Programme-methodological support of school and family interaction in the formation of the pupils' of primary school environmentally expedient behavior

Taking into consideration the effectiveness of the pedagogical influence, the most effective method is a conversation. So, during the conversations, children were introduced to the ecological situation in the region, examples of nonconstructive behavior in nature, the interrelationships of living and inanimate nature, the need to preserve nature and protect the objects of living and inanimate nature; the need for ecological knowledge for practical activity of people were emphasized; the essence of the content of natural concepts was disclosed.

The content of the conversations was determined in such a way that, due to the involvement of the pupils in the proposed topic, a positive emotional attitude toward environmental behavior, a desire to adhere to its norms and rules, and a negative attitude to those who violate these rules arose.

Simulation and role-playing environmental games were used in order to expand and deepen knowledge about the norms and rules of behavior in nature, to correct the daily behavior of the primary school pupils in relation to nature, and to form proper motives for behavior. This choice was due to the fact that the game is positively perceived by pupils of this age category and at the same time is important for the formation and development of the personality. The game affects the emotional sphere of the student, promotes formation of arbitrary mental processes. The conditions for its implementation require concentration on the content of the action and the plot, on the characters of the actors involved in the game situation. The latter influences the thinking of the child, contributes to the development of his/her reflection and gives the opportunity "to develop the ability to comprehend their own actions, to predict the reaction of other people" [2, p. 20].

Role-playing and simulation environmental games refer to the type of environmental games, based on the simulation of the social and substantive content of environmental activities. These games belong to active methods and allow simulating or solving a particular environmental situation when pupils are finding ways to solve the problem through joint efforts. Role-playing and simulation environmental games play an important role in the current practice of environmental education and are suitable for any age group and student groups as an effective method of environmental education [3].

Role-playing behavior during the game is complicated. There is an example that directs the child's behavior and which is a benchmark for control; it is assumed that the actions determined by the model are foreseen; takes place comparison with the sample, i.e. control. By taking on a particular role, the child is guided by its rules, subordinates his/her behavior to their observance.

Actions during role-playing and simulation environmental games are focused on the rules of human-nature relations, norms and rules of environmentally expedient behavior. While playing, the child appears to fall into the realm of human relations with nature. The norms and rules that make up their foundation, are becoming the source of the formation of the environmentally expedient behavior of the primary school pupils.

Thus, the game of ecological content contributes to the realization of the child's behavioral potential in relation to nature, provides an understanding of his/her own activities in nature. Based on the fact that the game always takes place in an imaginary situation, we tried to create it not only during classes, but also on excursions.

An excursion as a form of organization of the educational process promotes the convergence of school and family, the positive emotional mood of the participants in the interaction. Determining the content of excursions, we were guided by the recommendations of T. Baibaria, L. Narochna, H. Kovalchuk. The parents of the pupils of the experimental classes took an active part in preparing for excursions and conducting them.

During the excursions were used various types of work: explanation of the leader, purposeful observation of pupils, their arbitrary observations, games, problem situations, sketches, etc. Conducting of excursions envisaged taking into account the following conditions:

• perception of children as researchers, which contributes to the development of their observation ability, helps them understand the relationships in nature;

• observance of the norms and rules of the environmentally expedient behavior in nature;

• provision of effective assistance to natural objects;

• reasonable collection, which provided for a complete refusal to collect living objects of nature.

In further work there was used the method of solving problem situations, which included the acquisition of knowledge about nature, the formation of skills of saving natural resources, environmentally expedient behavior in nature, finding the most optimal ways to solve the problem. In choosing the situation, we took into account the recommendations contained in the pedagogical literature on the relevance of the problem embodied in the situation, its realism and its typology [8] and relied on the following criteria:

1. Inclusion of the processes, phenomena, actions of characters in the content of the situation, which can be understood by the pupils of primary school.

2. Reflection of deeds and actions related to observance (violation) of norms and rules of the ecological behavior.

3. Incitement to specific actions and deeds that would involve the display of the environmentally expedient behavior.

In the basis of the plots of the problem situations were laid the stories and fairy tales, as well as examples from the real life. Thus, situations connected with reproduction of the actions of a friend (colleague of the father or the mother) contributed more to the formation of assessment skills. After all, the ability to evaluate others helps to evaluate somebody's own actions, that is, to carry out self-esteem, which is an indicator of personal development. In the assessment and self-assessment the link between world outlook and human behavior is evident; they are regulators of behavior and activity.

According to A. Zakhliebnyi, I. Zvierev, T. Kucher, and L. Simonova, participation of the primary school pupils in various forms of nature-saving activities contributes to the formation of the environmentally expedient behavior.

Therefore, the programme of the ecological circle "Ecoworld" envisaged creation of the environmental projects, doing practical works, conducting experiments with the elements of nature saving and other types of environmental activities.

