Richard MAYBEY

What tree grew in the Garden of Eden?

Botanica is boring? Tired pistils and stamens, dusty herbariums and nondescript museum stands, next to which only enthusiasts stop? Open this book and you will be amazed! And there will be no trace of school boredom.

Together with the brilliant naturalist Richard Maby, you will explore the origins of human civilization and, moving through the centuries, you will see how the plant world, along with people, created history, culture and art. Here is one of the most exciting adventure novels about wildlife.

You will find the "tree of life" that grew in the Gardens of Eden, unravel the secrets of the eternal youth of yews, take part in the search for the mysterious Amazonian lily, and penetrate the secrets of state emblems. You are waiting for myths and legends, entertaining and curious facts, incredible scientific discoveries and secrets that still haunt the minds of scientists. Botany has never been so exciting!

Anatoly Zverev

Ecology: observe and study

This book will acquaint children with animate and inanimate nature, show their interaction and influence on each other, explain the phenomena occurring in nature, and tell about representatives of the flora and fauna listed in the Red Book.

The theoretical material is supplemented by practical exercises, observations, experiments conducted during the excursions.

"Ecology" is the first step in the system of continuous environmental education for children of preschool and primary school age, corresponds to the author's program "Ecology".

Maria Ponomarenko

"Blau's Globe Secrets"

In one of the halls of the Historical Museum there is an exhibit that always attracts attention - a brilliant handwritten giant globe in a massive carved frame. It's so big that an adult can fit in it! It is this globe that will become the starting point of an amusing geographical journey. The reader will learn the history of the globe itself and its brethren, as well as significant geographical discoveries.

New lands gradually appeared on the maps. Here on the globe familiar to us, Europe looks almost like it is now. On the other hand, the Kamchatka Peninsula and Alaska, the island of Sakhalin, are missing, while Korea and California are depicted as islands ... There is no Antarctica yet: as you know, it will be discovered only in the 19th century ...

Globes like ours were made in pairs: heavenly and earthly. Where our brother is is a mystery. But legends are applied to the surface of ours, most of them with dates. So, you can determine the approximate age of the globe. The latest date in the legend is 1644. It turns out that it could not have been done later. Immediately, scientists made a discovery: at that time only one company, Blau, could have such cards. A whole family worked for this Dutch company. More than 70 specialists worked in it on luxury cards. Maps were then printed on watermarked paper! By the way, have you noticed that something is noisy inside the globe? What? The book will give you a complete answer to this question.

Daniel Franklin

World in 2050

Our world is constantly changing, and in recent decades - faster than ever before. The rapid development of technology, the sea of ​​information, its availability - all this has an impact on the state of states and civil society.

What will the world be like by 2050? The book is an attempt by experts from the legendary The Economist to answer this question. They have identified and explored the major trends that are having a decisive impact on the world in various areas of life - from health care to the economy.

They described them in detail, in an accessible language and backed them up with a lot of facts, thanks to which the book turned into a valuable reference tool.

Lena SHOEBERG

"Touching facts. Heart"

Swedish Lena Sjöberg is known in her native country as the author of magical stories. And abroad, on the contrary, her scientific and educational books became popular: "Hot facts about ice", "Cool facts about eggs" and, finally, "Touching facts. Heart".

Lena collected the most interesting information about the heart.

And these are not only medical facts like why we hear heartbeats, why it does not get tired, what kind of products will protect against a heart attack.

An entire chapter is dedicated to the hearts of other beings. It turns out that the heart of insects is long and located along the body. In a dove, the heart beats at a frequency of 200 beats per minute, and in a hummingbird - 1200! The heart of a blue whale weighs 900 kg. Some crustaceans do not have a heart at all.

Piotr SOCHA, Wojciech Grajkowski

"Bees"

If your child is an entomologist at heart, this book will be a treasure. Everything he wanted to know is under the cover. Don't miss the book. She is huge. She is beautiful and interesting! You no longer have to rack your brains over questions from the most innocent: who is more on earth - bees or people, and how these insects lived during the time of dinosaurs, to quite ticklish ones: how bees reproduce, who is a drone and why it is driven out of the hive... The author of the book is a biologist. And he spoke not only about the bees themselves, but also about the ecosystem of which they are a part.

There is a clear change of all seasons. Each of them is unique and has its own distinctive features. The brightest signs of autumn, winter, spring and summer are reflected in the works of great poets, writers and artists. In addition, observations of seasonal changes in nature played an important role in the organization of human economic activity.

