Ecological aspects of the education and resilience of preschool teachers

¹ Pedagogy Institute, Irkutsk State University, Psychology and Pedagogy of Preschool Education Department, Department of Education, 664011, Irkutsk, Russian Federation
² Irkutsk State Medical Academy of Postgraduate Education – Branch of the Russian Medical Academy of Continuing Professional Education of the Ministry of Healthcare of the Russian Federation, Department of Pedagogical and Information Technologies, 664003, Irkutsk, Russian Federation
³ Institute of Management in the Economic, Environmental and Social Systems of the Southern Federal University, Department of Ecology and Life Safety, 347928, Taganrog, Russian Federation

^* Corresponding author: mariam_rav@mail.ru

Abstract

An individual acquires environmental knowledge and skills (competencies) in several ways. In addition to direct training within the framework of special courses, the ecology of everyday interactions and human behavior is of great importance, especially in the early stages of development, starting with preschool age. The ecology of pedagogical interaction as a system of environmentally literate relationships between educational subjects includes a number of indicators, including those related to the formation of the personal prerequisites for such interaction. One of them is the teacher’s resistance to stress, which he forms and develops also in his wards. The aim of the study is to analyze the resistance to stress of a teacher as a factor in the ecology of educational relations and interactions. The profession of a teacher in a preschool institution is highly and diversely stressful, requiring self-regulation (self-management), due to a significant psychological load that exceeds that of many other specialists. Stress resistance of a teacher of a preschool educational institution plays an important role in building and improving didactic relations, as well as the formation and development of environmental literacy and human culture.