Pedagogical views and activities in preschool education l. To

Louise Karlovna Schleger (1863-1942) was a famous figure before school education in the pre-revolutionary years and in the first years of Soviet power. After graduating from the Saratov Girls' Gymnasium with a pedagogical class, she taught at the Tambov city elementary school from 1882 to 1884. Then she studied at the Moscow Higher Women's Courses, after which she worked in orphanages of the Moscow Society for the Care of Poor and Sick Children. Since 1905, L. K. Shleger directed the people's kindergarten, opened in Moscow by the pedagogical society “Settlement” (later the society “Children's Labor and Leisure”), headed by S. T. Shatsky. The teachers of this kindergarten, with great enthusiasm and completely free of charge, not only carried out pedagogical work, but also served the children themselves, cleaned the kindergarten premises, etc. Since 1919, this kindergarten became part of the system of institutions of the first experimental station for public education of the People's Commissariat of Education of the RSFSR . L. K. Shleger was an active member of society. Like its other members, she sharply protested against the guidelines of official pedagogy. The activities of the society were aimed at easing the plight of the children of workers. Shatsky’s words “give children back their childhood” were his motto. Members of the society sought to implement the idea of ​​“protecting childhood”, to organize “a new education of children, without coercion and punishment, which reigned in the state school. Captivated by this utopian idea, they tried in practice to create original oases - educational institutions standing outside the existing school education system. Members of society understood that the difficult situation of working people’s children was due to the state system of Tsarist Russia, but they believed that it was possible to improve the life of the people, including “protecting childhood,” through education and proper upbringing. At the end of 1907, the Settlement society was closed by the government “for attempting to introduce socialism among young children,” although the members of the society were not associated with the revolutionary workers of Moscow. After the closure of the Settlement, the same group of teachers resumed their activities in the newly created 1909 “Children's Labor and Leisure” Society. They were already much less involved in social problems, but mainly developed methodological issues in depth, intensively studied literature and the experience of foreign pedagogy. L.K. Shleger carefully studied the literature on theory and practice preschool institutions abroad, but was against the mechanical transfer of foreign models into Russian pedagogy. At first, classes with Froebelian material were introduced in the kindergarten she led, but after careful analysis they were removed for formalism, excluding children's activity and creativity. Montessori material was also rejected as unrelated to the lives and interests of children. L. K. Shleger sought to find new ways of education, based on living conditions in Russia and national characteristics Russian people. Together with her employees, she selected new teaching material - “life material (clay, sand, wood, etc.), which would give children the opportunity to show creative activity and initiative. From programmatic, strictly regulated classes according to Froebel, teachers under the leadership of Schleger moved on to building educational work based on empirical study of children, their interests and giving them complete freedom in games and activities. Taking as the principle “to look closely at children where they will lead,” that is, focusing on their spontaneous, spontaneous development, L. K. Shleger took the path of pedocentrism. However, the practice of educational work in the national kindergarten in the future did not coincide with the theoretical position of pedocentrism, which is reflected in the reports of the kindergarten for the period from 1909 to 1917. For example, teachers were forced to establish some elements of organized influence on children, to create a certain continuity in work, to guide the lives of children in a unique way, at least in indirect ways. Along with free classes, built on the basis of studying and taking into account children’s interests and current experiences, so-called “suggested classes according to the teacher’s plan” and even “mandatory classes for all children (duty duties, etc.) began to be introduced.” These activities provided some stability and consistency in the educational work of the kindergarten. Teachers unintentionally embarked on the path of overcoming paedocentrism, paying more and more attention to issues of planning and thoughtful organization of educational work. Where practice led them to an independent, original path of quest, to the path of abandoning pedocentrism, the teachers of the national kindergarten made a valuable contribution to the methods of working with children preschool age, although neither Schleger nor her employees during this period were yet able to take the right path. In order to provide seven-year-old children of the national kindergarten with a natural and imperceptible transition to primary school, as well as to expand the experience of finding “new ways of raising and educating school-age children,” an experimental school for boys and girls was opened at the Settlement society in 1907 . Based on the analysis and generalization of the practice of the people's kindergarten, L. K. Shleger compiled several editions of a manual for kindergarten workers entitled “Materials for conversations with young children.” The manuals included literature for teachers, games and songs for children, and named excursions that could be conducted in other