September

September is considered the first month of autumn. It was at this time that changes began to occur associated with the life of animate and inanimate nature. First of all, this concerns a decrease in air temperature, a change in the amount of precipitation, and a decrease in clear days. It is no coincidence that September in ancient times was called spring or gloomy. Many signs of autumn characterize it in this way.

Statements that were born many centuries ago have survived to this day:

• September is cold, but full;
• thunder in September - to a warm autumn;
• cranes fly high, loudly cooing - to a good autumn.

The first month of autumn is the time of Indian summer. Many folk signs of autumn are associated with this period. So, for example, inclement weather, established from mid-September to the end of the month, will definitely be replaced by a long dry autumn. A clear "Indian summer" indicates that the winter will be frosty.

October

Gryaznik, podzimnik, wedding - all these are the names of the same month - October. The old names reflect the main features of the second autumn month, as well as the general signs of autumn. In October, rains become more frequent, snow is possible, night frosts become regular. It has long been customary to play weddings at this time, because the time for heavy agricultural work was ending. In addition, after the harvest, it was not difficult to organize a festive feast.

There were beliefs among the people that had to be strictly followed. In order for the cranes to return to their native lands, it was necessary to shout out after the flying flock: "Road by wheel!" In the first half of October, honey always had to be on the table. At the end of the month, it was recommended to hang all the clothes in the morning frost to get rid of evil spirits.

There are such signs of autumn that any modern person knows about. So, for example, a flying web in early October suggests that the cold will not come soon. The day of October 4 will indicate what the weather will be like for another four weeks.

November

jelly, semi-winter, chest, leaf fall. So the ancestors called the last autumn month. Dark nights are its main feature. But after the first snow that covers the ground in November, it becomes lighter at night.

A large amount of snow that fell in the last month of autumn allows us to hope for a good harvest next year. The appearance of mosquitoes in November indicates that a warm winter is expected. Frosts will be delayed if the last leaves from the trees fall slowly.

In November, both nature and man prepare for the arrival of winter. Therefore, many signs of November indicate what the upcoming season will be like. Knowing the signs, the ability to use them helps people adapt to natural conditions, feel more secure. It is for this reason that acquaintance with the main signs related to different seasons should occur even in childhood.

Signs of autumn for preschool children

Seeing the distinctive features of each season is a very important skill that a child must master before going to school. Acquaintance with the signs of a particular season takes place on a practical level during walks in the forest, park, square, near a pond. Even a simple observation of nature from the window of your room can give a child a lot.

Autumn is a bright season. Its signs cannot be ignored by a child. Children usually themselves begin to ask questions about the changed color of the leaves on the trees, they are amazed by thick fogs, farewell cries of birds. It is important for an adult to support the child in conversations, give him the opportunity to reason and provide him with new knowledge.

Walking in the park and watching squirrels, it can be mentioned that a large number of squirrel pantries with rich stocks can indicate a harsh winter. This is also evidenced by a good harvest of rowan berries. By the leaves on the birch, you can find out about the timing of the approach of cold weather. If they turn yellow from below, frost will not come for a long time. If the crown of birches began to turn yellow from above, the approach of a cold pore is just around the corner.
Regular conversations with the child about the signs of autumn will lead to the fact that he will gradually develop a cognitive interest, he himself will easily notice the main changes taking place in nature.

Phenological observations

Children begin to conduct systematic observations of changes in nature associated with the change of seasons while studying at school. This is required by the requirements of the program in the subject "World around", which is included in the list of compulsory disciplines.

As a result of studying individual topics, children learn that the nature of the work of rural residents depends on the season. The signs of winter, spring, summer are listed by children without any difficulty, as are the signs of autumn. Grade 2 - the stage of education, when students begin to keep diaries of observations of nature. Folk signs, which were discussed in the lessons, should be observed as much as possible and make sure that the conclusions made by the ancestors are correct. Systematic work in this direction is not only interesting, but also useful for the child for further study of nature.

PEDAGOGICAL UNIVERSITY "SEPTEMBER FIRST"

VINOGRADOVA Natalya Fedorovna,
RYDZE Oksana Anatolyevna

"The world around" as a subject in elementary school: features, opportunities, methodological approaches

