FORMATION OF ECOLOGICAL COMPETENCE IN PRESCHOOL CHILDREN

Abstract

The article is devoted to the study of the levels of formation of ecological competence in preschool children. Based on the selected criteria (knowledge of nature, the right behavior in nature; natural motivation, positive emotions and feelings from the relationship with nature; manifestation of volitional qualities; basic values; natural behavior, environmental actions), we identified indicators and selected appropriate methods and techniques of diagnostics. Among them: observations, conversation, «Incomplete sentences» method, icons, didactic game, problem solving. Experimental data have shown that preschool age children have difficulty in identifying the essential features of living objects, in establishing cause-and-effect relationships. Often attribute plants to inanimate nature, because they do not move, and human is not perceived as component of nature, putting it separately. The vast majority of preschoolers have a pragmatic emotional-affective motivation for action in nature, and only one-fifth of children have cognitive motivation. In general, children are emotionally sensitive, sympathize with living beings, show kindness, sensitivity to nature, joy and admiration when meeting with objects of nature. In the rank of values, nature is not in the first place, giving way to toys, delicious food. The consolidated results showed that 25% of children are at a low level of environmental competence, 50% are sufficient, a high level is typical for 25%. The child is rarely the initiator of helping nature, but most accept the task set by the adult, solving it under his guidance. In general, the children showed an unstable interest in nature. Therefore, we conclude that special attention should be paid to the formation of value-motivational and, of course, behavioural sphere.