PROBLEMATIC SITUATION AS METHOD OF ECOLOGICAL COMPETENCE FORMATION OF SENIOR PRESCHOOL CHILDREN

Abstract

This article determines ecological competence formation of preschool children. The author defines pedagogical
conditions that promote effective usage of problematic situations in environmental education of senior preschool
children. This environmental education is figured as new model foundation of educational system — education
for sustainable development. The author proves that ecological competence formation of preschool children
is impossible without a significant increase in the efficiency of developing educational technologies which are
used in environmental education. In particular, ecological competence formation of preschool children demands
combining traditional educational methods with active education methods that require higher level of the
child’s self-cognitive activity. Such an activity can be provided only by certain education; this activity expresses
new position in the child’s knowledge — subject position. In this case problem education is really effective.
The problematic situations can be effective in ecological thinking formation and ecologically correct behavior
of preschool children as they help children to set environmental relationships, learn to analyze various situations
of human interaction with nature, to understand behaviour rules in nature. Problematic situations efficiency
in environmental education of preschool children depends on the level of theoretical and methodological
readiness of the teachers to use in their work problem-based learning; preschool children’s research skills;
successful combination of problem situations with traditional methods of children’s acquaintance with nature;
game usage in creating problem situations. The author also identifies specific methodological requirements
to create a problem-game situation so that preschool children get acquainted with the rules of behavior in nature