Lecture plan for the course
Newspaper number	Title of the lecture
	Lecture 1 Junior schoolchild and the world around: features of interaction. Does a junior student perceive the world in the same way as an adult? What is "perceptual integrity"? Does the younger student show interest in nature, history, culture of his native country? Does the child's personality change under the influence of the world around him?
	Lecture 2 The development and education of a younger student is the goal of studying the subject "The World Around". Why was the subject "Natural History" replaced by "The World"? What is the contribution of the subject "World around" to the development and upbringing of a younger student? What personality traits are developed mainly in the lessons of the world around?
	Lecture 3 What to teach: what knowledge about the world around us is relevant for a younger student. What does "current knowledge" mean? Why should the content of knowledge about the surrounding world be integrated? Under what conditions does knowledge become value relations? Control work number 1.
	Lecture 4 The lesson of the "surrounding world": types and structure. Why can't a combined lesson be a priority when studying the world around us? What types of lessons reflect the specifics of the surrounding world as an object of study? Why should a game, logical and creative tasks be mandatory structural units of a lesson?
	Lecture 5 When a junior schoolchild is active: methods of activating cognitive activity in the lessons of the "surrounding world". Under what conditions for the organization of cognitive activity is a younger student active, initiative, independent and working in the zone of proximal development?
	Lecture 6 What is learning autonomy and how to develop it? What is the difference between home and school independence? What skills ensure the development of educational independence? Control work number 2.
	Lecture 7 Younger students work together: the use of various forms of organization of learning in the lessons of the world around. When does learning become a collective activity? What is the didactic significance of different forms of organizing joint activities?
	Lecture 8 Do I need to know the "World Around" to the mark? Can relationships and feelings be measured by a mark? How to evaluate knowledge about the world? Final work.

Lecture 2

The development and education of a younger student is the goal of studying the subject "The world around us"

The theme of the round table.“Is the subject “The world around us” necessary in elementary school?

Members: methodologist UO, head teacher, teacher, parent.

Head teacher Subject "World around" recently included in the primary school curriculum, before that the school studied the subject of "Natural Science". And I think that for a junior high school student, he was very successful. The kids loved this item.

Teacher. I agree: for how many years children have successfully studied natural history! The course "The World Around" is quite complex, contains a significant amount of information from many areas (biology, geography, social science, physics and even chemistry). The child is already overloaded with knowledge of the Russian language and mathematics, and here such a load: to read, conduct experiments, invent ... This is unbearable for children of this age. And how much suffering this subject brings to the teacher! Each lesson takes time to prepare...

Methodist UO. Let me remind dear colleagues that in the history of the development of primary education there has always been an integrated subject that introduces children to different aspects of the world around them. This started in the 19th century by K.D. Ushinsky in "The Native Word", A.Ya. Gerd in the "World of God" and later - in the course "Natural Science and Geography", which was studied in the 20s of the XX century and included knowledge about the relationship between man and nature.

Parent. I must admit that the amount of knowledge today is really very large. But my youngest daughter, studying this subject, has a much more solid stock of knowledge about life in society than her older daughter, who studied natural history. In my opinion, the subject "World around" It is extremely necessary for a younger student, because it allows him to navigate the environment, make the right decisions about how to behave in nature, monitor his own health, learn the rules of relationships and the culture of the country.

Methodist UO. This is especially important today, when we have lost the values ​​of Soviet society, and have not yet acquired new ones.

Teacher. But this course is much more difficult than natural history. It is very multifaceted, requiring (primarily from the teacher!) the desire and ability to explore, to discover something new. Although, I agree, the results of our work are more obvious.

Parent. You say that the course is difficult, but the difficulties of the process of cognition (available, of course) are more interesting than their absence. And one more thing: a lot of what is being studied, the child already knows. But for some reason, many teachers still make you learn everything that is written in the textbook. Has nothing really changed in 20-30 years, and our children, like us and our parents, should develop the ability to cram?

Methodist UO. I propose to discuss all these problems:

Why was the subject "Natural History" replaced by "The World"?

What is the contribution of the subject "World around" to the development and upbringing of a younger student?

What personality traits are developed mainly in the lessons of the world around?

? Why was the subject "Natural Studies" replaced by the subject "World around"?

If we look into textbooks on the history of pedagogy and take an interest in the curricula and the range of subjects that primary school students studied at different historical times, we will pay attention to the fact that for the first time a course similar to natural history appeared in the second half of the 18th century. The author of "The Inscription of Natural History, published for the Public Schools of the Russian Empire ..." (1786) V.F. Zuev proposed to acquaint elementary school students with inanimate nature ("Fossil Kingdom"), plants ("Vegetable Kingdom"), animals ("Animal Kingdom"). The authors of all natural history courses that were studied later, up to the 90s of the 19th century (A. Gerd, L. Sevruk, I. Polyansky, D. Kaigorodov, V. Goroshchenko, A. Nizova, Z.A. Klepinina, L. F. Melchakov, A.A. Pleshakov), focused on expanding the knowledge acquired by children. Gradually, more and more new sections were introduced, reflecting the field of natural sciences: soil, natural communities, the structure of the human body, ecology, etc. The course was based on the idea of ​​the diversity of the kingdoms of nature, the characteristics of their representatives.

