Readiness of preschool teachers to form environmental literacy among preschool children

The research problem and the rationale for its relevance. The problem of ensuring the continuity and continuity of the formation of the basic foundations of environmental culture at the levels of general education is very important in the context of the current environmental crisis and increasing requirements to the quality of education. The research conducted on the readiness of preschool teachers to form ecological literacy of preschool children revealed that 90% have an insufficient level of readiness. The contradiction consists in the fact that, on the one hand, there is a need for the formation of environmental literacy in preschool children, and on the other hand, not all teachers have the optimal level of readiness and competence for the effective implementation of this process. The mentioned contradiction has defined the research problem: the insufficient level of readiness of preschool teachers to form environmental literacy of preschool children reduces the effectiveness of environmental education and prevents the formation of environmental culture in the younger generation. The goal of the research was to develop a diagnostic toolkit for determining teachers' readiness to form children's environmental literacy and a program for its development based on the identified professional deficits. Methodology. The following methods were used in the research: study and analysis of normative documents, teachers' literature, questionnaires, analysis of the results of teachers' self-evaluation using diagnostic cards, statistical methods of data processing. The scientific novelty of this research lies in the development of diagnostic cards to determine the readiness of preschool teachers to form environmental literacy in preschool children, as well as the program for the development of readiness of teachers based on the analysis of their professional deficits. The practical significance of the research lies in the possibility of using the developed diagnostic cards to determine the readiness of preschool teachers to form preschool children's environmental literacy, as well as the use of the algorithm for designing a program to develop preschool teachers' readiness to form children's environmental literacy in the practice of preschool education.