kindergartens; issues were illustrated with photographs of children's drawings and crafts. In “Materials for Conversations with Young Children” some valuable methodological instructions were given on how to ask children leading questions, how to develop their powers of observation, how to carry out collective and individual works (made of paper, clay, wood, etc.) in close connection with conversations. which are a kind of “children’s language”), how to tell children, adapting to their level of development and age, etc. This manual has become widespread in Russia and has caused favorable feedback from foreign teachers, although it was influenced by the ideas of pedocentrism. The result of L. K. Shleger’s pedagogical quest was “Practical work in kindergarten, which is a short guide for workers in kindergartens, homes and shelters on the most important sections of educational work. Schleger assigned a central place to play in the pedagogical process of the kindergarten. “The child needs to be given great opportunity play... Play is the natural life of children and is by no means empty fun. Children's play must be treated with the greatest attention and seriousness... In the game the whole spiritual world, the entire stock of life experience.” She believed that manual labor (especially woodworking) was very important in educational terms. “... It gives an outlet to the child’s need for activity, to do things, to embody his thoughts. It develops the arm muscles, which are connected to the brain centers. The variety of material develops external senses - vision, touch, sense of form, proportions, eye... It doesn’t matter that the thing made by a child is not elegant, not finished, but the child’s mood is important, his work of thought is important, the work of his muscles, his imagination and the feeling of satisfaction he feels after making it.” Manual labor helps develop children's endurance, will, and internal self-discipline. The business mood of the group, the general mood, and common interests are created in an atmosphere of work. Manual creative work must be connected with other activities. IN childhood Mechanical work must be avoided, and labor is valuable insofar as it requires tension. Children need to develop self-care skills. This helps them develop independence and self-activity, Schleger noted. Schleger paid great attention to the physical education of children. Balanced diet children in kindergarten (breakfast before the start of classes, a hot dish at noon), rest (sleep), cleanliness of the room and body, children’s movements are the main conditions for their normal development. Rhythmic movements to music, outdoor games, manual labor, and self-care activities are important means of proper physical development child. Particularly great importance was attached to the education of the senses. Schleger saw the main way of sensory education of children in natural everyday educational work with them - in games, manual work, classes with building materials, etc. In some cases, she used special exercises to test the development of the senses. In the Schläger folk kindergarten, a large original construction material for games and activities, dolls were introduced, the use of which in the educational work of the kindergarten she attached great importance to. “A doll is a living creature for a child; playing with her, he lives with her,” wrote Schleger. “Playing with dolls provides rich material for observation and for conversations, for determining the child’s entire worldview. Children experience their LIFE with dolls,” and the lives of those around them. Dolls do everything that a person does. Running a house, the work of a father, a mother, one’s own life - everything is completely dramatized. An emotional tool that needs to be used.” In her book, L.K. Shleger recommended that the teacher lead her group from the youngest until the children go to school; this ensures, she pointed out, an in-depth study of the individual characteristics of children and an individual approach to them in practice. In the book by L.K. Schleger there is not a word about the religious education of children. This compares favorably with other theoretical works on preschool education(Wentzel, Tikheeva). There were significant methodological achievements in the practical activities of L. K. Shleger and her employees in the people's kindergarten. Respect for creative expression the child’s personality in games and activities, individual approach to each child, studying the behavior of children in different situations, attentive care for the health of children, their mental, moral, aesthetic development, searching for new forms of pedagogical influence on children that develop their initiative, independence and mutual assistance, constant improvement of methods and techniques of educational work with children were characteristic features pedagogical creativity of L.K. Shleger and her employees. However, despite the fact that the practice of the kindergarten stood in the way of overcoming pedocentrism and the kindergarten, led by L.K. Shleger, was an example of thoughtful, well-organized educational work, in her theoretical statements Shleger continued to take the position of defending the “free self-expression of the child” , “denial of the tasks of education that lie outside the child.” L. K. Schleger is the first of. groups of teachers of the society “ Child labour and recreation offered her strength, knowledge and experience in 1918 to the preschool department of the People's Commissariat of Education of the RSFSR. Under the conditions of Soviet power, in the process of creative work, under the influence of the ideas of developing Marxist-Leninist pedagogy, she overcame her misconceptions and actively participated in the methodological work and training of the first Soviet preschool workers .

