INNOVATIVE AND CREATIVE APPROACHES TO FORMING ENVIRONMENTAL AWARENESS IN PRESCHOOL EDUCATION

ANNOTATION. This article examines the formation of environmental education in preschool-aged children from both scientific-theoretical and practical perspectives. Research emphasizes that the foundation of environmental awareness is laid during the ages of 3–7. In particular, American educator and scientist J. Davis notes that direct interaction with nature in childhood strongly influences a child’s future ecological behavior. According to UNESCO experts, environmental education in preschool settings is effective only when conducted through play, observation, and hands-on activities. The article highlights creative methods, project-based activities, STEAM approaches, and the importance of cooperation between families and educational institutions in organizing environmental education. The research results show that ecological education fosters conscious, careful, and responsible attitudes toward nature in children and helps cultivate love for the environment.

KEYWORDS. Environmental awareness, preschool education, ecological education, creative methods, project-based activities, STEAM approach, nature conservation, observation.

INTRODUCTION. Today, environmental problems have a direct impact on human life at a global scale. Environmental pollution, depletion of natural resources, and loss of biodiversity pose significant challenges to society. Addressing these issues is closely linked to changing humans’ attitudes toward nature. In this context, the preschool education system represents the initial and most critical stage of ecological education. During this period, children form their first understanding, emotional responses, and simple ecological behaviors regarding nature. If ecological education is organized systematically and correctly at this stage, it increases the potential to raise conscious and responsible individuals in the future. This article examines innovative and creative ways to develop environmental awareness in preschool education and analyzes their practical significance.

1. Features of Environmental Awareness Formation in Preschool Children.

Preschool children perceive the environment primarily through sensory experiences and direct interaction. They understand natural phenomena by seeing, hearing, touching, and observing. Therefore, in ecological education, real observation and practical activities should take precedence over abstract concepts.

During this age, environmental awareness develops in the following areas:

Recognizing and naming natural objects;

Observing changes in nature;

Understanding cause-and-effect relationships;

Demonstrating careful and respectful attitudes toward nature.

The process of forming environmental awareness in children is effective only if conducted consistently and continuously. Random or episodic activities cannot develop stable ecological perspectives.

2. Developing Observational Skills through the “Nature Explorers” Project.

Project-based activities are one of the most effective pedagogical approaches for preschool children. The “Nature Explorers” project engages children as active participants, developing their observation and independent thinking skills.

Within this project, children:

Observe the growth of plants;

Record weather changes;

Compare the conditions of water and soil;

Learn to draw simple conclusions.

Such activities increase children’s interest in nature and sense of responsibility. Most importantly, children acquire ecological knowledge through personal experience rather than as pre-packaged information.

3. The Role of Play Technologies in Environmental Education.

Play is the leading form of activity for preschool-aged children. Ecologically themed games help children consciously adopt simple rules for protecting nature.

For example:

Games focused on waste sorting;

Role-playing games about water conservation;

Dramatic games about caring for animals.

During play, children learn to follow ecological rules naturally rather than as a compulsory requirement.

4. Environmental Education through STEAM Approaches.

The STEAM approach allows ecological education to be organized through interdisciplinary integration. This approach enables children to observe ecological phenomena, conduct experiments, and analyze results.

Examples include:

Planting seeds and measuring growth rates;

Observing the evaporation process of water;

Creating simple ecological models.

The STEAM approach develops not only ecological knowledge but also logical thinking and problem-solving skills in children.

5. Cooperation between Families and Preschool Institutions.

The effectiveness of environmental education largely depends on collaboration between families and educational institutions. If ecological education is not continued at home, its impact is short-lived.

Cooperation with parents can include:

Family ecological campaigns;

Home exercises on waste separation;

Discussions on nature conservation.

Such collaboration helps children integrate ecological behavior into daily habits.

CONCLUSION. In conclusion, forming environmental awareness in preschool education is a complex but extremely important process. To organize it effectively, innovative and creative approaches must be applied, children’s age-specific characteristics considered, and collaboration with families established. Ecological education fosters love, responsibility, and conscious attitudes toward nature in children, contributing to the sustainable development of future society.

REFERENCES.

Law of the Republic of Uzbekistan “On Preschool Education.”

“First Step” State Educational Program.

UNESCO. Early Childhood Education for Sustainable Development, 2021–2024.

Davis, J. Young Children and the Environment, 2020–2023.

STEAM Education in Early Childhood. International Journal of Early Learning, 2021.

