THE CROSS-CURRICULAR INTERRELATIONSHIPS AT PRE-SCHOOL AGE IN LIGHT OF THE PRINCIPLE OF UNITY BETWEEN NATURAL-SCIENTIFIC AND AESTHETIC KNOWLEDGE
Globalization and the development of consumer societies, climate change, biodiversity loss (due to the extinction of species), and the disturbance of the balance in nature have led to the development of a new philosophy in the relationship man - society - nature.
The main paradigm of our everyday life is creating increasingly complex environmental issues, mostly with regard to our interaction with the surrounding world.
This, in turn, determines the establishment of a stable relationship between the individual and its environment, where it can express environmentally-friendly relations toward:
„its inner space (physical and spiritual)”;
„its immediate surroundings - natural, residential, social”;
„the other people and their surrounding environment - natural, residential, social; toward nature as the habitat of all living creatures” (E. Yanakieva).
Today, pedagogical science faces the difficult, yet vital task of "seeking new ways to build human's relationships with its surroundings and to introduce them into the pedagogical reality even before the relevant changes in society have taken place" (E. Yanakieva).
This article examines the cross-curricular relations in pre-school pedagogy in light of the principle of integration of natural-scientific and aesthetic knowledge (E. Yanakieva). It explains the need to apply interdisciplinary relations during pre-school childhood.
We carry out a methodological analysis of the cross-curricular interrelationships in the pre-school training aids approved by the Ministry of Education and Science.
The article reveals and justifies the pedagogical potential of the cross-curricular relations through the prism of the principle of unity between natural-scientific and aesthetic knowledge, their organizational and methodological structure, as well as concrete ways of implementing them in the different educational fields.
As a result of the established lack of methodological recommendations for the application of cross-curricular relations at pre-school age, we make recommendations for the integration of cross-curricular relations with the purpose of applying the principle of unity between natural-scientific and aesthetic knowledge.
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