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PEDAGOGICAL VIEWS AND ACTIVITIES IN PRESCHOOL EDUCATION L. K. SHLEGER(Louise Karlovna Schleger (1863-1942) was a famous figure in pre-school education in the pre-revolutionary years and in the first years of Soviet power. After graduating from the Saratov girls’ gymnasium with a pedagogical class, she taught in the city from 1882 to 1884 primary school Tambov. Then she studied at the Moscow Higher Women's Courses, after which she worked in orphanages of the Moscow Society for the Care of Poor and Sick Children. Since 1905, L. K. Shleger directed the people's kindergarten, opened in Moscow by the pedagogical society “Settlement” (later the “Children's Labor and Leisure” society), headed by S. T. Shatsky. The teachers of this kindergarten, with great enthusiasm and completely free of charge, not only carried out pedagogical work, but also served the children themselves, cleaned the kindergarten premises, etc. Since 1919, this kindergarten became part of the system of institutions of the first experimental station for public education of the People's Commissariat of Education of the RSFSR .L. K. Schleger was an active member of society. Like its other members, she sharply protested against the guidelines of official pedagogy. The society's activities were aimed at easing the plight of working people's children. Shatsky’s words “give children back their childhood” were his motto. Members of the society sought to implement the idea of ​​“protecting childhood”, to organize “a new education of children, without coercion and punishment, which reigned in the state school. Captivated by this utopian idea, they tried in practice to create original oases - educational institutions standing outside the existing school education system. Members of the society understood that the plight of the children of workers was due to the state system of Tsarist Russia, but they believed that it was possible to improve the lives of the people, including “protecting childhood,” through education and proper upbringing. At the end of 1907, the “Settlement” society was closed by the government. for an attempt to implement socialism among young children,” although the members of the society were not associated with the revolutionary workers of Moscow. After the closure of the “Settlement,” the same group of teachers resumed their activities in the “Children’s Labor and Leisure” society they had newly created in 1909. They were already much less involved in social problems, but mainly developed methodological issues in depth, intensively studied literature and the experience of foreign pedagogy.L. K. Schleger carefully studied the literature on the theory and practice of preschool institutions abroad, but was against the mechanical transfer of foreign models into Russian pedagogy. At first, classes with Froebelian material were introduced in the kindergarten she led, but after careful analysis they were removed for formalism, excluding children's activity and creativity. Montessori material was also rejected as unrelated to the lives and interests of children. L.K. Shleger sought to find new ways of education, based on living conditions in Russia and the national characteristics of the Russian people. Together with her employees, she selected a new didactic material - “life material (clay, sand, wood, etc.), which would give children the opportunity to show creative activity and initiative. From programmatic, strictly regulated classes according to Froebel, educators under the leadership of Schleger moved on to constructing educational work based on the empirical study of children, their interests and giving them complete freedom in games and activities. Taking the principle of “looking closely at children where they will lead,” that is, focusing on their spontaneous, spontaneous development, L. K. Shleger took the path of pedocentrism. However, the practice of educational work in the national kindergarten in the future did not coincide with the theoretical position of pedocentrism, which is reflected in the reports of the kindergarten for the period from 1909 to 1917. For example, teachers were forced to establish some elements of organized influence on children, to create a certain continuity in work, in a unique way, at least in indirect ways, to guide the lives of children. Along with free classes, built on the basis of studying and taking into account children’s interests and current experiences, so-called “suggested classes according to the teacher’s plan” and even “mandatory classes for all children (duty duties, etc.) began to be introduced.” These activities provided some stability and consistency in the educational work of the kindergarten. Teachers unintentionally embarked on the path of overcoming paedocentrism, paying more and more attention to issues of planning and thoughtful organization of educational work. Where practice led them to an independent, original path of quest, to the path of abandoning pedocentrism, the teachers of the national kindergarten made a valuable contribution to the methodology of working with preschool children, although neither Schleger nor her employees during this period were yet able to stand on the right path. In order to provide seven-year-old children of the national kindergarten with a natural and imperceptible transition to primary school, as well as to expand the experience of finding “new ways of raising and educating school-age children,” an experimental school for boys was opened in the Settlement society in 1907 and girls. Based on the analysis and generalization of the practice of the people's kindergarten, L. K. Shleger compiled several editions of a manual for kindergarten workers entitled “Materials for conversations with young children.” The manuals included literature for teachers, games and songs for children, and named excursions that could be conducted in other kindergartens; issues were illustrated with photographs of children's drawings and crafts. These manuals do not contain the text of the conversations themselves, but only questions about the content on the topics of the conversations (“summer”, “autumn”, “winter”, “spring”, “fruits, etc.). L.K. Shleger did not set herself the task of fully reflecting the entire content of kindergarten classes, but highlighted only conversations with children and the manual children’s work associated with them. In “Materials for conversations with young children, some valuable methodological instructions were given on how ask children leading questions, how to develop their powers of observation, how to carry out collective and individual works in