FORMATION OF NATURAL-SCIENTIFIC CONCEPTS IN CHILDREN OF SENIOR PRESCHOOL AGE AS A PSYCHOLOGICAL AND PEDAGOGICAL PROBLEM

Abstract

The paper raises a problem of formation of natural-scientific concepts in senior preschool children. The author points out that when working with senior preschool children, specialists of educational organizations face the need to instill in children the basics of the natural-scientific picture of the world with a focus on their age and psychological characteristics. This stage of preschool childhood is characterized by increased sensitivity and acceptance of other types of activity: there is a gradual transition to cognitive activity, but under the condition of dominance of play. This is a certain contradiction, which often hinders the effective formation of the basics of natural-scientific concepts in senior preschool children. The article reflects the central concepts (natural-scientific concepts, natural-scientific literacy), and draws up a list of difficulties that teachers of preschool educational organizations face in the practice of developing the basics of natural-scientific knowledge about the world in pupils. As a result, the author forms a list of recommendations for organizing the activities of educators in the practice of forming natural science concepts in senior preschool children. The conclusions of the work can be applied in the practice of training specialists in preschool educational organizations, as well as practicing teachers working with senior preschool children.