Змістовно-методичне забезпечення формування екологічної компетентності у дітей старшого дошкільного віку

Abstract

У статті подається модель формування екологічної компетентності дітей старшого дошкільного віку, основними елементами якої є підходи, якими слід керуватися в цій діяльності, принципи, що оптимізують роботу, напрями діяльності та безпосередній інструментарій вихователя – форми і методи. Репрезентовані в ній механізми формування екологічної компетентності передбачають вплив на когнітивну, мотиваційно-емоційну, ціннісну, поведінкову сфери особистості, який комплексно здійснюється завдяки дотриманню обґрунтованих змістових напрямів та ретельно продуманої методики.

The article presents the model of formation of ecological competence of the older preschoolers, the main elements of which are the approaches to be followed in this activity, principles, optimizing the work, directions of activity and direct tools of the educator – forms and methods. The mechanisms of formation of ecological competence represented in it include influence on the cognitive, motivational-emotional, value, behavioral sphere of the individual, which is comprehensively implemented due to observance of substantiated content directions and carefully thought-out technique. The leading approaches in shaping the ecological competence of children we have identified the following: system approach, personality-activity, problem-integrative, competence. The following directions of activity are justified: orientation on the wide use of direct environmental environment of preschoolers; organization of regular and diverse activities of children in the green zone of the institution; widespread use of specially selected children's cognitive literature; joint creative activity of educator with children; systematic acquaintance of children with seasonal phenomena of nature; regular inclusion of gaming activities, gaming educational situations in the system of ecological and pedagogical activities; optimal correlation and combination of pedagogical activities in everyday life. Among the best forms and methods of working with children are defined classes, excursions, target walks, holidays; observation; practical environmental activity; conversations, tales, briefings, explanations, communication with animals; designing, modeling, drawing, working with natural material; environmental projects; game; reading of artistic children's literature; creation of own books, booklets; growing of vegetable and flowering plants on the windowsill and on the beds; experimentation; keeping calendars of nature; review and discussion of paintings; solution of pedagogical situations; compiling a coherent field or map; listening to music. It is recommended to be guided by the principles of combining theory with practice, expanding the «zone of responsibility» of children, expanding their socio-role repertoire.