close connection with conversations (from paper, clay, wood, etc., which are a kind of “language of children”), how to tell children, adapting to their level of development and age, etc. This manual has become widely spread in Russia, causing an approving review from foreign teachers, although it was influenced by the ideas of pedocentrism. The result of L. K. Shleger’s pedagogical quest was “Practical work in kindergarten, which is a short guide for workers kindergartens, centers and shelters in the most important sections of educational work. Schleger assigned a central place in the pedagogical process of the kindergarten to play. “The child should be given ample opportunity to play... Play is the natural life of children and is by no means empty fun. Children's play must be treated with the greatest attention and seriousness... The game reveals the entire spiritual world, the entire stock of life experience.” She believed that manual labor (especially woodworking) was very important in educational terms. “... It gives an outlet to the child’s need for activity, to do things, to embody his thoughts. It develops the arm muscles, which are connected to the brain centers. The variety of material develops external senses - vision, touch, sense of form, proportions, eye... It doesn’t matter that the thing made by a child is not elegant, not finished, but the child’s mood is important, his work of thought is important, the work of his muscles, his imagination and the feeling of satisfaction he feels after making it.” Manual labor helps to develop endurance, will, and internal self-discipline in children. The business mood of the group, the general mood, and common interests are created in an atmosphere of work. Manual creative work must be connected with other activities. In childhood, mechanical work should be avoided, and work is valuable insofar as it requires tension. Children need to develop self-care skills. This helps them develop independence and self-activity, Schleger noted. Schleger paid great attention to the physical education of children. Rational nutrition of children in kindergarten (breakfast before the start of classes, a hot dish at noon), rest (sleep), cleanliness of the room and body, children’s movements are the main conditions for their normal development. Rhythmic movements to music, outdoor games, manual labor, and self-care activities are important means of proper physical development of a child. In the book “Practical work in kindergarten”, methodological instructions were given on issues of physical and aesthetic education, on instilling a sense of community in children through collective work, games and activities, on some issues of mental education (methods of sensory education, storytelling, dramatization, etc.). Particularly great importance was attached to the education of the senses. Schleger saw the main way of sensory education of children in natural, everyday educational work with them - in games, manual works, activities with building materials, etc. In some cases, she used special exercises to test the development of the senses. In the people's kindergarten, Schleger used large original building material for games and activities; dolls were introduced, the use of which in the educational work of the kindergarten she attached great importance to. “A doll is a living creature for a child; playing with her, he lives with her,” wrote Schleger. “Playing with dolls provides rich material for observation and for conversations, for determining the child’s entire worldview.” Children experience their LIFE with dolls,” and the lives of those around them. Dolls do everything that a person does. Running a house, the work of a father, a mother, one’s own life - everything is completely dramatized. An emotional tool that needs to be used.” In her book, L. K. Shleger recommended that the teacher lead her group from the youngest until the children go to school; this ensures, she pointed out, an in-depth study of the individual characteristics of children and an individual approach to them in practice. In L. K. Schleger’s book there is not a word about the religious education of children. This compares favorably with other theoretical works on preschool education (Ventzel, Tikheeva). The book “Practical work in kindergarten has become widespread among preschool workers before the revolution. It was used by preschool workers for the first time. years of Soviet power. There were significant methodological achievements in the practical activities of L.K. Shleger and her employees in the people's kindergarten. Respect for the creative manifestation of the child’s personality in games and activities, an individual approach to each child, the study of children’s behavior in different situations, attentive care for the health of children, their mental, moral, aesthetic development, the search for new forms of pedagogical influence on children that develop their initiative, independence and mutual assistance, the constant improvement of methods and techniques of educational work with children were the characteristic features of the pedagogical creativity of L. K. Shleger and her employees. However, despite the fact that the practice of the kindergarten stood in the way of overcoming pedocentrism and the kindergarten, led by L.K. Shleger, was an example of thoughtful, well-organized educational work, in her theoretical statements Shleger continued to take a defensive position “ free self-discovery of the child”, “denial of the tasks of education that lie outside the child.” L. K. Schleger is the first of. a group of teachers from the society “Children's Labor and Leisure” offered her strength, knowledge and experience in 1918 to the preschool department of the People's Commissariat of Education of the RSFSR. Under Soviet power, in the process of creative work, under the influence of the ideas of developing Marxist-Leninist pedagogy, she overcame her misconceptions and actively participated in methodological work and training of the first Soviet preschool workers. Chapter 19SCHOOL AND PRE-SCHOOL EDUCATION IN THE BEGINNING OF THE XX century. (1907-1917)State of primary and secondary education After the defeat of the revolution of 1905-1907. One of the most difficult periods has begun in the history of Russia. These were the years of reaction, when the government, trying to strengthen the tsarist power, gradually destroyed revolutionary gains, dealt with workers and peasants, and persecuted proletarian organizations. Reactionary-minded teachers returned to school, many of the revolutionary-minded teachers were arrested, and students who did not want to obey the