It is also interesting to note that from time to time the subject "Natural Studies" ("Natural Science") was removed as an independent subject and replaced by explanatory reading in the lessons of reading and the native language. It was during the time of K.D. Ushinsky and his followers; this was for nearly thirty years between 1937 and 1966. This course of acquaintance with the world could not, of course, solve all the educational and educational tasks, but it had one advantage - the world was studied in its entirety.

The study of history was also included in different historical times in the curriculum of primary school students. Thus, the “Charter of gymnasiums and progymnasiums” (1864) provided for the study of an episodic course in history in grades 3–4, an elementary course in social science in the 20s of the 20th century was a compulsory subject in grades 2–3 of elementary school, then (in the 1930s) a course in the history of the USSR was introduced. Unfortunately, later acquaintance with history, modern life of society remained within the framework of explanatory reading.

Perhaps, the violation of the principle of natural conformity of education (children of primary school age cognize the world holistically) became the main reason for the emergence of the subject "The World around" on the basis of "Natural Studies".

No matter how interesting and useful natural history was, it did not solve the problems of the social development of the younger schoolchild. It is known that man is not only a biological being, but also a social one.

Moreover, a person is born as a biological being, but develops as a social being, as a member of a certain society that exists at a certain time and in a certain space. A person cannot develop outside of society, not a single Mowgli in real life could become a full-fledged person.

The trinity of the surrounding world (nature-man-society) became the main conceptual idea in the development of a new elementary school subject "The World around". First, this was implemented in the author's program "The World Around" N.F. Vinogradova, and then reflected in the state standard and curriculum, where since the beginning of the 90s the subject "The World Around" appeared.

Taking into account the peculiarities of modern society and the social side of people's lives, the problem of expanding knowledge about the world around us has acquired particular importance. Today, the state and society have set the most important task for the school: to educate the higher feelings of the younger generation, to form ideas about the history of our state, to develop value relations and guidelines.

? What is the contribution of the subject "World around" to the development and upbringing of a younger student?

Let us pay attention to the fact that the availability of knowledge, the assimilation of any information is an essential indicator of development, but not the most important.

An outstanding child psychologist L.S. Vygotsky defined child development as a result of learning that does not coincide with its content, that is, as personality neoplasms that fundamentally distinguish the child at the end of education from him at the beginning. These are changes that occur in the psyche (in perception, attention, imagination, thinking, speech and memory), in personal development (in understanding oneself, self-control and self-esteem, managing one's feelings and actions, etc.), in relation to the world around and activities which the child is engaged in, etc.

What are the characteristics of development that are most important for a younger student, are formed when studying the subject "The world around"?

The ability to apply the acquired knowledge, choose a rational way to solve a learning problem;

the desire to be independent and take the initiative in studying the surrounding reality, to find ways to obtain, systematize, generalize information;

the ability to carry out educational cooperation, choose a partner for activities, appropriate ways of working together;

the ability to assess one's ignorance, find the cause of a mistake and ways to correct it, determine the need to acquire new knowledge.

One of the main objectives of the subject under consideration is the development of the general culture of the student. The activity of an elementary school teacher is aimed at the formation of elements of ecological culture, the development of moral feelings, as well as a culture of behavior in society.

Since the lessons are based on concrete and close to the children material, they affect their feelings, allow you to compare your experience with the acquired, to have your own point of view. For example, in the 2nd grade, children study the rather difficult topic “Russia is your Motherland”. To work with a text that is difficult for a second-grader, the textbook offers two emotional supports. The first - the story "What Daddy Told About" - depicts an emotional situation that is familiar to almost every child: dad returns from a business trip and talks to the children about how he missed home. In the process of reading and discussing the text, children can answer the following questions: “Have such stories happened to you? When did you miss home? Do you remember your hometown, street, house when you go to other places? Why does a person miss home?

As a result of a collective discussion, schoolchildren come to the conclusion: a person gets used to his home, where he is always comfortable and well, where he is expected and missed. Motherland is also a native home, therefore a person cannot live long without his Fatherland.

At the same time, the teacher offers another emotional support: the students are looking at a reproduction of the painting by I.I. Levitan "Evening bells". It is especially important to draw the attention of children to such words: “The poet conveys his love for the Motherland with words, the composer with a melody, and the artist with paints.” This will prepare students to analyze the meaning of I. Shaferan's poem "Red Sun" (p. 52 in the textbook for the 2nd grade)- the poet conveys his feeling of love for his native land, nature, Motherland.

