IDEAS OF THE SUBJECT-DEVELOPMENT ENVIRONMENT FOR CHILDREN IN THE UKRAINIAN PEDAGOGICAL DISCOURSE LATE 19TH – 20TH YEARS OF THE ХХ CENTURY

Abstract

The article highlights the features of the development of ideas about a subject-developing environment for children of preschool and primary school age in the pedagogical thought of Ukraine and their transformation under the influence of socio-economic, political, ideological, pedagogical factors (late 19th - 20s of the 20th century) To achieve the goal, to solve the tasks set, a set of research methods was used, namely: historical and retrospective - in order to analyze the priority ideas of domestic teachers on the creation and functioning of a developing environment for children and their implementation into practice; constructive-genetic – for the analysis of goals, objectives, content-methodological support of the dynamics of ideas of a developing environment for children of preschool and primary school age; chronological – to establish the time boundaries of phenomena and processes; hermeneutic – for a new reading and commenting on historical and pedagogical texts; specific historical – for the purpose of analyzing documents on the development of preschool education and primary education in Ukraine in a certain chronological framework. On the basis of the historical and pedagogical analysis of archival documents, narrative sources, theoretical provisions have been determined that relate to the development of ideas about a subject-developing environment in educational institutions of Ukraine: key ideas, periodization and factors influencing their development have been identified; highlights the features of their interpretation by Ukrainian teachers in a certain chronological framework. The historical genesis of ideas about a subject-developing environment is associated with the formation of the theoretical and methodological foundations of preschool education and primary school under the influence of progressive European systems of education (F. Frebel, M. Montessori) and scientific achievements in the field of child anatomy, physiology, and psychology. It was found that the ideas of self-activity and creative self-realization, self-development of a child in a subject-developing environment, control of the process of self-development of a child by introducing him to various types of activities in an environment prepared by the educator remained relevant in a certain chronological framework of the study, but the means of their implementation changed under the influence of social economic, ideological, political factors. During the three socio-political milestones identified by us, namely: ideas about the developmental influence of environments for children (1871-1917); filling developing environments with national content in the years of the UPR (1917-1919); adaptation of the ideas of previous periods to class education (1920-1930), different, of the above factors were dominant and exercised a decisive influence on the formation of pedagogical theory and practice on the organization of a subject-developing environment for children of preschool and primary school age in educational institutions and in the conditions of family education of children in the Ukrainian territory.