THEORETICAL ANALYSIS OF THE PROBLEM OF ECOLOGICALTHINKING DEVELOPMENT IN PRIMARY SCHOOL PUPILS

The article is devoted to the theoretical substantiation of the ecological thinking development in primary school pupils based on the disclosure of the essence of its structural and functional connections with the process of observation and observability. To achieve the goal of the publication, theoretical methods were used: analysis of scientific sources on theresearch problem, regulatory and program documents; comparison, systematization and generalization of the obtained theoretical and empirical data, with the help of which the essence of the concepts of “ecological thinking”, “observation”, “observability” was clarified. Theconcept of “ecological thinking” is defined, which is understood as a cognitive process of a child’s mediated and generalized reflection of the phenomena of ecological reality in their essential ecological connections and ecological relations. It has been proved that the conditionfor the ecological thinking development is observation, which is based on an adequate perception of ecological reality and is characterized by the ability to see, notice, recognize and investigate certain ecological objects and phenomena. The ability to systematically observe depends on the degree of mastering the techniques of scientific observation, on observability as a psychological quality of the individual, which consists in the subject’s readiness for systematic perception and processing of environmental data.