DIAGNOSIS OF DEVELOPING ECO-LITERACY IN PRESCHOOL CHILDREN

Abstract

Abstract.Thearticleexamines the features of preschoolchildreneco-literacy developinginconditions of continuousenvironmentaleducationon the basis of the Kindergarten№109 in Almaty, using thepre-school groupexample(children5years old). The initiallevel of preschoolers’ eco-literacy wasdetermined,basedon the methodology of T.V.KhabarovaandN.V.Shafigullina,which made it possible to outlinefurtherdirections for improvingchildren's eco-literacy inenvironmental protection activities.

The authorreviewsscientific and methodologicalliteratureonthedevelopingenvironmentalliteracy,conductsdiagnostics of children in order to determine the development of cognitive level,motivational, valueandactivitycomponents of environmentalculture.

The results are presentedin the form of tablesreflecting the high,mediumandlowlevels of eachcomponent formation,and are accompanied by analyticalcomments.Basedon the dataobtained, recommendations are made forfurtherimprovement of environmentaleducationinpreschoolinstitutions. The authoremphasizes the need for activeinvolvement of childrenineducational, researchandpracticalactivities of an ecologicalorientation,aswell as the interaction of allparticipants in the educationalprocessfor the sustainableecologicalculture development of preschoolers.