Formation of prerequisites for scientific literacy in preschool children

The article substantiates the relevance and importance of searching for optimal ways to form the prerequisites for natural-scientific literacy in preschool children. The concepts of “functional literacy” and “natural-scientific literacy” are defined, and a working definition for the concept of “natural-scientific literacy of a preschooler” is formulated. The prerequisites for natural-scientific literacy associated with the value-semantic, activity-based and cognitive spheres of a child's personality are identified. The conditions for the effectiveness of forming natural-scientific literacy at the level of preschool education associated with the least studied prerequisites of the considered component of functional literacy are identified. The conditions for the formation of a value-based attitude to knowledge, cognitive activity, and the formation of the ability to use empirical methods of cognition in preschool children are given. The role of using the author's technology for constructing personally oriented educational situations is noted.