Didactical - methodical assumptions and conditions for successful solution of ecological problems at preschool institutions

The ecological crisis, arising as a result of the highestaspirations of mankind for the production of goods, is getting wider and wider. The significance of the problem and a real threat to the environment, leads us to conclude that, today more than ever before, there is a need to develop environmental awareness and culture from the earliest period of life. This means that contemporary environmental issues, should have asignificant place and role in the organization of educational work in kindergartens. The need to start with environmental education as the preschool level, results from the psychophysical characteristics of child development, and the fact that this is a period when the foundations for future personality.Taking into account the above requirements and findings, we intend to work in addition to pointing out the importance of institutional preschool education for the environment, and focusour attention on certain didactic-methodological assumptions and conditions, whichshould be respected and to ensure the achievement of theenvironmental education in preschool was as expected