Of course, a personal attitude to an event, a moral norm is not easily formed in a junior schoolchild. For this, it is necessary to build a system of emotional “helps”: give examples from the lives of children, revive their experience, use visual material, etc.

Let's take an example. In the 4th grade, the topic "From birth to old age" is studied. At one of the lessons, the children are invited to speculate on the topic “Why do old people need your help?”. As the first emotional support in the discussion of the topic, the teacher uses the life experience of the student. The fourth-grader compares the image of an elderly person, available in his past experience, with the image presented in the text of the textbook. In this case, the emotional support is combined with the content: the experience of children is enriched by specific life situations.

The second emotional support is a reproduction of a painting by the remarkable Russian artist V.M. Vasnetsov "From apartment to apartment". Comparing his experience of communicating with older people, looking at the picture, the student gets the opportunity to think about whether the attitude towards the elderly is normal, which we often observe how we behave ourselves. Perhaps, having discussed with classmates the importance and need for attention to the elderly, the student will devote some time to his relatives, say a kind word to the elderly, and provide all possible assistance on occasion. The third emotional support is students' stories about how they help grandparents, and a discussion of the situation "Grandma came home."

Lessons from the environment with their proper organization, they make it possible to develop the most important intellectual qualities of the student: the ability to compare, classify, draw conclusions. For example, when studying the topic “Your first acquaintance with the stars” in the 2nd grade, the teacher suggests considering two diagrams and discussing the following problem: “In ancient times, when drawing the Universe, people placed the Earth in the center - approximately as shown in the first diagram, – and thought that the Sun revolves around the Earth. Compare diagrams. Which of them seems correct to you from the point of view of modern astronomy? (The second diagram shows a modern view of the structure of the solar system.)

As a result of the discussion, the children come to the following conclusion: in ancient times, people had a misconception about the role of the Sun in the solar system. This star is the center of the solar system, and the earth revolves around the sun. Thus, the comparison of two different points of view becomes the basis for a correct understanding of the connections in the surrounding world.

Among the goals of studying the surrounding world, one of the most important is the development of socially significant personality traits, value ideas about nature, people, and society. It is aimed at achieving it as the content of the course , and all components of the method of getting acquainted with nature, society, people, etc. Problem situations are especially important for the formation of a positive attitude towards the world and its knowledge.

For example, during a discussion in the 4th grade of problematic issues: “Why did Russian soldiers always burn bridges behind them?”, “Why did they say: “There is nowhere to retreat. Moscow is behind us!”, “What do the words of A.S. Pushkin, said about Kutuzov: “When the voice of the people's faith ...” (see tutorial)?”, “Why did the words of the song “Get up, the country is huge ...” inspired people to exploits?” etc. - children develop the highest moral feelings - patriotism, pride in the heroic history of their native country, admiration for the exploits of our ancestors.

The value positions of the junior schoolchild are manifested in his activities - first in educational situations, then in everyday life. The younger student in his statements, comments on his drawings and illustrations of the textbook, in essays, stories-etudes, reflects his own understanding of the events of the country, learns to compare his emotional states with the relations expressed in their works by the authors of art paintings, literary works, sculptural compositions and etc. For example, in the textbook for the 4th grade, a number of posters dedicated to the Great Patriotic War were selected. Looking at them, fourth-graders pay attention to the visual means used by artists, to how they depict our soldiers and fascist enemies. Thus, the poster “What Hitler wants and what he will get” by means of fine art actually names a number of reasons why Hitler unleashed a war with the Soviet Union: “Hitler wants to take bread from the peasants; wants to give the factories to the bourgeoisie; wants to strew the earth with coffins; wants to make the free slaves.

Of course, at primary school age, the development of a child's reflection is just beginning. In order for the student to learn to evaluate the results of his activities, in order to successfully form his self-esteem and self-control, a special exercise is introduced already in the 1st grade: "Evaluate how you completed the task." The student carefully reads himself (or listens to the teacher) all the answers to the assessment of the assignment:

- quickly, correctly, independently;
– right, but slowly;
- right, but with the help of others;
- fast, but wrong.

Then the student chooses from the answers one that, from his point of view, corresponds to the process of his activity and the result obtained. Since the student can only choose one answer out of four, this forces him to first analyze all the proposed answers. The experience of using this and similar exercises shows that by the end of the first year of study, children fairly objectively assess their activities, which makes it possible to introduce more differentiated assessments in the next grades.

