Continuity in Environmental Education for Preschool and Primary School Children

Abstract

The issue of continuity in environmental education for preschool and primary school children is becoming increasingly relevant in the context of modern educational and environmental challenges.The early stages of childhood are critical for the formation of a responsible attitude towards nature, as it is during this period that children gain their first emotional and cognitive experiences of interacting with the environment. At the same time, the lack of coordination between preschool and primary education often leads to a lack of continuity in environmental education, which negatively affects the sustainability and soundness of children's environmental knowledge and behaviour. The preservation and development of environmental values requires a pedagogically sound system of interaction between related educational institutions, based on common goals, coordinated content and continuity of teaching methods.

The aim of the article is to reveal the pedagogical conditions for ensuring continuity in the interaction between preschool and primary schools in environmental education.

Methods: analysis of scientific literature – to review current developments in the field of research; generalisation and systematisation – to present the results of the study.

The results of the study show that continuity in environmental education can be effectively ensured under the following conditions: consistency of environmental education content between educational links; continuity of forms and methods of pedagogical work; professional interaction between educators; creation of an educational environment conducive to sustainable environmental development. The successful implementation of these conditions is illustrated by the example of possible cooperation between preschool educational institution No. 56 and general education school No. 5 of the Rivne City Council, where joint environmental projects involving older preschoolers and first-grade students can contribute to the further deepening of environmental knowledge and the formation of practical skills in nature conservation activities.

Conclusions. Thus, continuity in environmental education is not just a formal link between two stages of the educational process, but a complex pedagogical phenomenon that requires careful planning and cooperation. The proposed pedagogical conditions serve as a basis for the creation of a comprehensive system of environmental education that enables the formation of environmentally conscious and emotionally engaged individuals from the earliest years of life.