts the ideas of nature conservation.” With this column, I hope to convince the site visitor of the opposite. Just because we bird lovers, ornithologists, love birds, we keep them at home. We keep in order not to part with them for a day or an hour, in order to save the wounded and sick from death, we keep in order to study in order to understand how best to protect them.

Birds often create a lot of difficulties and troubles: you can’t leave the house when you want - you need to feed, water, turn on and off the light on time, stay awake at night, calming them during the period of migratory anxiety, treat and just observe in order to notice all the problems in a timely manner. But on the other hand, when you see a bird in nature, you notice so much in it that only a person who caught a bird, kept it in captivity, and taught it to live at home can notice. This seen and understood makes you work 20 hours a day and do many things that "normal" people would consider unworthy. But it is precisely such a life that I consider the best of those that fate could give me.

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