ФОРМИРОВАНИЕ СЕНСОРНО-ЭКОЛОГИЧЕСКИХ ПРЕДСТАВЛЕНИЙ СОВРЕМЕННЫХ ДОШКОЛЬНИКОВ

Abstract

We consider the conceptual and methodological aspects of sensory-ecological representations formation of modern preschoolers. We define sensory-ecological representations as the cognitive basis for the development of a holistic attitude to the sensory-perceived world, which is a system of images, views that reflect the expressive features of objects that determine the nature of sensory perception. The concrete scientific level of work is provided by: the theory and practice of environmental education, the purpose of which is the formation of the ecological culture of the younger generation (first of all, the ecological consciousness of the individual); theories of developmental learning; modern theories and concepts of sensory education of preschool children. The dialogue of children and nature on a sensory basis is a primary condition for the formation of sensory-ecological representations of preschoolers. The interaction of preschoolers with representatives of flora and fauna, which cause a positive emotional reaction, is necessary. The purposeful pedagogical process of forming sensory-ecological representations of preschoolers was designed and implemented in the form of the cognitive and creative project “Rainbow Week”. SWOT-analysis shows beneficial and negative impacts of realized pedagogical process. The conclusion is made about the importance of the formation of sensory-ecological representations in the context of the formation of sensory-ecological culture of students. The results of the study can be used by educators of preschool educational organizations, teachers-psychologists to develop methodological materials and recommendations.