The process of studying the world around us, to a greater extent than all other educational disciplines of elementary school, contributes to the development of children's erudition.

When studying the course, students master a fairly large amount of knowledge from various educational areas - natural science, geography, social science, anatomy, etc. This means that the subject "The World Around" is cultural, shaping the culture and erudition of the child. The study of nature, society and man contributes to the moral formation of the individual, the formation of a humane attitude towards all living things. The child learns the rules of behavior, learns to interact with other people, to understand himself, to control his behavior.

For example, in the 2nd grade, in the lessons on the topic “Who lives next to you,” children learn the rules of a culture of behavior and attitudes towards people. To get away from edification, the formal memorization of the rules, it is necessary to pay more attention to the emotional side of human actions. The conclusion that the students will draw is: “Without rules, society cannot exist. Rules help people live without trouble. Compliance with the rules allows you to organize life. ( Here is an example from a 2nd grade textbook. pp. 42–43.)

An important aspect of the personality of a growing child is the upbringing of an ecological culture. Children learn the ABC of the laws of the life of nature, learn about the interaction of plant and animal organisms, the need for a careful, diligent and reasonable attitude to the natural environment. In the learning process, the experience of assessing human behavior in nature is formed, the skills and abilities of caring for animals and plants are developed, providing them with the necessary assistance both in artificial and natural habitats. The basis of the aesthetic education of younger students is the figurative, emotional perception of objects created by nature and man. Diversity, brightness, dynamism of the objects of the surrounding world affect the stability of emotional impressions, and the relationship between emotional and cognitive becomes a condition for the development of aesthetic feelings.

Constantly observing the phenomena of the surrounding world and being in interaction with its objects and objects, the younger student acquires not only a great sensory experience. He develops the ability to analyze, establish connections and dependencies, classify, compare, generalize the observed, draw conclusions - that is, he learns to be a student.

In the process of getting acquainted with the outside world, it is quite easy to create situations of surprise, questions, assumptions, foresight, which become the basis for the emergence of the motive for obtaining knowledge, acquire particular importance in the development of logical thinking and coherent speech (speech-reasoning).

Let us now present the goals of the subject in the form of a diagram.

Leading goals of the subject "World around"

Goals determined by the natural history content of the subject:

formation of systematized knowledge about the diversity of nature and the conditions of its life;

development of a positive attitude towards nature, elements of ecological culture;

formation of skills of careful, creative attitude to nature.

Goals determined by the social science content of the subject:

education of the principles of higher moral feelings (relationship to the Motherland, its culture and history), tolerance, etc.;

fostering a culture of behavior and relationships;

developing the ability to empathize, show attention, provide assistance, etc.

Objectives due to the integrated nature of the course content:

formation of a general culture and erudition of schoolchildren;

development of value relations to the world around, moral and aesthetic feelings;

awareness of oneself as a part of nature and a member of society.

? What personality traits are developed mainly in the lessons of the world around?

If we proceed from the position adopted in didactics that the intended goals of learning are the planned result of the didactic process, then the implementation of the above-mentioned main goals of the education of a younger student will lead to the emergence of “new formations” (L.S. Vygotsky) of his personality.

These new qualities of the child's personality will help him interact with the world and himself, and will become elements of his readiness for such interaction.

Let us single out the main components of the readiness of the younger student to interact with the outside world.

1. INTELLIGENT READINESS- the ability to work with information of various types, the ability to apply knowledge in non-standard situations, to determine the way of constructing a learning task; own (at the age level) the methods of independent acquisition of new knowledge. Intellectual readiness also includes the necessary level of development of cognitive interests, the student's ability to work in search conditions, the ability to put forward and discuss assumptions, and conduct small studies.

2. PERSONAL READINESS- the desire and ability to show independence, initiative, purposefulness, strong-willed effort in overcoming difficulties; the ability to plan and organize their activities, to master the elementary rules of educational cooperation.

3. COMMUNICATION READINESS- the ability to use the means of language and speech to receive and transmit information, the ability to participate in an educational dialogue, to build monologues of various types.

4. REFLEXIVE READINESS- the ability to monitor and evaluate their activities, to foresee the possible consequences of their actions, to find and eliminate the cause of the difficulties that arise; self-esteem, the ability to objectively evaluate their educational achievements and strive to improve them.

5. BUSINESS (activity) READINESS- the ability to translate a practical task into an educational one, to design one's activity from setting a goal to obtaining a result; the ability to apply an algorithm of actions; ability to work under conditions of choice.

