Cite this article as:
Grimovskaya L. M. Development of Interest to the World of Plants in Senior Preschool Children through Projects. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2019, vol. 8, iss. 1, pp. 88-94. DOI: https://doi.org/10.18500/2304-9790-2019-8-1-88-94
Development of Interest to the World of Plants in Senior Preschool Children through Projects
Modern socio-cultural situation and changes that are taking place in preschool education, determine the relevance of the problem of enhancing children’s interest in learning about the world around them. Among various tools that ensure productiveness of work in this sphere project activity occupies a special place. The purpose of the study presented in the article is to theoretically substantiate pedagogical conditions for the development of interest in nature (the world of plants) in preschool children through projects. The article analyses the structure and characteristics of preschool children’s cognitive interest, attention is drawn to difficulties of its formation at the first stage of general education, it also describes the component composition of cognitive interest in the nature of children of senior preschool age. It was emphasized that information about plants can serve as an object of orientation of children’s cognitive interest due to the fact that it matches the factors of novelty, complexity, and cognitive conflict. The article views the essence of project activity, stages of its implementation, examples of projects that are appropriate for inclusion in the educational process of a modern kindergarten. The author comes to the conclusion that cognitive interest in the nature of children of senior preschool age is a complex personal entity, representing the emotional-positive orientation of a preschooler to an active, effective knowledge of the natural world and forecasting its development. Pedagogical conditions for supporting preschoolers’ interest in nature (the world of plants) in project activities are: observance of the stages ensuring consistent formation of cognitive interest, certain level of development of a child’s ability to design projects, provision of opportunities for direct communication with natural objects, consideration of individual environment, professionalism of a teacher.
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