ІДЕЇ ПРО РОЗВИВАЛЬНЕ СЕРЕДОВИЩЕ ДЛЯ ДІТЕЙ ЯК ПРЕДМЕТ ТЕОРЕТИЧНОГО АНАЛІЗУ

The article highlights the historical and pedagogical analysis of the views of Ukrainian pedagogues of the late 19th - early 20th century on the creation and functioning of a developing environment for children. The author considers the main approaches to the organization of the education, upbringing and development of preschool and children of primary school age (child-centeredness, nature-type, teaching in the environment) and the features of creating the developing environment at different time intervals (1899-1918). The goals, the tasks of the functioning of various institutions for children in accordance with the social, economic, political and cultural changes in the territory of Ukraine at the end of the 19th and the beginning of the 20th century (the need for moral and physical education of the individual, the observance of the national character of education, the individual approach) have been clarified.The author in article disclose the contribution Ukrainian pedagogues to the development of the problem of the functioning of the developing environment for children: the preservation of the life and health of children, the provision of physical and moral education of the individual; ensuring the preparation of the child for school, the education of moral qualities, discipline; ensuring native language environment, preparation of children for life; creation of an environment for children on the principles of individuality, nationality, revealing the creative forces of the child, aesthetic development mental and physical development of the individual.У статті подано історико-педагогічний аналіз поглядів українських педагогів кінця ХІХ – початку ХХ століття щодо створення і функціонування розвивального середовища для дітей. Автором висвітлено основні підходи до організації навчання, виховання і розвитку дітей дошкільного та молодшого шкільного віку (дитиноцентризму, природовідповідності, виховання середовищем) та особливості створення розвивального середовища на різних відтинках часу (1899-1918 рр). З’ясовано цілі, завдання функціонування різних установ для дітей відповідно до суспільних, економічних, політичних та культурних змін на теренах України кінця ХІХ – початку ХХ століття (необхідності морального і фізичного виховання особистості, дотримання національного характеру освіти, індивідуального підходу)

Science, technology, and innovation: the experience of European countries and prospects for Ukraine

The joint monograph presents the current research of scientific innovation field in Ukraine and EU countries. General questions of technical sciences, technology of food and light industry, economic sciences, agricultural sciences, legal sciences and public administration, applied cultural studies, fine arts, social philosophy and philosophy of history, pedagogical sciences, and so forth are reviewed. The publication is intended for scientists, educators, graduate and undergraduate students, as well as a general audience

Peculiarities of Formation and Development of a Developing Environment for Children in Preschool and Primary School of the UPR (1917–1919)

У статті проаналізовано особливості становлення та поступу розвивальних середовищ для дітей в Українській Народній Республіці. Висвітлено основні підходи до створення та функціонування розвивальних середовищ для дітей дошкільного та молодшого шкільного віку в умовах розбудови системи освіти нового взірця. Узагальнено основні ідеї та принципи, що врегульовували розбудову розвивальних середовищ для дітей дошкільного та молодшого шкільного віку. Охарактеризовано різні типи розвивальних середовищ відповідно до мети тогочасної дошкільної та початкової освіти.The article analyzes peculiarities of formation and development of a developing environment for children in the period of the Ukrainian People's Republic (1917–1919). The main approaches to the creation and functioning of a developing environment for children of preschool and primary school age are covered. The main ideas and principles were generalized; they regulated creation of developing environments and education in Ukraine in 1917–1919. The main institutions for children of preschool and primary school age, which functioned during the UPR (1917-1919), were identified. The goals and objectives of a single school activity on the territory of the UPR in 1917 are characterized according to educational principles. The features of extracurricular work with children in 1917-1919 are presented. Socio-political changes caused by the education reform of the UPR, can be considered fundamental in the development of the educational environment for children of preschool and primary school age. The article presents the results of the role of the revolutionary coup in Ukraine, which prompted active introduction of ideas of preschool education, creation of functional developmental environments in various institutions for children of preschool and primary school age and realization of the pedagogical views of the time on the upbringing, training and development of children. According to the results of the analysis, the main ideas and principles have been highlighted, regulating development of education in Ukraine in 1917-1919, in particular the activities of developing environments for children. This is creation of a system of institutions for children of preschool and primary school age (kindergartens, children's playgrounds, children's centers, labor schools, children's clubs, etc.) and gaining equality of the right to receive general education for children free of charge; the role of conducting classes and teaching all school subjects in the native Ukrainian language and compulsory study of the Ukrainian language for children of other nationalities; taking into account interests and opportunities of children during the education, upbringing and development of children in various education institutions (implementation of an individual approach)