pre-revolutionary orders introduced into the school were expelled. However, the defeat of the revolution did not mean the complete defeat of the revolutionary movement. The Bolshevik Party considered the further development of this movement to be the key to preserving the gains of 1905. “In fact, everything that has been conquered from the enemies,” wrote V.I. Lenin, “everything that is strong in the conquests has been conquered and is maintained only to the extent that it is strong and The revolutionary struggle is alive... The ongoing, although subsided for a while, revolutionary struggle under the leadership of the Bolsheviks forced the landowner-bourgeois government to carry out some measures of a democratic nature, including improving public education, forced it to take into account, to some extent, the increased desire of the people for education. Ministry of Public Education began developing a project to introduce universal compulsory education. The bourgeoisie was also interested in this, as they needed competent workers in factories. The project was discussed by the state dumas, but until the October Socialist Revolution of 1917 it never received the force of law. Various public organizations acted more decisively at that time: factory, railway, zemstvo. Thanks to their activities, the number of primary schools in Russia has increased, especially in the central provinces. In many schools, the terms of study were extended in order to provide the children of the people with a broader education. Geography, history, and an elementary course in natural history were introduced into the school curriculum. According to the regulations of 1912, higher primary schools began to open in cities and rural areas, replacing the outdated city schools according to the regulations of 1872. They had a four-year course of study and were no longer dead-end schools, but gave the right to enter the fifth grade of the gymnasium under the condition passing exams in foreign languages. Under the influence of the national liberation movement of the peoples of Russia, supported by the Russian proletariat, led by the Bolshevik Party, the tsarist government was forced to make some concessions in school affairs to non-Russian nationalities: in schools of non-Russian peoples, teaching in the native language of students was allowed for the first time years of their education. However, when developing the project for introducing universal education, the government did not have in mind to cover the peoples of the outskirts of Russia. During the period of industrial growth in Russia, the number of real schools increased significantly (in 1908 there were 190, in 1913 - 276), commercial schools ( in 1908-1910 there were 344 of them, in 1914 - 511), professional lower and secondary educational institutions, supported by funds from various departments and the treasury. At the same time, the reactionary police regime intensified in the secondary school, surveillance was introduced behavior and reading of students, it was forbidden to organize self-education circles. Only during the First World War, the government, under public pressure, began to change secondary school programs. Preparations were also made to improve the organization, content and methods of teaching, but the tsarist government, true to itself, which, as a rule, did not carry out the planned activities, did not implement these projects either. The state of school affairs in Russia continued to remain at a low level and could not satisfy needs of the country's economic development, requests of the people.V. I. Lenin called Russia a country in which the masses of the people “were robbed in the sense of education, light and knowledge by landowners and government. Pointing out that school-age children in Russia make up 22% of the total population, and the number of students is 4.7% of the population, Lenin said: “Four-fifths of the young generation are condemned to illiteracy by the feudal state system of Russia 2. According to the All-Russian school census of 1911, in Russia There were 100,295 primary schools with a total number of students of 180,510, including about 2 million who studied in parochial schools, which were the most reactionary type of primary school. Activities of public organizations for the development of preschool education During the period under review, the tsarist government still did not consider it necessary to introduce public preschool education into the general system of public education. Government allocations for preschool education amounted to an insignificant amount - on average, about 1 kopeck per preschool child per year. However, in large industrial centers, organizations arose that carried out great work to promote the ideas of public preschool education, to introduce family education requirements of pedagogical science. Some public organizations were engaged in training personnel for preschool institutions, and also opened preschool institutions. Several public pedagogical organizations operated in Moscow from 1905 to 1917. For example, in the Moscow Pedagogical Circle, chaired by N.V. Chekhov, which had more than 400 members, 50 people made up the preschool education department. At their meetings they discussed the most important issues of the theory of preschool education: about discipline, about the study of literacy, mathematics in kindergartens, etc. Since 1913, a permanent commission of kindergartens was created in Moscow, uniting all preschool practical workers in the city. In Moscow, 1909-1910 a one-year department was opened for the training of kindergarten leaders at the Women's Courses named after D.I. Tikhomirov. The curriculum of these courses included the following subjects: human physiology, psychology, educational psychology, history of pedagogical ideas, preschool education (with practical classes in kindergarten), outdoor games and gymnastics (practical classes), hygiene, children's literature, drawing (practical classes). ), singing (practical classes), manual labor (practical classes). These courses trained several hundred qualified specialists not only for Moscow, but also for the provinces. At this time, St. Petersburg, the center of the revolutionary movement, played a major role in the development of public preschool education. In 1908, the St. Petersburg Society for the Promotion of Preschool Education was organized. It assisted metalworkers in opening at their Znanie club in 1908 the first public kindergarten in Russia for the children of factory workers. In 1910, the company opened the second and in 1911 the third public kindergarten for the children of workers. In addition, the society