Abstract:

Global ecologic issues and their possible solutions are a matter of priority for the UNO and UNESCO within the framework of sustainable development. From this standpoint, environmental education of children as a tool of raising eco-awareness and creating the concept of ecocitizenship has become an integral part of educational strategies in many countries. The article describes Russian approach to environmental education of preschool children based on principles of humanism, sustainability, gamification, practice-oriented and lifelong learning.

The study is conducted within the framework of ecocriticism. Didactic potential of ecological fairy tales written by Russian educators and experts in environmental sciences is presented in the article. Ecological fairy tales are used in eco-education of preschool children in order to establish their moral values, develop critical thinking, introduce children to the world of nature and teach eco-discipline. Moreover, reading of the fairy tales by teachers and parents stimulates implicit development or transformation in ecological consciousness of adults. Description of ecological issues, commitment to ecocitizenship, methods of problem solution coupled with traditional genre features of fairy tales make possible to differentiate eco-fairy tales as a specific discourse type. The influence of Covid-19 on increase in the number of ecological fairy tales and their active dissemination in the Internet format is discussed.

Keywords:

Eco-awareness, environmental education, ecocitizen, children’s literature, fiction, ecological fairy tales.