Abstract
The paper presents the results of an empirical study focused on eco fiction as a tool for facilitating child – nature pedagogical interaction. The priorities of preschool teachers in the field of environmental education and sustainable development are analysed. Reasons are presented for value inclusion in the world of nature through various activities before, during, and after perception of environment-oriented works of fiction. Options are substantiated for innovating environment-oriented interaction by conceptualizing a model design for working with eco fiction and its content and educational-applied provision through tools of dynamic activity integrity consolidated in a positive environment for children's vitality.
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