worked to organize home kindergartens at the expense of parents. In 1909, there were 16 such gardens. Members of the society carried out extensive propaganda work among the population of St. Petersburg and its environs: they gave lectures and conversations about the education of preschool children. The St. Petersburg society influenced the activities of Chelyabinsk, Nizhny Novgorod, Ivanovo-Voznesensk organizations for preschool education, which were in close contact with it. In the south of Russia, the activities of the Kyiv Society of Folk Kindergartens were famous in the field of preschool education. It published the magazine “Preschool Education (1911-1917)” and had under its jurisdiction in 1914 11 public and 10-13 paid kindergartens. The society tried to get the government to pass a law on the introduction of kindergartens into the public education system, and they developed a project for a network of preschool institutions in Russia. The society also raised before the government the question of contributing a special amount to the budget of the Ministry of Public Education for the establishment and maintenance of kindergartens and educational institutions for the training of kindergarten teachers and demanded the transformation of orphanages into public kindergartens. By making such demands, members of this society, as well as other similar societies, hoped that their projects would be implemented through reforms; they did not believe that this required a revolutionary change in the social system. In Kiev, the Frebel Society began its work in 1908 , which published literature on issues of preschool education (“Summer playgrounds for children” - 1914; “Parisian kindergartens” - 1914, etc.); He also created the Kiev Women's Pedagogical Institute with a three-year course of study. The institute was one of the largest educational institutions that trained preschool workers: in the 1910/11 academic year, 217 people studied there, in the 1913/14 academic year - 338 people. These were mainly girls from among the intelligentsia, clergy, and merchants. Education at the institute was paid. The Institute also provided consultations on issues of preschool education and organized teacher courses (550 people in 1911, 850 people in 1912). He provided general education and special pedagogical training that was good for that time. At the institute, students were introduced to various systems of preschool education. However, this supposedly objective approach to their education had a clearly bourgeois character. The students studied “theology and “introduction to philosophy,” but the philosophy course did not even mention materialistic systems. In the course of pedagogy and theory of preschool education, much attention was paid to the issues of religious education of children. Various public organizations that arose during and after the revolution of 1905, such as: public university societies, public clubs and other cultural and educational organizations, as well as cooperative associations - also opened preschool institutions in large cities of Russia and conducted explanatory work among the population on issues of preschool education. But, lacking a solid material base and government support, these institutions, having existed for only a short time, closed. Some zemstvos carried out work on the creation of children's institutions in villages and villages. But the nurseries they opened, the summer playgrounds, preparatory schools did not satisfy to any extent the existing need for organizing preschool education for peasant children. Sometimes zemstvos included lectures on preschool education, practical classes on outdoor games and activities on the playground into the lesson plan at summer teacher courses. Teachers who completed these courses later sometimes opened summer playgrounds in villages and villages. Attempts by bourgeois-liberal and democratic organizations to force the government to pay attention to preschool institutions were unsuccessful. In the 111th State Duma, along with the discussion of the project for introducing universal primary education, a number of documents were developed aimed at improving the matter of preschool education. Thus, the subcommittee on primary education that existed under this Duma on May 20, 1908 introduced a bill “On educational institutions for preschool children” for discussion by Duma deputies, but its discussion never took place. On April 20, 1912, some Duma deputies proposed increasing allocations for preschool education, because “the question of the correct organization of preschool upbringing and education of children is a subject of extreme importance.” The Ministry of Education spoke out in favor of the need to postpone consideration of this issue until the discussion of the bill on out-of-school education, i.e., it classified the system of public pre-school education as “extra-school activities.” Government bodies came up with various obstacles just to slow down the solution to pressing issues of educating the children of working people. City councils took a very weak role in organizing preschool institutions. Only individual city governments allocated funds for the organization of public outdoor games in city gardens and squares (Kyiv), for the opening of kindergartens for their employees (Moscow and other cities). Sometimes private kindergartens were opened either as independent institutions, or at private secondary educational institutions . Some of them were well staged pedagogical work, there was special equipment (kindergartens of M. S. Sventitskaya, E. I. Zalesskaya and others in Moscow). However, many organizers of paid kindergartens pursued mainly entrepreneurial goals. Issues of family and public education children of preschool age were discussed at many congresses on public education, in particular at the First All-Russian Congress on Seed Education, held in St. Petersburg from December 30, 1912 to January 6, 1913. The newspaper “Pravda wrote on January 6, 1913 about the results of the work of this congress: “The stamp of impotence and timidity lies on all the work of the congress, on all the debates and resolutions of the hundred. Weak attempts to pose a question O school and seed education on a broad basis, in connection with the general economic and political conditions of Russian life, were somehow diligently avoided at the congress or remained in the shadows, and a lot of time and attention was devoted to relatively secondary issues. Most of the resolutions of the congress contain only various good wishes... powerless to fight the factor of family destruction, the causes of which lie in socio-economic conditions.

