ORGANIZATION OF SCHOOL AND FAMILY INTERACTION FOR STUDENTS’ ENVIRONMENTALLY APPROPRIATE BEHAVIOR FORMATION

The paper aims to substantiate and experimentally verify the effectiveness of a specially designed methodical program called “Ecoworld” (“Ekosvit”), which is focused on the formation of environmentally appropriate behavior of primary school students by means of organizing interaction between the school and a family. To achieve the goal, the following diagnostic methods was used, with the help of which the individual components of the investigated quality were measured: questioning (“Ecological knowledge”, “Environmental motives”, “Ecological behavior”) using ques-tions of closed and open types; conversations (The role of nature in my life, Nature and my family, My behavior in nature), which gave an opportunity to examine psychological characteristics of children, the level of their knowledge, interests, motives and actions by analyzing the received answers; observing actions and behavior of primary school students during the experiment and in real conditions (during lessons, walks, excursions, extracurricular activities); solv-ing problem situations containing two sets of tasks (“Ability to make environmentally appropriate decisions”, “Behav-ior in nature”). The developed methodical complex “Ecoworld” covers the program of ecological club and methodical recommendations for the organization of its work; methodical recommendations for working with parents regarding the formation of environmentally appropriate behavior of elementary school students. Classes of the club are based on the principle of combining efforts of the school and a family, clearly defined duties of a teacher and parents. The ex-perimental work was based on conversations, observation, problem tasks solution, didactic and environmental games, competitions, project activity. All forms of interaction between school and family were used in combination, were in-terconnected, complemented each other and were tested during a pedagogical experiment. It has been proved that the activation of interaction between parents and a teacher, the diversification of forms and methods of working with parents and students, and the involvement of parents in direct participation in the educational process for the for-mation of environmentally appropriate behavior of primary school students result in a qualitatively new level of organ-ization of environmental education of schoolchildren.