UDC

373.2(09)

Authors

Belkina Valentina Nikolaevna
Russian Academy of Natural Sciences; Yaroslavl State Pedagogical University
named after K.D. Ushinsky (Yaroslavl, Russia)
Parfentyeva Tatyana Aleksandrovna
Minsk City Institute of Education Development (Minsk, Belarus)

Abstract

The paper analyzes the essence of pedological views on the development of preschoolers in the system of public education during the 1920s–1930s. We focus on the requirements for the kindergarten environment, its content and impact on the sociopolitical, polytechnic and anti-religious education of children. At that time there was a tense struggle between the new Soviet preschool pedagogy and the old bourgeois system of education. The paper discusses the theory and practice of organizing environment in preschools in the first third of the 20th century. The role of the environment in child development was a priority issue during that period. The concepts of environment and education were considered to be identical; environment was understood as a means of teaching. All public institutions were given a task to explore the educational potential of the environment. Environmental pedagogy has left a significant theoretical legacy in the domestic science of the early 20th century; its ideas formed the basis for preschool education.

Keywords

educational institution, social education, preschool environment, educational potential of the environment, theory and practice of organizing the environment

References

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