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ТЕОРЕТИЧНІ ЗАСАДИ ПРОБЛЕМИ ФОРМУВАННЯ ЕКОЛОГІЧНО ДОЦІЛЬНОЇ ПОВЕДІНКИ УЧНІВПОЧАТКОВИХ КЛАСІВ

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Колишкіна А.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
93-101
EN
This article summarizes various attempts of scientists to determine the characteristics and typology of behaviour. The analysis of the nature and structure of the term «environmentally expedient behaviour» during which it is important to turn to the consideration of categories «behaviour» and «feasibility». It was found out that individual behavior is caused by a chain of complex psychological entities: values, needs, interests and motives. Behavior is a system of actions or behaviour of the personality caused by personal values, aims to transform and change the world, and, to some extent, concerns and interests of object interaction. Under environmental behaviour the author considers system of actions or behaviour of the individual, which is directly or indirectly focused on saving and restoration of nature. The feasibility of the child's behaviour is caused by adults process of goal-setting, which consists of defining and implementing goals. Formation of environmentally expedient behavior of primary school pupils involves not only intellectual, but primarily emotional and volitional qualities of the personality. Natural background of forming environmentally expedient behaviour is characterized as age periods during which various relationships of children with natural and social environment are being built. Psychological-pedagogical foundations of forming environmentally expedient behaviour of primary school pupils constitute the following age characteristics: high activity; need for development; emotion; formation of the child as a stakeholder; formation of moral feelings under the influence of specific actions; dominance of particular directly senses. Structural components of environmentally expedient behaviour in relation to primary school pupils (knowledge of the nature and objects of the norms and rules of behaviour in nature, interest in natural objects, attitudes towards natural objects as subjects of interaction, experiences regarding objects of nature, deliberate actions and actions arising purpose of nature saving) are grounded. The need to explore the possibility of the family concerning formation of environmentally expedient behaviour of primary school pupils, as well as to identify, how a school, on the one hand, manages the process, and on the other, uses the experience of parents in the process of environmental education in extra-curricular activities.
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