The project activity was aimed at acquiring knowledge about nature, stimulating the interest of the primary school pupils to the problems of animate and inanimate nature, solving certain problems of interaction with nature. The project method offers wide opportunities for the development of creative abilities of the individual. In psychological literature it is emphasized that every child needs to open life as a space for creativity, a permanent combination of existing ones and creation of the new forms of behavior. By developing projects, primary school pupils meet their own needs and interests, solve contradictions in the interaction with the natural world.

Primary school pupils participated in projects with pleasure and interest, showed initiative, made their own choices and decisions at the affordable level. Work on the environmental projects "Domestic animals", "Save electricity!", "Save water!", "Do not miss!" provided understanding by each pupil of the purpose, designing the plan, developing a plan, working on it, presenting the results (newspaper, album, staging). Practical project activity is focused on solving current day-to-day issues and household problems, for example: "Caring for indoor plants", "Growing Flowers", "Preparation of Seeds for Birds", "Making and Setting up Feeders", "We clean at home, at school and around" and so on.

Pupils' work contributed to expanding their knowledge of the interrelations in nature, the awareness of the factors of its pollution, the need to preserve plants and animals, energy and water conservation ("How to save energy", "Burning" - how the air becomes polluted, "Acid rain" - how the soil becomes polluted, "Solutions" - how the water becomes polluted). The elements of the environmental activity of the primary school pupils are:

- protection of the environment (feeding homeless animals, making and setting up feeders for birds, feeding birds, fighting garbage, etc.);

- improvement of the natural environment (planting, making flower beds, rational use of electricity, water, careful and economical use of paper, etc.);

- propaganda of nature conservation ideas (talking with friends, parents, other adults, making and distributing leaflets);

- saving of natural resources (collection of natural materials, manufacture of panels, other products, recycling of things, sorting waste).

During the research work much attention was paid to the formation and development of the primary school pupils' interest in nature, because it reveals a value attitude to objects of nature as the subjects of interaction. Interest, on the one hand, is an incentive for the formation of such an attitude to nature, and on the other - its result, which marks the relative completeness of a certain stage of environmental education.

It should be noted that the circle work was carried out with high activity of pupils, who were eagerly expecting each subsequent lesson. This success was facilitated by the fact that the parents who participated in their training had been taught to take classes and were competent in the main issues. Therefore, every lesson did not look like the previous one and it happened in a special emotional atmosphere. The participation of parents contributed to raising the interest of children not only in the work of the circle, but also in the problem as a whole, emphasized its importance.

Preparation of parents for participation in the work of the group was carried out in the process of purposeful motivation to interact with the school. Motivation took place in stages in the following forms of work: during meeting of parents (collective (five times a year), group (twice a month) and individual work (if it is necessary for all the sides of interaction). The step-by-step approach provided a differentiated organization of pedagogical education of parents and their voluntary involvement in the work of the ecological circle.

The purpose of work with parents was to make them realize the relevance of environmentally expedient behavior of every citizen; to improve theoretical and practical training for the environmental education of the primary school pupils; to get acquainted with the content of methodological recommendations and involve those who wish to participate in the work of the circle on certain topics. The programme and corresponding methodological guidelies are laid in the basis of pedagogical work with parents. Methodological guidelines for work with parents contain topics, each of which is aimed at studying the problems in the context of the topics of the circle "Ecoworld".

Classes with parents were directed at:

1) increasing their environmental literacy, forming an interest in the environmental problems;

2) awareness of the importance of the interaction of school and family with regard to the formation of the environmentally appropriate behavior of the primary school pupils;

3) formation of the desire of parents to improve their theoretical and practical preparedness for the environmental education of schoolchildren through pedagogical education and self-education.

Classes with parents were developed taking into account the guidelines concerning:

- the focus on psychological-pedagogical assistance to parents in selfdevelopment, which comes not only from the teacher, but mainly from parents themselves;

- presence of a more or less permanent group;

- application of active and interactive methods of work;

- objectification of mutual subjective feelings and emotions of the group members;

- creating relaxed atmosphere, psychological comfort.

Classes were conducted using a variety of interactive methods. As V. Diachenko notes, interactivity means the ability to interact or stay in conversation mode, dialogue with someone. According to the Ukrainian teachers O. Pometun and L. Pirozhenko, interactive methods enable the process of learning, mutual learning (collective, group learning in cooperation). Such a choice was caused by the fact that the interactive activity involves organization and development of dialogical communication of its participants, promotes understanding, interaction during solving common but important for everyone tasks of environmental education.

Communication and cooperation of parents provided for the solution of various problems concerning the ecological upbringing of the child, acquisition of knowledge and experience of the environmentally expedient behavior.

As has been noted above, during classes with parents, collective, group, individual and independent work was gradually carried out.

