Continuity in the formation of ecological and local lore competence in senior preschool and junior school-age children

Abstract

The article explores effective strategies for enhancing continuity in the development of ecological and local lore competence among older preschool and primary school children. The aim of the study is to theoretically substantiate and practically identify the pedagogical conditions, methods, and forms of ecological and local lore activities that contribute to the formation of ecological awareness and patriotic consciousness in children of senior preschool and early school age. Methods. To achieve the stated goal, a set of general scientific methods was applied, including the analysis and synthesis of scientific and pedagogical literature, induction and deduction to generalize pedagogical experience, observation of the educational process, and systematization of empirical data. The structural-functional approach enabled the identification of key directions and components of pedagogical local lore as a means of fostering an environmentally conscious and civically active personality. Results. The study characterizes ecological and local lore education as an integrated process that fosters a value-based attitude toward the nature of one’s native land, understanding of the human–environment relationship, and a sense of responsibility for preserving national natural heritage. It was revealed that the effectiveness of national and civic consciousness formation significantly depends on the meaningful and logical sequencing of ecological and local lore content, the use of age-appropriate methods (games, creative tasks, research projects), and the creation of a positive emotional climate during children’s interactions with their environment. Pedagogical conditions essential for the success of this process include adherence to the principles of continuity, integration, variability, and active involvement of families and communities in ecological and patriotic education. The study also identifies challenges hindering the implementation of this approach, such as underdeveloped pedagogical tools for local lore, insufficient extracurricular activities, weak collaboration between teachers and parents, and limited professional training of educators in the field of local lore. To address these issues, practical recommendations were proposed, including the implementation of innovative teaching methods, enhanced cooperation among educational institutions, parents, and environmental organizations, and improvements in professional training for educators. Conclusions. The findings confirm that ensuring continuity in the formation of ecological and local lore competence is an effective strategy for shaping national and civic consciousness in children of older preschool and primary school age. A systematic approach and adherence to defined pedagogical conditions can help nurture individuals who demonstrate environmentally responsible behavior, civic engagement, and a patriotic attitude toward their homeland. The practical significance of the study lies in the applicability of the proposed approaches in preschool and primary education institutions, as well as in the activities of local lore clubs.