It is the unshirkable responsibility of preschool teachers to let children know the relationship between environment and survival, and to sprout the consciousness of protection and environment from an early age. Children are still young, with little knowledge and experience. How to carry out environmental education among such children? Let's talk about the shallow understanding based on the actual situation in China. First, create and use a good environment to let children know and feel beauty. According to Piaget's cognitive development theory, children acquire and form concepts by interacting with people and things in the environment. Environmental education should begin with understanding and feeling beauty. Only by letting children feel the beautiful environment first and love it can they not be destroyed and protect the environment as much as possible. When the child is walking, the teacher consciously guides the child to observe the beautiful environment in the garden-colorful flowers; Green velvet grassland; Lush trees; A vibrant country; Clean and tidy ground; Vivid and interesting pendants-combining environmental education and seasonal characteristics, change some contents regularly, such as "Care for young trees", "Save water" and "My kindergarten". Teachers consciously guide them to feel the beautiful scenery, and feel happy to live in such a beautiful environment, and then naturally sprout the consciousness of protecting the environment, produce an emotional tendency to the beautiful environment, and get a subtle education from it. Take care of yourself. Teachers create a clean living environment, put books, tables, chairs and toys in order, let children find that a clean and orderly environment is beautiful and have the desire to keep clean, and then help children master self-care methods, so as to understand the importance of cleaning themselves and protecting the environment. In addition to making use of the environmental advantages in the park, we should also create a good small environment to cooperate with education. When we decorate the environment, we not only take into account the children's lack of knowledge and experience, narrow living range and low understanding ability, but also pay attention to selecting teaching materials from the contents that children have come into contact with in their daily lives and are easy to arouse their interest, such as "maintaining public health" and "breathing fresh air" to cooperate with the environmental education of the next month and use puzzles.

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In the form of 2, ask the question "How should the rabbit go home" and let the children find the right way for it. This theme is single and vivid, leaving a lot of room for children to think, so that they have a general understanding of the significance of protecting the environment in the actual operation of solving problems independently. Second, carry out environmental protection activities with various forms and easy-to-understand contents. Children's cognition is realized through concrete image activities. All they can understand about environmental protection is superficial observation and things. Therefore, it is necessary to design environmental protection activities for children with rich and varied forms and easy-to-understand contents. For example, in a series of activities such as "garbage", "noise" and "water", nursery rhymes, stories, music, paintings, sports games, small experiments and role-playing are used respectively, and they are organically infiltrated and combined to attract children and arouse their interest in various forms, so that they can learn knowledge and understand the truth unconsciously. Another example is the art activity of "Flowers in Flowers". The teacher lets the children use various forms of manual operations such as painting, tearing paper, pasting and printing, and combines the theme of environmental protection to cultivate their initial awareness of environmental protection. For another example, in the topic "How the water is polluted", the teacher adopts the method of combining stories, paintings and small experiments. When the storytelling festival is convenient for drawing, the children draw on the spot. In this way, children understand the causes of pollution while listening to stories, doing experiments and drawing, and the original abstract content becomes concrete and active, which is easy for children to accept. Third, pay attention to the systematization of environmental protection knowledge. Environmental protection knowledge has a wide range and many contents. If you don't systematically introduce a theme, the knowledge children get will be very messy and they can't effectively establish environmental awareness. Only by identifying a theme and carrying out several activities around it can the theme content appear repeatedly in various activities in different forms, so that it is easier for children to understand and accept. For example, in the "garbage" theme activity, we first praised the children who took the initiative to pick up the scraps of paper on the ground and throw them into the trash can, and then carried out a series of activities, such as telling the story of "garbage outside the window" and reading children's songs about hygiene.

3 Sports games such as "Don't make friends with garbage", obviously, because the theme of "garbage" appears repeatedly in a series of activities, children have learned a truth and put it into action. Since then, the phenomenon of littering has obviously decreased, and many children can take the initiative to pick up the scraps of paper on the ground and throw them into the dustbin. Fourth, environmental education belongs to the game. In environmental education, all kinds of games are the continuation, expansion and deepening of environmental education. It provides opportunities for children to meet their desire to participate in protecting the environment. After learning the knowledge and truth of environmental protection, children really want to put it into action and try it themselves, but there are not so many opportunities for them to practice it in daily life. In this way, the game has become the leading activity for children to get "practice" opportunities. Therefore, we have designed a variety of environmental protection games in the theme activities such as "garbage" and "noise". Through these games, the phenomenon of children littering and making noise is obviously reduced. Fifth, let parents participate and cultivate children's environmental awareness. Only when parents understand the necessity and feasibility of environmental education for their children can they get their support for environmental education. After a period of hard work, we have achieved remarkable results in children's environmental education. Children not only have environmental awareness, but more importantly, they begin to embody this awareness in their daily lives. If they see someone stepping on the grass, they will come forward to stop and say, "You can't be a little environmental guardian." Some children will consciously pick up the scraps of paper on the ground and throw them into the trash can, saying that littering is not a good boy; Some children take the initiative to tighten the tap that is not turned on, and some children are not allowed to smoke at home. These feelings and understandings of children come from their own experiences. They make judgments through their own experiences, gain a correct understanding of environmental protection, and thus adjust their behavior habits.