Methodological issues related to the formation of preschool children’s ecological culture within the coordinates of the modern educational ideas

• Main Author: Kazantseva Larisa
• Format: Article
• Language: English
• Published: State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky” 2019-10-01
• Series: Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського
• Subjects: ecological consciousness; ecological culture; eco-centrism; ecological involvement; subjective attitude; non-pragmatic interaction.
• Online Access: https://drive.google.com/file/d/1mwST2NpmgxCXuXrEKpIwK9rB3fnEAgQw/view
• ISSN: 2414-5076; 2617-6688

The planet’s ecological situation demands an immediate change of mankind’s, each country communities’ and each person’s attitude to the natural environment, to the saving of the natural resources, to the necessity to form an active position which would deal with the renovation and withstand the loss of the nature’s elements, which might lead to the destruction of the ecological balance. The radical change of the situation towards people’s destroying activities can be stopped on condition that all social institutions consolidate, specialists in all fields and branches of life undertake common actions, efforts in the fields of science, economics, politics and culture are integrated. In our opinion, the most responsible mission facilitating the solution of the ecological problem belongs to education, since it is to educate a personality who is able to radically change the ecological trends, to build a personality possessing a new type of thinking, new moral orientations, ecological consciousness and culture (being typical of this personality). Preschool education has a great responsible for raising person’s ecological consciousness and culture. During the preschool period, when fundamentals of the future adult life are formed, the child masters those values, ethical norms, knowledge which will allow him / her to develop his / her own new style of interacting with the surrounding world, to develop the ecologically expedient models of behaviour. We consider the widening of the connections between preschoolers’ ecological education and natural sciences, philosophy and psychology to be the way to increase its efficiency. The content-based and technological aspects of the ecological education methodology should be grounded, in great extent, on the fundamentals of the philosophy of eco-centrism. They must recreate the natural knowledge of the out-ecology (individual attitude to ecology) and synecology about living organisms, their interconnection with the environmental habitat, about organisms’ adaptation to environment, about ecosystem, biocenosis, etc. The process of ecological education is to be developed as the real practice of child’s contacting with the elements of nature during which psychological feeling, as if being involved into the natural environment and being part of nature, is formed; a subject attitude to all nature elements as to important and equal ones in their rights is built; the demand for non-pragmatic interaction with nature is cultivated.