Формування природничо‐екологічної компетентності дітей дошкільного віку засобами наочного моделювання
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Дата
2023
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Анотація
У статті уточнено сутність термінологічних категорій «компетентність», «природничо‐екологічна компетентність дітей дошкільного віку»; визначено структурні компоненти природничо‐екологічної компетентності дітей дошкільного віку: інтелектуальний (когнітивний),емоційно‐ціннісний, діяльнісно‐практичний; схарактеризовано завдання та окреслено ключові принципи визначеної компетентності; виділено види наочних моделей: предметні, предметно‐схематичні, графічні; досліджено потенціал означених видів моделей у формуванні природничо‐екологічної компетентності дітей дошкільного віку.
The article clarifies the essence of the terminological categories “competence”, “natural sciences and ecological competence of preschool children”. “Natural sciences and ecological competence” in the aspect of the research subject is formulated as the ability of preschool children to behave appropriately in various life circumstances, which is based on an emotional and valuable attitude towards nature, a deep understanding of its laws and is formed as a result of their active participation in cognitive, research, game, subject‐ practical activities. The structural components of the natural sciences and ecological competence of preschool children are determined: intellectual (cognitive), emotional‐value, activity‐practical. The task of forming the specified competence is characterized and it is established that its structure is considered through the integration of natural sciences and ecological components in the content of familiarizing preschool children with nature. The key principles of the formation of natural sciences and ecological competence of preschool children are outlined: the game principle; the principle of interest in nature; the principle of systematicity and consistency; the principle of integration; the principle of interaction with the natural environment; the principle of nature conservation; the principle of a partnership approach; the principle of adaptation to age characteristics. It is found that an effective means of forming natural sciences and ecological competence of preschool children largely depends on the means of obtaining the necessary information. Visual modeling, which provides a connection between the concrete and the abstract, helps to visualize phenomena and processes, is determined to be the most effective. Types of visual models are distinguished: subject, subject‐schematic, graphic. The potential of the specified types in the formation of natural sciences and ecological competence of preschool children has been studied.
The article clarifies the essence of the terminological categories “competence”, “natural sciences and ecological competence of preschool children”. “Natural sciences and ecological competence” in the aspect of the research subject is formulated as the ability of preschool children to behave appropriately in various life circumstances, which is based on an emotional and valuable attitude towards nature, a deep understanding of its laws and is formed as a result of their active participation in cognitive, research, game, subject‐ practical activities. The structural components of the natural sciences and ecological competence of preschool children are determined: intellectual (cognitive), emotional‐value, activity‐practical. The task of forming the specified competence is characterized and it is established that its structure is considered through the integration of natural sciences and ecological components in the content of familiarizing preschool children with nature. The key principles of the formation of natural sciences and ecological competence of preschool children are outlined: the game principle; the principle of interest in nature; the principle of systematicity and consistency; the principle of integration; the principle of interaction with the natural environment; the principle of nature conservation; the principle of a partnership approach; the principle of adaptation to age characteristics. It is found that an effective means of forming natural sciences and ecological competence of preschool children largely depends on the means of obtaining the necessary information. Visual modeling, which provides a connection between the concrete and the abstract, helps to visualize phenomena and processes, is determined to be the most effective. Types of visual models are distinguished: subject, subject‐schematic, graphic. The potential of the specified types in the formation of natural sciences and ecological competence of preschool children has been studied.
Опис
Ключові слова
компетентність, природничо‐екологічна компетентність, наочне моделювання, діти дошкільного віку, формування, competence, natural sciences and ecological competence, visual modeling, preschool children, formation
Бібліографічний опис
Бутенко В. Формування природничо‐екологічної компетентності дітей дошкільного віку засобами наочного моделювання [Текст] / В. Бутенко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2023. – № 8-9 (132-133). – С. 03–14. – DOI: 10.24139/2312‐5993/2023.08‐09/003‐014