STIMULATING NON-STANDARTIZATION THROUGH ENVIRONMENTAL EDUCATION AT THE PRIMARY STAGE

Abstract

The acquisition of key competences, as well as their successful application (both in the educational
process and in the interaction of students with the surrounding world), is among the most discussed educational
problems. Encouraging creativity, enriching students' creative skills, stimulating non-standardization in the initial
stage are challenges faced by every modern teacher. In the dynamic modern society, it is increasingly necessary to
look for new ways to provoke the motivation to learn (and throughout life).
In the presented article, environmental education at the initial stage is considered as a means of stimulating nonstandardization.
The very concepts of "education" and "non-standardity" have "incompatible ontology, but currently
expressed general pedagogical existence" (N. Kaloyanova).
Advocates argue that ecological education can be organized in such a way as to promote the creativity of students, to
increase their aspiration striving for new knowledge, to enrich the possibilities for their effective application in
interacting with the surrounding reality.
An attempt is made to justify the need to apply the ecocentric paradigm (which unfortunately still pulls off in places
in front of the anthropocentric). The emphasis is on knowledge, the learning content is at stake, which can
effectively evolve into skills, attitudes, relationships in the interaction of the student with nature (alive and not
living), with different social circles (family, relatives, friends, teachers), with himself (spiritual and bodily space).
Individual means are specified, the application of which leads to the stimulation of unconventionality through
environmental education in the primary stage:
- Perception of fiction;
- Games with different types of cards;
- Making and using schematics;
- Creation and promotion of videos