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The presentation was made by Kyntoyarova Aitalina Konstantinovna

Educator senior group“Fairy Tale” MBDOU No. 84 “Spark”, Yakutsk, Republic of Sakha (Yakutia)

The first kindergartens in Russia appeared in the 60s of the 19th century on the initiative of private individuals, charitable and philanthropic societies, and some leading zemstvos. There were few of them, and, with rare exceptions, they were all paid. The state did not take part in their organization. The fee for visiting private kindergartens was very high, the time spent in them was usually limited to 4 hours, so only wealthy parents could use their services .

The first free, so-called people's kindergarten for children of the lower strata of the population was opened in 1866 at the charitable "Society of Cheap Apartments" in St. Petersburg. Classes there, as in other preschool institutions, were conducted according to the Froebel system. By the beginning of the twentieth century, a fairly large number of preschool institutions were opened in Russia, both paid for the intelligentsia and the emerging bourgeoisie, and free kindergartens, playgrounds, shelters, homes for children of the lower strata of the population, as well as for orphans.

, Biography

Born in the village of Ignatyevo (Tula province) in 1863. Education was received at the Saratov Women's Gymnasium, after which in 1882 L.K. Schleger enters the Faculty of History and Philology at the Moscow Higher Women's Courses. Training continues throughout three years, after which, in 1887, she entered pedagogical courses at the Moscow Society of Educators and Teachers c.

Start pedagogical activity OK. Schleger put Active participation in the work of the “Settlement” and “Children’s Labor and Leisure” societies. These societies organized educational activities for children of the poor in Moscow. A little later, a kindergarten was opened, which provided free work with children. The basis of work in kindergarten was the idea of ​​free education, where children were given complete freedom during games and activities. However, after a short time, the need arose to conduct organized classes in accordance with the plans of the teacher. It was from this moment that planning for the work of the kindergarten began. .

In practical guides for educators L.K. Schleger gave a central place to the organization of play in kindergarten; she considered it important to carry out manual labor and organize the physical, aesthetic, and mental education of preschoolers .

OK. Schleger developed the principles of free preschool education: 1) children have the right to their own life ; 2) Every age has its own interests, its own capabilities, and every age needs to be studied ; 3) children should be given complete freedom to work and play; 4) free work serves as an indicator of growth for us; 5) the material that we introduce into kindergarten must be flexible, broad, giving children the opportunity to self-identify without the help and guidance of adults, it must be sought and explored; 6) it is impossible for this age to think about planting the public artificially, giving children ready-made forms; they need to first establish their identity; 7) our role is helping, guiding, studying, observing.” .

Along with educational and educational activities, Luiza Karlovna developed forms and methods of work for organizing a kindergarten. In 1906, she organized a circle of preschool teachers, and in 1914 she began to widely promote preschool education, becoming one of the leaders in this area. Schleger taught “preschool” at. Schleger believed that preschool pedagogical work should be carried out in such a way that theory is continuously tested in practice, so that practice is certainly justified by theory. Luiza Karlovna insisted that motivated students with practical work experience come to the courses.

L. K. Shleger the first of a group of teachers from the “Children's Labor and Leisure” society offered her strength, knowledge and experience to the preschool department of the People's Commissariat of Education of the RSFSR in 1918. Under the conditions of Soviet power, in the process of creative work, under the influence of the ideas of developing Marxist-Leninist pedagogy, she overcame her misconceptions and actively participated in methodological work and training of the first Soviet preschool workers.

Teacher, activist in the field of preschool education and primary education. In 1882-1903 she taught at an elementary school. One of the initiators of the creation (1906) of the educational society "Settlement", which was later transformed into the society "Children's Labor and Leisure". In 1905-18, she directed the first public kindergarten in Moscow created by the society (in 1919 it became part of the 1st Experimental Station of the People's Commissariat for Education). From 1907 she worked in the organization she organized together with E.Ya. Fortunatova experimental primary school. Pedagogical system Sh. was formed under the influence of the ideas of free education. Public educational institutions, according to Sh., are designed to protect children from negative influence environment, create conditions for the development of their abilities, independence, initiative, and creativity. Sh.'s role as a teacher was limited to observation and assistance to children in their free self-expression.

Since 1918, Sh. worked on the problems of creating a system of preschool education based on the principles of the unity of family and public, preschool and school education, studying the psychophysiological characteristics of the child and his environment, etc.

(Bim-Bad B.M. Pedagogical encyclopedic dictionary. - M., 2002. P. 425)

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Louise Karlovna Shleger (1863-1942) was a famous figure in preschool education in the pre-revolutionary years and in the first years of Soviet power. Since 1905, L. K. Shleger directed the people's kindergarten, opened in Moscow by the pedagogical society “Settlement” (later the “Children's Labor and Leisure” society), headed by S. T. Shatsky. Taking as the principle “to look closely at children where they will lead,” that is, focusing on their spontaneous, spontaneous development, L. K. Shleger took the path of pedocentrism. The results of his work experience L.K. Schleger compiled it in the books “Materials for Conversations with Young Children” and “Practical Work in Kindergarten,” which have long served as a popular guide for heads of kindergartens in Russia.