Axmadqulova Sapuraxon was born in the Marxamat District of the Republic of Uzbekistan. She is a student at the Andijan Branch of Kokand State University, Faculty of Pedagogy, specializing in Preschool Education. She has participated in international competitions. She is a recipient of the “Future Scientist” and “People’s Ambassador” chest badges awarded by the Association of Young Scientists. Her creative works are indexed on Google, and she is the author of numerous articles.

ghazal, in the wake of donald trump

Tonight we stare at white floodlights and children all costumed in rainbows.
There is the pop-pop-pop of a mother and clinking glassware, in rainbows.

It is not enough that they are in my thoughts and prayers, my hands are sandy
And hooking into flowers. Slick with my own privilege, I repent in rainbows.

When I see their little backpacks all lined up I realize chasing spirits
doesn’t bring them back. And the only colors shining: red, white, and blue, not rainbows.

There is a little red man on the white house’s shoulder and he screams and screams and screams.
There are little children in schools and they scream and scream in rainbows.

There is a tin toy rattling beside a steel thing with the same small grip
There is a hand reaching for both, oil slicking in rainbows.

Sometimes when I look in the mirror I worry that my brother will never come home.
So yes, for me, it is political. How can we speak in rainbows

With loaded AK-47s? And the scenes that flash across my TV
Where no-one seems surprised at all by those police lights casting rainbows

And there is a crowd packed tightly like kindling on this summer street
Their faces tilted upward for anything that flares like rainbows

And there is the slow fall of spent fireworks,
Their glow brushing the pavement until i feel myself again, only smaller and in rainbows.

And these bursts fall across the country, flashing in their own strange order
And I sit with it, reckoning in rainbows. 

Summer still Lingers

wisps of this summer linger;

where sunlight once kissed my golden crown
the fading etches of triangular bikini tops
feet firm from walking barefoot on rough ground

where freckles crawled across my nose and cheeks
bug bite scars reside on my legs
sun bleached hair and #kill the geese

wisps of this summer linger;

in the pine trees camphoraceous aroma
clinging to my bouquet of ringlets
the citrusy tingles and floral ambrosia

in the dirt caked into the soles of my sneakers
the tye dyed socks and sweat stained shirts
and although my summer tan grows weaker

the wisps of this summer still linger.

Developing Social Skills in Children Through Pedagogical Approaches

Bahora Akmalova, student of the Faculty of Pedagogy

KDPI Major in Preschool Education

Annotation: The article examines the development of children’s social skills through pedagogical approaches, highlighting the importance of communication, cooperation, collective activities, and the role of the teacher in the educational process.

Keywords: pedagogical approach, social skills, child development, socialization, educational process, collective activity, teacher’s role.

Introduction. 

A child’s development as an individual is directly connected to their social skills. Social skills are the set of abilities that allow a child to communicate effectively, express their thoughts, cooperate, and adapt to social situations. Pedagogical approaches play a crucial role in forming and developing these skills.

Properly chosen methods and techniques in the educational process enhance a child’s social activity, teach teamwork, and lay a strong foundation for personal development. Therefore, pedagogical approaches are essential in socializing children and helping them successfully integrate into society. By applying appropriate methods, teachers and caregivers can foster children’s social competencies, enhance teamwork, and promote self-confidence.

Understanding the relationship between pedagogy and social development is crucial for preparing children to engage positively with peers, teachers, family members, and the broader community.

The Importance of Social Skills in Childhood

Social skills are critical for multiple aspects of life: 

Communication: Children learn to express their needs, share ideas, and understand others’ perspectives.

Collaboration: Working in groups teaches negotiation, compromise, and joint problem-solving.

Empathy and Emotional Regulation: Understanding emotions—both their own and others’—helps children form meaningful relationships.

Conflict Resolution: Socially skilled children can manage disagreements in a constructive way.

Adaptability: Children learn to adjust to new environments, rules, and social norms.

Children who develop strong social skills tend to perform better academically, demonstrate higher self-esteem, and show improved mental health outcomes. Conversely, poor social development can lead to isolation, behavioral issues, and difficulties in learning and teamwork.

There are several key pedagogical strategies used to develop children’s social competencies:

Play-Based Learning: Play is a natural medium for social interaction.Through structured and unstructured play, children learn to take turns, share, and negotiate. Role-playing games allow children to experience different perspectives and develop empathy.

Collaborative and Group Activities: Group projects, cooperative games, and team-based learning promote communication and teamwork. Children learn leadership skills, responsibility, and accountability. Teachers act as facilitators, guiding interactions and providing feedback to enhance positive behaviors.

Communication and Language Development: Encouraging conversations, storytelling, debates, and discussions enhances expressive and receptive language skills. Activities like “show and tell” or dramatization help children articulate thoughts and feelings clearly.