6. CREATIVE READINESS– the ability to solve a learning problem creatively; wish
and the ability to refuse from the model, to achieve originality and novelty of the solution.

7. EMOTIONAL READINESS- a system of educational and cognitive motives (a reasonable desire to learn), an adequate emotional reaction to various learning situations, the ability to use and acquire sensory experience.

From the above, it follows that the characteristics of the readiness of a younger student is indifferent to the content of education, that is, these qualities of a student can be formed at any lesson.

Questions for self-examination

1. Prove the special importance of the surrounding world for the social development of the child.

2. What is the attitude of the parents of students in your class to the subject "World around"?

3. Describe one of the goals of studying the subject.

4. How do you understand the readiness of a junior schoolchild for life in the modern world around him?

5. Express your opinion on the question: “Is it necessary to adjust the learning process in connection with changes in the current social situation?”

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4. Vinogradova N.F.. Education should be developing // Primary education. - 2004. - No. 2.

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In my opinion, the concept of "world around" is quite multifaceted, and each represents it differently. As for me, I consider the world that surrounds us interesting and surprising, and I am happy that I live in it.

The world that surrounds us

What is the environment? For one person it will space, which directly surrounds it, and for the other - Universe. In simple terms, this is all that is around us:

• everything that is created by mankind;
• Live nature;
• inanimate nature.

However, the world is not only amazing, it is more amazing than we can imagine. There is a huge number of animals, phenomena and plants, the existence of which most people do not even suspect.

Amazing in the world

Lives in Madagascar amazing primate - rukonopozhka. Because of her slightly strange appearance, the locals are very wary of her. Their beliefs associate this animal with evil spirits and evil spirits. There is a sign that if you meet this animal, then death will inevitably overtake within a year.

One of the most mysterious phenomena creeping stones found at the bottom of a dry lake in the United States. Moving stones without outside help is beyond doubt, however, no one saw how this happens - they move once every few years. Scientists suggest that this is possible due to changes in temperature.

coconut crab It is rightfully considered the largest representative of crustaceans - its length often reaches 35 centimeters. He lives on land, in burrows, where he arranges for himself a soft "bed" made of coconut palm leaves.

The most amazing tree on the planet - baobab. The unique ability of this tree is survivability: if you remove the bark, then a new one will grow in the shortest possible time. The thickness of the trunk often reaches 10 meters and wood absorbs moisture like a sponge. It is believed that the tree is able to live for thousands of years, but in fact it is impossible to confirm - no annual rings.

Ant Panda has absolutely nothing to do with a spotted bear other than appearance. Actually, it's not even an ant, and the German wasp, sometimes called the "velvet ant" due to the many hairs that cover its body. Like any other wasp, this "ant" may well sting and the discomfort will last for several hours.

