Abstract
The article examines the problem of preparing future teachers to instill the fundamentals of social and environmental responsibility in preschool children. The research aims to theoretically justify and develop a structural-functional model of teacher training for instilling the fundamentals of social and environmental responsibility in preschool children. The article defines the concept of “education of social and environmental responsibility in preschool children”, describes the structural and functional model of preparing future teachers for instilling the fundamentals of social and environmental responsibility in preschool children, and its component composition. The model integrates fundamental theoretical aspects with practical orientation and systematicity as key components of professional education for specialists in the designated field. It is assumed that students acquire not only theoretical knowledge in pedagogy and methods of teaching and nurturing preschoolers but also have opportunities to apply them both in solving cases and during pedagogical practice. Conclusions are drawn from the study's findings on this issue.
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