ИССЛЕДОВАНИЕ ЭКОЛОГИЧЕСКОГО ВОСПИТАНИЯ У ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА И МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА В УСЛОВИЯХ РЕАЛИЗАЦИИ ФГОС

Экологическое воспитание подрастающего поколения в Российской Федерации сегодня является одним из актуальных вопросов с точки зрения социально-политической и педагогической ситуации. Среди множества вопросов экологического воспитания остается важной тема оценки экологического воспитания, диагностики и обоснование ее результатов. В статье предоставлены результаты эмпирического исследования, также раскрыта важность экологической грамотности педагогов и родителей как результат совместного экологического воспитания детей.

RESEARCH OF ECOLOGICAL EDUCATION AT CHILDREN OF THE SENIOR PRESCHOOL AGE AND PRIMARY SCHOOL AGE IN THE CONDITIONS OF IMPLEMENTATION OF GEF

The environmental education of the younger generation in the Russian Federation today is one of the pressing issues from the point of view of the socio-political and pedagogical situation. Among the many issues of environmental education, the topic of assessing environmental education, diagnosing and justifying its results remains important. The article presents the results of empirical research, also reveals the importance of environmental literacy of teachers and parents as a result of the joint environmental education of children. It was emphasized that an important task of environmental education is the interaction of teachers and parents. Under the guidance of parents and educators, love and a desire for nature can and should be developed in children, and a sense of empathy is brought up. Therefore, the pedagogical leadership of the family in environmental education is of particular importance in the work of educators of the OED and teachers of the OIE. It was concluded that the effectiveness of the environmental education of older preschoolers and younger students depends on the creation and proper use of the developing ecological environment, as well as in systematic work with children. Their development and improvement of the level of ecological upbringing are possible as a result of creating technologies for all age groups and introducing them into the pedagogical process of a preschool educational institution and elementary school. So, the content, methods, forms and means of environmental education, which are used by teachers of both educational units (preschool and school) in collaboration with parents of pupils, affect the formation of an environmentally educated personality of a senior preschooler and younger school student.