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2015 | 9(53) | 193-200

Article title


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The problems of the ecological education of students in the field of «Pre-school education»

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The article addresses the problem of future preschool educators’ ecological awareness and culture. The necessity of formation of such consciousness derived from the duties of tutors in ecological education of children. As the result of the research, students who will be tutors in future, do not have enough knowledge in the nature environment, it should be mentioned that all of them do not want to receive information about it. According to the research on future tutors 8.5 % have assessed their knowledge disappointing, “excellent” – only 5.7 %. 2.9 % of the students of this specialty do not have interest in the nature. Such approach has negative impact on the success of the process of environmental education of pre-school children. 25.7 % have showed high level of interest on ecology, environment and nature. Among the sources of information about the nature, most of the future tutors mentioned TV programs (65.7 %) and internet media (52 %), however, about 23 % of students specially search information in the mentioned source. Few of them are reading books about the nature; and the students receive knowledge about it through informal education like talking with people. Unfortunately, very few of them read scientific journals (only 5.7 %.). However, all of them like to walk in the country. The reason for poor preparation of students on environmental education would be insufficient classes on training “Basics education on nature” and methodological procedure. In order to improve the situation, in terms of Higher Education Institutions, there should be introduced different methods and forms of work with students as much as possible. The course of “The technology of formation of the pre-school children’s ecological culture” helps to improve the knowledge of future tutors, it should be a creative availability for students, which form an active position in the environmental education of children. It is concluded that the holistic model of professional training of future teachers should include substantive, professionally-related, and personal life-value levels, which are subordinated to professional knowledge and skills of the future specialist in the field of preschool education.



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Publication order reference


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