The study of the surrounding world has a beneficial effect on the development of various aspects of the child's personality and, above all, on his mental development. In the process of cognition of nature, the social world, sensory processes, thinking, speech are improved, curiosity develops. The surrounding world is the source of feelings. Constantly observing the phenomena of the surrounding world and being in interaction with its subjects and objects, the younger student not only acquires rich sensory experience, but also develops the ability to analyze, establish connections and dependencies, generalize the observed and draw conclusions - in general, everything that makes the child smarter smarter, more inquisitive. At the same time, the logic of thought is brought up, logically correct speech and imagination develop.
In the process of getting acquainted with the outside world, it is quite easy to create situations of surprise, questions, assumptions, foresight, which become the basis for the appearance of the motive for obtaining knowledge, acquire particular importance in the development of logical thinking and coherent speech (speech-reasoning). The truth of the word itself, the logical exercise of thought - these are the elements of development that, according to K.D. Ushinsky, are born in the process of a child's knowledge of the world, for example, the world of nature. “Everything that is logical in speech,” the great teacher wrote, “comes from man’s observations of nature,” and logic itself “is nothing but a reflection in our mind of the connection between objects and natural phenomena.”
The activities that children do in the lessons of the world around them contribute todevelopment of educational and cognitive skills: schoolchildren set and solve problematic tasks, apply logical operations, compare, classify, find causal relationships, etc.
Closely connected with the development of thinking is the formationcommunication skills: participation in a dialogue, in a joint discussion of a problem, building a coherent narrative, etc.
It is necessary to pay attention to another significant result, which leads to the process of studying the world around us - the development of children's erudition. In elementary school, children receive a fairly large amount of knowledge from various educational areas - natural science, geography, history, social science, anatomy, etc., that is, the subject "The World Around" is a cultural course that forms the general culture and erudition of the child.
“If the soul is healthy, if it is calm, sedate and temperate, then the mind will be clear and sober ...” - these words of the philosopher L. Seneca confirm the relationship between mental and moral education.
The process of studying the surrounding world affects not only the area of ​​mental development, but also contributes to the moral development of the individual, the formation of a humane attitude towards all living things. The child learns the rules of behavior in nature, in society, learns to interact with other people, understand himself and control his behavior. The study of our society, the history of the state, its culture, customs, civil wars creates conditions for the education of higher moral feelings - patriotism, humanism, internationalism
Of course, not all children have formed initiative, independent morally valuable behavior. Many schoolchildren are dominated by a utilitarian, contemplative, and sometimes egoistic attitude towards objects and people. The task of the teacher - to instill in the child the desire to correctly apply the acquired knowledge, to objectively evaluate their behavior in the social and natural environment, to compare it with the exemplary one. It is classes on the subject “the world around us” that make it possible to transfer knowledge into independent activity: work in nature, helping a peer, showing attention to an adult, etc.
importantaspect of moral developmentchildren is the education of ecological culture. Children learn the elementary truths of science about the interaction of plant and animal organisms, about the connection between man and nature, about the need for a careful, diligent and reasonable attitude towards it. In recent years, there has been an ecologization of all natural science knowledge that is offered to younger students. Within the framework of the subject "The World around" children get acquainted with the most important ecological connections in nature, and the knowledge they gain becomes the foundation for cultivating an environmentally literate attitude towards the environment. The experience of emotional assessments of human behavior in nature is enriched, the skills and abilities of caring for animals and plants are being developed, providing them with the necessary assistance both in artificially created and natural habitats.
At the coreaesthetic educationelementary schoolchildren, which is carried out in the lessons of the world around them, lies in the figurative, emotional perception of objects created by nature and man. The situations of surprise that arise in this case determine an emotionally positive attitude towards the object in question. In this case, emotions play an orienting and regulating role. The diversity, brightness, dynamism of the objects of the surrounding world affect the stability of emotional impressions, and the relationship between emotional cognitive becomes a condition for the development of aesthetic feelings. The task of the lessons is precisely to support the born emotional state, use it to acquire knowledge and develop cognitive interest.
Based on the psychological characteristics of the interaction of a child of primary school age with the outside world, the first conceptual provision for constructing a course is determined - it is advisable that it be integrated. Many scientists have noted the importance of an integrated study of the surrounding world. Even the great philosopher G. Hegel pointed out that the knowledge of individual aspects of reality without their interconnection gives rise to "the disease of wandering from one object to another and intellectual stupidity."
The integrated construction of the subject "World around" provides the following opportunities:
- establishes closer links between the knowledge of nature and social life; understands the interdependence in the system "man - nature - society";
- realizes the need to comply with the rules of conduct, the essence of moral and ethical attitudes; receives initial skills of ecological culture;
- comes to understanding oneself as an individual, one's abilities and capabilities, realizes the possibility of changing oneself, understands the importance of a healthy lifestyle;
- prepares for the study of basic subjects in the basic school.
The subject "World around" is characterized by the following functions .
educational functionconsists in the formation of various ideas about nature, man and society, an elementary orientation in the available natural science, social science, historical and psychological concepts, the development of a holistic perception of the world around.
Developmental functionprovides: awareness of individual (understandable) connections in the natural and social world, the mental and personal development of the student, the formation of the prerequisites for a scientific worldview. The formation of general educational skills is provided - to highlight the essential and non-essential features of an object, compare, generalize, classify, understand the main idea of ​​a scientific text, realize that any event occurs in time and space, record the results of observations, etc. The developing function of the subject also involves the formation of elementary erudition child, his general culture.
Educational functionincludes solving the problems of the child's socialization, the adoption by him of humanistic norms of existence in the environment, the upbringing of an emotionally positive outlook on the world, the formation of moral and aesthetic feelings.
Culturological functionprovides conditions for the development of general ideas of schoolchildren about the culture of human society, about those achievements that appeared in the process of its development. The content that helps to realize this function includes a variety of knowledge about the main aspects of culture (education, the history of book publishing, art, science, technology, etc.), which contributes to the development of culture and erudition of the child himself.
propaedeutic functionprovides training for junior schoolchildren to assimilate a wide variety of information both from the natural sciences (biology, physics, chemistry, etc.) and the humanities (literature, social science, history, etc.) at the middle level.
Thus, we examined the concept of the general development of the personality of a primary school student, got acquainted with the psychological and pedagogical characteristics of children of this age, studied the significance of the subject "The world around us" in the overall development of children of primary school age.