PLAY AS AN ACTIVITY FOR FORMING ENVIRONMENTAL AWARENESS IN PRESCHOOL CHILDREN
PLAY AS AN ACTIVITY FOR FORMING ENVIRONMENTAL AWARENESS IN PRESCHOOL CHILDREN
Abstract
As an independent children's activity, play is formed during the upbringing and education of children and it contributes to their assimilation of experience through human activity. As a form of organizing the life of children in kindergartens, play is important because it serves to form the child's psyche and personality. The main function of play is developmental: it increases intelligence, contributes to the sensory perception of the world and emotional well-being of the child. Therefore, in addition to all other types of activities, play is of primary importance in preschool childhood. Preschool age is considered the classic age of play.
In the area of environmental education, ways are currently being sought to introduce elements of different types of games into the teaching process of preschool children so that they form a conscious and correct attitude towards nature and towards themselves as a part of it. The relationship between children's play (games) and other activities and the formation of ideas about nature is an issue that is poorly explored in science and disorganized in practice. Children of preschool age are happy to participate in theatrical games. By depicting different heroes (animals, birds), children get to know the natural world that surrounds them through images, colors, and sounds.
The paper will present several games with environmental messages implemented in preschool institutions in Štip, North Macedonia, as activities that develop environmental awareness among preschool children.
References
[2] Coyle, K. J. (2010). National Wildlife Federation Report: Back to School: Back Outside. National Wildlife Federation. Retrieved from https://www.nwf.org/~/media/PDFs/Be Out There/Back to School full report.ashx
[3] Gardner, H. (2011). Frames of mind: the theory of multiple intelligence. New York: Basic Books
[4] Groos K.: Untersuchungen über den Aufbau der Systeme. 3: Zur Psychologie der Entgegensetzung. In: „Zeitschrift für Psychologie und Physiologie des Sinnesorgane”. Bd. 55. Hrsg. von H. Ebbinghaus. Leipzig 1907, s. 177— 210.
[5] E. Piasecki, Ludność parafii bejskiej, pp. 161 ff. See also the remarks by W. Kula, Dwór a rodzina chłopska, p. 237.
[6] Kuo, M., Barnes, M., & Jordan, C., (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10. doi: http://dx.doi/10.3389/fpsyg.2019.00305
[7] Kuo, F. E., & Sullivan, W. C. (2001). Environment and Crime in the Inner City: Does Vegetation Reduce Crime? Environment & Behavior, 33 (3), 343–367. doi: 10.1177/00139160121973025
[8] Okoń W.: Zabawa a rzeczywistość. Warszawa 1987
[9] Schneller, A. J., Schofield, C. A., Frank, J., Hollister, E., & Mamuszka, L. (2015). A Case Study of Indoor Garden-Based Learning with Hydroponics and Aquaponics: Evaluating Pro-Environmental Knowledge, Perception, and Behavior Change. Applied Environmental Education & Communication, 14 (4), 256–265. doi: 10.1080/1533015x.2015.1109487
[10] Szczytko, R., Carrier, S. J., & Stevenson, K. T. (2018). Impacts of Outdoor Environmental Education on Teacher Reports of Attention, Behavior, and Learning Outcomes for Students with Emotional, Cognitive, and Behavioral Disabilities. Frontiers in Education, 3. doi: 10.3389/feduc.2018.00046
Copyright (c) 2025 Воспитание / Vospitanie - Journal of Educational Sciences, Theory and Practice
This work is licensed under a Creative Commons Attribution 4.0 International License.
