Museum pedagogy as a means of forming cognitive interest in nature in older preschool children

Abstract

The article actualizes the problem of using museum pedagogy in the process of forming cognitive interest in nature in older preschool children. The theoretical substantiation of the problem is presented: the concept of ‟cognitive interest in nature” is characterized in relation to preschool children; the possibilities of museum pedagogy as a pedagogical means of forming cognitive interest in nature are substantiated. The content and results of experimental work are described: the results of the analysis of cultural and educational activities of museums of the city of Kostroma with a natural orientation are shown; the results of diagnostics of the formation of cognitive interest in nature in older preschoolers at the ascertaining and control stages are presented; the forms of joint activity of teachers and children stimulating the formation of cognitive interest in nature are described. Generalizing conclusions are made.