PSYCHOLOGICAL AND PEDAGOGICAL PECULIARITIES OF FORMATION THE HUMANISTIC OUTLOOK OF PRESCHOOLERS DURING THEIR INTERACTION WITH NATURE
The article deals with the problem of humanization of education of preschool children. The recognition of the distinct link between humanism and child's attitude towards the nature is considered to be the starting explorative position. Humanism as a personal trait can be formed only in the process of properly organized child's interaction with the environment. The humanistic outlook is presented in the article as a system of knowledge and beliefs that determine the birth and the realization of individual deeds according to the principle of deep humanity which is based on the consciousness of the value of life as a phenomenon of our existence on the Earth. The article presents the results of the theoretical and empirical research of types of preschoolers’ attitude towards the nature in the context of forming their humanistic outlook. The predominant reasons in the structure of preschoolers’ attitude towards the nature are clarified. The results of the observation of children’s behavior in the nature are generalized. Children's creativity, besides that, the content and temper of preschoolers’ activity in the nature are analyzed. As a result, such types of children’s attitude towards the nature as "pragmatic", "research", "artistic" are singled out and determined, as well as several mixed types of assessment and behavioral responses of preschoolers towards the aesthetic expression of the environment. The quantitative correlation of the types of children's attitudes to nature in the experimental group indicated its multi-vector nature with a large share of utilitarian-cognitive motives. It is concluded that preschool pedagogy should systematically care about the proper axiological culture of children's attitude to nature and not neglect such an influential factor in the humanization of children's consciousness as the formation of aesthetic attitude to the world. A sense of the aesthetic expressiveness of nature, the birth of the need to mercifully protect it can become a reliable regulator of children's behavioral programs, based on humanistic principles.
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