ethno pedagogies
Research actuality. Nowadays among vital issues concerning humanity it is paid a great attention to the environmental protection and effective usage of natural resources. As world experience shows, ecological problems appearing every day and the search of their solution prove about the importance once more. In this case, it increases the necessity of ecological training development of younger children in the process of active education (family → kindergarten → primary school), as protection of environment and person’s health are considered to be as the most valuable factors.
In the process of multistage education the problem of ecological training represent a number of offers which lead to the new solutions, for example in the following examples it is said about the realization mechanism of state ecological policy “The concept of ecological safety in the Republic of Kazakhstan in 2004-2015” (2003), “Constitution of Republic of Kazakhstan”, and the law about “Education”, “Ecological Code” which was accepted in 2006. However we cannot say that the problem of ecological training is aroused only today.
In the works below “The concept of ecological safety in the Republic of Kazakhstan in 2004-2015” (2003), “Constitution of the Republic of Kazakhstan”, and the law about “Education”, “Ecological Code” there is paid a separate attention to the ecological training and upbringing on the process of active education of multistage educational system.
The tasks of the research:
1 The definition of theoretic – methodological bases of educational training continuity in the process of continuous education.
2. The definition of pedagogical conditions and structural system of ecological upbringing in the process of continuous education.
3. Elaboration of ecological training continuity concept in the process of continuous education.
4. The definition of opportunities during ecological upbringing of younger children in the people pedagogies in the process of continuous education.
5. Elaboration of structural model of younger children’s ecological upbringing in the process of continuous education.
6. Elaboration of ecological training continuity methodic and its effectiveness during practical experiment.
Scientific novelty and the theoretical importance of the research:
1. Theoretic – methodological bases of educational training continuity in the process of continuous education were defined.
2. Pedagogical conditions and structural system of ecological upbringing in the process of continuous education were defined.
3. Opportunities during ecological upbringing of younger children in the people pedagogies in the process of continuous education were defined.
4. Elaboration of ecological training continuity concept in the process of continuous education.
5. Elaboration of structural model of younger children’s ecological upbringing in the process of continuous education.
6. Elaboration of ecological training continuity methodic and its effectiveness during practical experiment.
Practical importance of the research for family, kindergarten and primary schools:
· Concept of ecological training continuity in the process of continuous education;
· The program “Ecological training”;
· “Environment. Ecology” (in Kazakh and Russian languages) complex ox ecological training by recommendation of the Ministry of Education and Science RK;
· There were elaborated some methodological instructions for tutors and primary school teachers.
The results of the research work can be used in the family upbringing, preschool institutions, primary schools, specialized higher institutions, at institutions of increasing the qualification of pedagogical staff.
The main principles submitted for defense:
1. Ecological training continuity of children in the continuous process of education “family → kindergarten → primary school”, received knowledge of younger children in this area help to form activity skills in the structural sequence and effectively use them in our every day life.
2. Ecological training continuity in the process of continuous education takes into consideration the following pedagogical conditions (continuity realization by leading idea, character rules of environment and nature and using different kinds of methodic during skills development to have an opportunity to teach the children abilities connecting nature) and provides with the definition of structural system (contents, principles, methods and the ways of their simplification, forms and directions).
3. Concept of ecological training continuity in the process of continuous education gives a direction in the scientifically based concept during elaboration of programs and textbooks contents on the subject of ecology according to the age peculiarities of children.
4. Profound character of Kazakh people pedagogic proves the prevalence of possibilities of ecological younger children upbringing in the process of continuous education.
5. Structural model of ecological training continuity in the process of younger children continuous education is noticed in the unity of motivated-valuable, emotionally-sensitive, activated components and described with the help of exact indications, sizes and stages.
6. While having experiments, ecological training continuity in the process of continuous education and scientific methodological complexes provide the degree increasing of ecological younger children upbringing.
Scientific results:
1. Theoretic – methodological bases of educational training continuity in the process of continuous education were defined.
2. The meanings of pedagogical concepts such as “continuity”, “continuity of ecological upbringing” in the family, kindergarten and primary school in the process of continuous education were defined.
3. Ecological training continuity concept in the process of continuous education was elaborated.
4. Pedagogical conditions and structural system of ecological upbringing in the process of continuous education were defined.
5. Structural model of younger children ecological upbringing in the process of continuous education was elaborated.
6. Opportunities during ecological upbringing of younger children in the people pedagogies in the process of continuous education were defined.
7. Ecological training continuity methodic and its effectiveness during practical experiment were elaborated.
8. A special course of program on the theme “Ecological upbringing” for tutors and primary school teachers.
9. Forms out of the lesson providing ecological upbringing in the process of continuous education were defined.