Introduction. Global changes in modern society affect almost all spheres of public life and are reflected in emerging environmental contradictions, affecting primarily the problems of human survival. This dictates the need for changes in the triad «man – society – nature», which affect the relationship between man and the environment, but also the main trends in education in the field of ecology. The new content of this education is determined by the implementation of the environmental approach. Moreover, the dichotomy in studying the material lies, on the one hand, in the formation of an ecological worldview among students – future teachers, and on the other hand, among preschool children. Thus, the training of specialists should include the following areas: the formation of an ecological worldview, environmental professionalism and practical activities in nature. Environmental education of future teachers will allow them to ensure high-quality organization of the educational process in kindergarten in the future. For more in-depth training of students, it is not enough to just use traditional forms of work; it is necessary to interact with environmental institutions, cultural institutions, specialized educational organizations, etc. The article discusses the issue of preparing future teachers for organizing environmental education for preschool children. The main content of the study is to identify the level of students’ readiness for this process.

Materials and methods. When designing the study, the following methods were used: analysis of literature and regulatory documents on the problem under consideration; conversation; survey; methodology for determining the level of formation of an individual’s ecological culture (adaptation of the method of G. E. Zalessky). 59 students from the Faculty of Preschool Education took part in the study.

Results. The process of preparing future teachers for professional activities within the framework of the study is the formation of environmental activity, environmental responsibility, environmental activities and, in general, the environmental culture of preschool children. The study of disciplines aimed at revealing the theoretical and practical aspects of environmental education for preschool children, taking into account the local history approach, allows us to create a list of professional competencies of future teachers.

Discussion. Based on the results of the work done in order to identify the readiness of students of the Faculty of Preschool Education to implement the tasks of the educational field “Cognitive Development”, section “Ecological Education”, the effectiveness and feasibility of this activity was identified in three components: environmental activity, environmental responsibility, environmental activity, which confirmed the adequacy material offered for students to study within the framework of implemented programs

Conclusion. The results of the work made it possible to state that the readiness of students to implement environmental education for preschool children lies in the development of their environmental activity, environmental responsibility, environmental activities and the formation of an environmental culture. The professional competence of students in the field of environmental education of preschool children is aimed at their mastering both environmental knowledge and environmentally appropriate behavior and readiness to use this material in professional activities.

It has been established that the preparation of teachers for the implementation of the educational field “Cognitive Development” in terms of environmental education of preschool children includes three levels: cognitive, motivational, behavioral;

The experience of preparing students for environmental education of preschool children is described. 

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