An empirical research of environmental consciousness in preschool and junior school children (6–10 years)

Abstract

This article presents the results of an empirical study of the specificity of ecological consciousness of children of preschool and younger school age. The results of the comparative analysis of representations of children of different age of nature and the interaction “man-nature” provide an opportunity to trace the process of formation of ecological consciousness, the influence of knowledge which children receive at school on the cognitive and emotional components of ecological consciousness.