Vanya Petrova
Trakia University - Stara Zagora (Bulgaria)
https://doi.org/10.53656/ped2023-3s.08
Abstract. The article examines the need and possibilities for pre-acquainting
students with the importance of light for plants in kindergarten and in 1st and 2nd
grade, to support the understanding of self- feeding in plants in the study of man and
nature in 3rd grade. In order to overcome the existing deficits and to create cognitive
prerequisites for revealing the concept of self-feeding in plants in the 3rd grade, it
is proposed to increase the share of methodical emphasis on the importance of light during lessons about plant development in kindergarten and first and second grades.. The analysis of the educational requirements in kindergarten shows that there is a certain underestimation of the role of light and, when the child is subsequently faced with the completely new concept of nutrition, they lack a connecting cognitive link to create a certain cognitive continuity in the discovery of self-feeding in plants. The study establishes the degree of knowledge of light as a necessary condition
for the life of plants and offers options for gradually accumulating more cognitive
experience regarding the role of light for plant development. This experience is
considered as a prerequisite for effective continuity in the education of man and
nature in the commented segment.
Keywords: learning about man and nature in the initial stage; self-feeding in plants; role of light for plant development
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