Abstract
The article examines the need and possibilities for pre-acquainting students with the importance of light for plants in kindergarten and in 1st and 2nd grade, to support the understanding of self- feeding in plants in the study of man and nature in 3rd grade. In order to overcome the existing deficits and to create cognitive prerequisites for revealing the concept of self-feeding in plants in the 3rd grade, it is proposed to increase the share of methodical emphasis on the importance of light during lessons about plant development in kindergarten and first and second grades.. The analysis of the educational requirements in kindergarten shows that there is a certain underestimation of the role of light and, when the child is subsequently faced with the completely new concept of nutrition, they lack a connecting cognitive link to create a certain cognitive continuity in the discovery of self-feeding in plants. The study establishes the degree of knowledge of light as a necessary condition for the life of plants and offers options for gradually accumulating more cognitive experience regarding the role of light for plant development. This experience is considered as a prerequisite for effective continuity in the education of man and nature in the commented segment.
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