Nikolaeva S.N., Burlakova T.Yu. Methodological Guidance of Environmental and Pedagogical Process in a Preschool Center as a Factor in Developing Environmental Culture in Teachers and Children

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Keywords: guidance of an educational institution methodological guidance of environmental and pedagogical process in preschool analytical and corrective interaction the environmental culture of teachers and children

To cite this article:

Nikolaeva S.N., Burlakova T.Yu. Methodological Guidance of Environmental and Pedagogical Process in a Preschool Center as a Factor in Developing Environmental Culture in Teachers and Children // Preschool Education Today. 2016, Issue 4 - p. 42–49.

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2016, 4

Tatiana Yu. Burlakova
PhD Student, Institute for the Study of Childhood, Family and Upbringing, the Russian Academy of Education (Moscow, Russia)

Svetlana N. Nikolaeva
Doctor of Pedagogy, Chief Researcher of Institute of Childhood, Family and Care Research of Russian Academy of Education (Moscow, Russia)

Abstract

The article is devoted to the elaboration of a methodological guidance for environmental education of preschool children. It provides a theoretical analysis of issues in preschool institution guidance, in general, and environmental education, in particular. It explains the need for a new approach – “analytical and corrective interaction” (ACI) – in the methodological guidance of environmental education in a preschool center aiming at care-givers’ professional and personal self-development, enhancing their environmental culture and its formation of the latter in children. It discloses the essence, content and procedural algorithm of analytical and corrective interaction, the specificity and sequence of its implementation stages. The article discusses the results of testing the new approach to methodical guidance, specific features of ACI implementation in practice, the content of a methodologist’s activity, the nature of his management, which determines the efficiency of interaction, manifestations of teachers in the process of experimentation. It shows this unique methodology of environmental education as a relatively new trend in preschool pedagogy which forms the basis of a system of working with children and which should be communicated to kindergarten teachers in the process of analytical and corrective interaction. The results of the study make it possible to determine the effectiveness of ACI research and experimental testing. The article is addressed to environmentalists, methodologists of preschool educational institutions, students and teachers at teacher training institutions and researchers.