INNOVATIVE APPROACHES TO THE “INTRODUCTION TO THE SURROUNDING WORLD” ACTIVITY IN THE PRESCHOOL EDUCATION STAGE
Abstract. In the modern era, ongoing reforms in the preschool education system prioritize the holistic development of the child as a personality, their active engagement with the surrounding world, and the early acquisition of ecological, social, and moral values. In this context, the “Introduction to the Surrounding World” activity is regarded as one of the fundamental and leading components of preschool education, serving to form children’s initial yet systematic understanding of nature, society, and human relationships. Recent scientific research emphasizes that traditional, teacher-centered instructional models based primarily on the transmission of information do not fully correspond to children’s age-related and developmental characteristics. Contemporary approaches, by contrast, necessitate the implementation of child-centered learning models grounded in observation, inquiry, play, and experiential learning. This article analyzes innovative pedagogical approaches applicable to the teaching of the “Introduction to the Surrounding World” activity at the preschool education level from both theoretical and practical perspectives. The study is based on constructivist learning theory, inquiry-based and project-based learning models, the “Hundred Languages of Children” philosophy of Reggio Emilia pedagogy, as well as play- and nature-oriented teaching strategies. Additionally, practical recommendations and implementation examples for teachers are presented, enhancing the practical significance of the article.
Keywords: preschool education, early childhood, introduction to the surrounding world, inquiry-based learning, integrated curriculum, environmental education, innovative pedagogy.
