ПРЕДШКОЛСКА УСТАНОВА КАО ЗНАЧАЈАН ФАКТОР У РАЗВОЈУ ЕКОЛОШКЕ СВЕСТИ ДЕЦЕ
PRESCHOOL INSTITUTION AS A SIGNIFICANT FACTOR IN THE DEVELOPMENT OF CHILDREN’S ENVIRONMENTAL AWARENESS

Summary/Abstract: Preschool age is defined by a number of authors as an ideal time for the beginning of the development of environmental awareness. Precisely accelerated development, great emotionalism and curiosity are the characteristics of preschool age which are also ideal for the beginning of ecological education of children. Although family is the first and important factor in developing ecological awareness in children, the influence of educational institutions is irreplaceable in that area. A preschool institution, in that sense, is a number one place where planning ecological education of children should begin. Having in mind this, it was deemed necessary to research the ways in which teachers in their work with children of preschool age apply ecological education. Within this research, a survey of teachers employed in preschool institutions in the territory of Belgrade was conducted. Based on the results, it can be concluded that there is an awareness on the importance of ecological education in teachers, as well as on possibilities provided by preschool age when it comes to this type of work with children. Also, teachers assess project approach as very favorable in terms of an approach whose application can significantly contribute to improving the ecological education of children. The importance of these data is reflected in the fact that they lead us to a conclusion that teachers show competencies also for the implementation of this kind of work with children. Of course, it is important to apply all of this in practice because everyday situations in the kindergarten open many opportunities for the implementation of ecological education whereby it is up to the teacher to identify those opportunities and use them in a creative and quality manner to successfully encourage the development of ecological education in children.

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