Modeling and Social Guidance: Teachers and caregivers model appropriate social behavior, demonstrating respect, patience, and empathy. Children imitate these behaviors and internalize social norms.

Use of Technology and Interactive Tools: Interactive digital games and applications can simulate social situations and problem-solving scenarios.Technology can complement real-life interactions, but human-guided learning remains crucial.

Integration with Emotional Learning (SEL): Social and Emotional Learning programs teach self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Combining SEL with traditional pedagogy strengthens children’s holistic development.

The Role of the Teacher

Teachers are central in facilitating social skill development. Their roles include:

Observer: Identifying social strengths and challenges in individual children.

Guide: Offering strategies and interventions to enhance positive interactions.

Mediator: Helping resolve conflicts and teaching constructive problem-solving techniques.

Encourager: Reinforcing prosocial behavior and promoting inclusion.

Conclusion

Developing social skills in children is a fundamental aspect of their overall growth and successful integration into society. Pedagogical approaches, including play-based learning, collaborative activities, communication exercises, and social-emotional learning, provide effective methods to nurture these skills.

Teachers play a central role as guides, role models, and facilitators, creating supportive environments where children can practice and improve their social competencies. By fostering communication, cooperation, empathy, and problem-solving abilities, these approaches prepare children not only for academic success but also for meaningful relationships and active participation in their communities.

In summary, intentional pedagogical strategies are essential for cultivating well-rounded, socially competent individuals. Social skills are essential for children’s personal and social development. Pedagogical approaches, such as play, group activities, role-playing, and guided interactions, help children learn communication, cooperation, empathy, and problem-solving. Teachers play a key role in supporting, guiding, and modeling positive social behavior.

By using these strategies, children become more confident, socially competent, and better prepared to interact successfully with peers and the wider community. Effective pedagogical practices are therefore crucial for nurturing well-rounded and socially skilled individuals.

Used literature

Berk, L. E. (2018). Development Through the Lifespan (7th ed.). Pearson.Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182–191.Piaget, J. (1972). The Psychology of the Child. Basic Books.Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Father didn’t know how to smoke cigars correctly

Father extinguishes ashes on mother’s vagina

Nobody knew why I wasn’t born

Everyone blamed the young midwife for what happened

***

Voice is the right to noise

Trembling is the right to weakness

My father recently fell asleep

People are not able to choose what they dream about when they sleep

Dead people cannot choose who to visit in a dream

My dad recently fell asleep in a cemetery

The grass is the same everywhere even near the grave

The night is always the same even at dawn

My dad fell asleep on the grass at night in a cemetery

The next morning no one woke up in the cemetery

***

The broken silence of time

You are listening to the screams of future embryos

You don’t hear anything and your viscous legs stick to the cemetery

It’s raining again in the cemetery

You’re falling into the cemetery again

Sperm time crunches underfoot

Knowledge

To the real world with the mind’s connection

What should be or not

To face anything good or bad

Wrong or right

Presents unseen

To the conscience with the light to justice

No other than human being it possesses

It is set up to live better in life

Like the starry light on the garden

The smooth way to go

The world is decorated in such a way

We think and make our own design

Not to see the devastation on Gaza

Or other country’s death in fight

Or in racial conflict in our country or others

Or in starvation in Africa

Let all the birds die and only we live

Knowledge, how are you always being used to lead? 

Md. Mahbubul Alam is from Bangladesh. His writer name is Mahbub John in Bangladesh. He is a Senior Teacher (English) of Harimohan Government High School, Chapainawabganj, Bangladesh. Chapainawabganj is a district town of Bangladesh. He is an MA in English Literature from Rajshahi College under National University. He has published three books of poems in Bangla. He writes mainly poems but other branches of literature such as prose, article, essay etc. also have been published in national and local newspapers, magazines, little magazines. He has achieved three times the Best Teacher Certificate and Crest in National Education Week in the District Wise Competition in Chapainawabganj District. He has gained many literary awards from home and abroad. His English writings have been published in Synchronized Chaos for seven years.

Hilltop

Hilltop

far from the city

distant towers of cement

people stacked

with eyehole windows

searching the sky

wanting wings

dreams

hearing the hilltop

beyond their reach

prayers

magnified

taking

a deep breath

into the vastness of hope.

Rebellion

Laying down their guns

rebelling against war

soldiers walking away

back to their homes

families waiting

with open arms

tears sparkling

ringing bells

crowds gathering

singing to the stars.

Last Step

She saw me fall

my last step

with her arms open

to her

my love.