The first stage involved collective work, which took the form of thematic parent meetings. So, according to the teachers (M. Osipova, H. Butrym, I. Melnychuk), such meetings are devoted to an actual topic, in which a significant part of parents is interested in discussion. They have an educational character and are aimed at expanding the knowledge of parents in the field of their children's education. Parent meetings were characterized by structural clarity: the formulation of the goal; defining tasks; recommendations on the organization of various types of educational work; the final stage (summing up, "homework"). The peculiarity of the meetings was breaks for parents, filled with contests, riddles, "curiosities from the teacher".

The second stage was implemented in group work. The motivation of the parents was facilitated by counseling aimed at providing advice on environmental education, awareness, support and development of their children's environmentally expedient interests in the world of nature. As P. Yakobson noted, it is extremely important for parents to understand what they really care about and their children worry about, to which they are indifferent or disrespectful.

During group work were used exercises, conversations, discussions of the problem situations, etc. Organizing work in the groups, the following tasks were chosen, which included activity of all the participants, their interaction with each other and with all the members of the groups, led to the production of ideas, creative approach to solving the pedagogical or environmental problem. Consultations were conducted both on the initiative of parents and teachers.

The third stage of parents' motivation took place in an individual form. Parents needed to clarify the nature of the problems that arose, and possible ways to overcome them, and teachers found out certain points related to the behavior of the child or the parents themselves, which had a purely individual manifestation.

During the development of a program of work with parents, preference was given to forms and methods that provided not only the broadcast of certain information (stories, conversations), knowledge acquisition, response to a specific question, but also induced them to search independently for the problem solutions (exercises, analysis of problem situations, etc.).

Therefore, the fourth stage was implemented in the form of independent work through the selection of the content of "homework" (observing with the child the objects of nature, selection of "environmental issues", implementation of joint tasks, testing of advice received during the study, an appeal to parents with a request to provide help for the child in something) that gave parents the opportunity to test the expediency of their knowledge in the conditions of their families, help the child in learning nature and environmental activities.

Thus, after the implementation of the identified forms and methods of formation of the environmentally expedient behavior and on the basis of the obtained cumulative results on the structural components, the levels of formation of the environmental behavior of the primary school pupils (in control and experimental groups) were determined and their dynamics was traced. The dynamics of the levels of formation of the environmental behavior of the primary school pupils from the beginning to the completion of the experimental work in experimental groups was: for the environmentally expedient level - 28,9-12,0=+16.9 %, for the environmentally situational - 28,9=+11.9 %, for pragmatic - 25,4-36,6=-11,2 %, and for the environmentally inexpedient - 4,9-22,5=-17,6 %. In the control groups, insignificant changes were found in the levels of formation of the environmental behavior of the primary school pupils: the environmentally expedient level - 14,3-11,4=+2,9 %, the environmentally situational level - 29,3=+3,5 %, the pragmatic level - 34,3-37,2=-2,9 %, the environmentally inexpedient level - 18,6-22,1=-3,5%.

Thus, final assessments aimed at determining formation of the indicators of the structural components of the environmentally expedient behavior among the primary school pupils showed their improvement at the environmentally expedient and environmentally situational levels and decrease at pragmatic and environmentally inexpedient levels.

Conclusions

The introduced author's programme-methodological complex "Ecoworld" includes the programme of the ecological circle "Ecoworld", methodological recommendations for its organization, methodological recommendations for work with parents in relation to the formation of the environmentally expedient behavior of the primary school pupils and showed a qualitatively new level of organization of the environmental education of schoolchildren. In its structure there were outlined the forms and methods of work with parents and pupils, involving parents in direct participation in the educational process on the formation of the environmentally expedient behavior of the primary school pupils, and intensification of the interaction between parents and the teacher.

In this study the formation of knowledge about behavior in nature, the desire to preserve objects of nature, skills and habits of the environmentally expedient behavior is realized on the conditions that determine the appropriate content, organizational forms, and methods (techniques) ensuring their continuity and interconnection, take into account the specifics of the means used to form the environmentally expedient behavior of the primary school pupils in the interaction between school and family. The results of the diagnosis of the levels of formation of the environmentally expedient behavior of the primary school pupils allowed to verify the effectiveness of the identified and tested forms and methods of work and to confirm their influence on the formation of the structural components of the pupils' environmental behavior.

The conducted research has not exhausted all the aspects of the problem of the primary school pupils' environmentally expedient behavior formation in the interaction between school and family. We consider perspective the study of the problem of continuity in the formation of the environmentally expedient behavior of preschool children and primary school pupils.

References

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3. Kolyshkina, А. P. (2017). Implementation of forms and methods of interaction between school and family in formation of the environmentally expedient behavior of the primary school pupils. Pedagogical sciences: theory, history, innovative technologies, 7 (71), 168-178 (In Ukrainian).

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