Kindergarten, which was led by L.K. Schleger, was a kind of pedagogical laboratory where a new method of educating preschoolers was created, based on respect for the child’s personality and concern for his comprehensive development.

“Materials for conversations with young children.” OK. Schleger developed material for conversations with preschoolers on natural history. Her book contains conversations that help the child understand the material he has already accumulated. Conversations about animals and plants guide the child’s thoughts; they enable him to select, through recollection and imagination, those facts from his experience that are related to the subject of the conversation, and focus his attention on it. Leading questions force the child's thoughts to work in a certain direction. Conversations with preschoolers can be conducted anywhere, but the methodology for conducting them varies. Highlight Various types conversations about nature: conversations combined with direct perception (during observations, excursions, walks); conversations during children’s activities (while working in nature); evidence-based conversations

Schleger saw rich pedagogical opportunities in the conversations. “The habit of talking in a certain direction,” she writes, “develops in the child the ability for active, i.e., conscious observation, which constitutes a huge step forward in the development of his mental powers. The work of consciousness is always associated with the ability to draw some conclusions from one’s observations.” She believed that the knowledge acquired by children should be embodied in their creative activities.

Summing up his pedagogical quests in the period from 1905 to 1908, L.K. Schleger wrote: “We came to the following conclusions: children have the right to their own lives; -each age has its own interests, its own capabilities and each age needs to be studied; - children should be given complete freedom in work and play; - free work serves as an indicator of growth for us; - the material that we introduce into kindergarten must be flexible, broad, giving children the opportunity to self-identify without the help and guidance of adults, it must be sought and explored; - it is impossible to think about planting the public artificially, giving children ready-made forms for this age; they need to first establish their identity; “Our role is helping, guiding, studying, observing.”

The book “Practical Work in Kindergarten” became widespread among preschool workers before the revolution. 1. Respect for the creative expression of the child’s personality in games and activities. 2. And an individual approach to each child, studying the behavior of children in different situations. 3. Attentive care for the health of children, their mental, moral, aesthetic development. 4. Search for new forms of pedagogical influence on children, developing their initiative, independence and mutual assistance. 5. Constant improvement of methods and techniques of educational work with children. There were significant methodological achievements in the practical activities of L. K. Shleger and her employees in the people's kindergarten.

Schleger assigned a central place to play in the pedagogical process of the kindergarten. “The child should be given ample opportunity to play... Play is the natural life of children and is by no means empty fun. Children’s play must be treated with the greatest attention and seriousness... The game reveals the entire spiritual world, the entire stock of life experience.”

Manual labor (especially woodworking) is very important in educational terms. “.. It gives an outlet to the child’s need for activity, to do things, to embody his thoughts. It develops the arm muscles, which are connected to the brain centers. The variety of material develops external senses - vision, touch, sense of form, proportions, eye... It doesn’t matter that the thing made by a child is not elegant, not finished, but the child’s mood is important, his work of thought is important, the work of his muscles, his imagination and the feeling of satisfaction he feels after making it.”

Schleger paid great attention to the physical education of children. Balanced nutrition for children Rhythmic movements accompanied by music Outdoor games Manual labor Self-care activities are important means of proper physical development of a child.

The book “Practical Work in Kindergarten” provided methodological instructions on issues of physical and aesthetic education, on instilling a sense of community in children through collective work, games and activities, on some issues of mental education (methods of sensory education, storytelling, dramatization, etc. ) In the Schläger folk kindergarten, large original building materials were used for games and activities, and dolls were introduced. “A doll is a living creature for a child; playing with her, he lives with her, wrote Schleger. Playing with dolls provides rich material for observation and conversation, for determining the child’s entire worldview. Children experience their lives and the lives of those around them with dolls. Dolls do everything that a person does. Running a house, the work of a father, a mother, one’s own life - everything is completely dramatized. An emotional tool that needs to be used.”

Conclusion The kindergarten, which was led by L.K. Schleger, was a pedagogical laboratory where a new method of education was created, based on respect for the child’s personality and concern for his comprehensive development. The main task of the kindergarten is to create an environment in which the child could develop comprehensively and feel free, and would find responses to all his needs and interests. Requirements for organizing the environment in kindergarten: a separate room for each group, furniture that matches the age of the children, equipment on the walls on which children can draw, the presence of a museum of children’s works, etc. The teacher’s activities are mainly aimed at organizing the environment and provide materials that help identify children’s internal strengths and develop them creativity. According to Schleger, this requirement is best met by games and activities with various materials- natural, large construction and waste. Creative games take center stage. Children are divided into groups according to age or development. The number of children in the group is 15 people. The program must correspond to the task of the kindergarten, and the teacher’s action plan follows from observations of the children. There are no ready-made recipes for a teacher’s activities.

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