Articles
| Open Access | INTRODUCING CHILDREN TO THE ENVIRONMENT AND FORMING THE CONCEPT OF SAVING WATER RESOURCES AND PROTECTING THE ENVIRONMENT IN A PRESCHOOL EDUCATIONAL ORGANIZATION
Orifkhujaeva Mokhirakhon Bakhromho'ja kizi , 1st year student of the master's degree program in preschool education at the Nizami National Pedagogical University of Uzbekistan Dilnoza Nazarova Eraliyevna , Nizami National Pedagogical University of Uzbekistan Associate Professor of the Department of History, Doctor of Philosophy in Historical Sciences (PhD)Abstract
This article explores the critical pedagogical imperatives for integrating environmental education into preschool educational organizations (PEOs). It focuses on the formative years as the ideal period to cultivate foundational pro-environmental attitudes, specifically targeting the conservation of water resources and broader ecological protection. The discussion synthesizes constructivist and socio-cultural learning theories to advocate for a holistic, play-based, and experiential approach. This model moves beyond simple instruction, emphasizing the PEO's role as a "living curriculum" where daily routines, teacher modeling, and place-based learning transform abstract concepts like water scarcity and conservation into tangible, actionable habits. This early intervention is presented as essential for fostering a generation of ecologically literate and responsible citizens.
Keywords
Early childhood education, environmental education, preschool, education for sustainability (EfS), water conservation, pro-environmental behavior, ecological literacy, play-based pedagogy, teacher modeling, place-based learning.
References
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