Cand. Sci. (Pedagogy), Lecturer, Industrial and Pedagogical College, Naberezhnye Chelny State Pedagogical University (NCSPU), Naberezhnye Chelny, Russian Federation
Background. In the context of the modern technological transformation of society and increasing demands on the quality of engineering and technical personnel, turning to historical and pedagogical experience is particularly important. The period of the 1920s and 1930s in Russia represents a unique stage in the development of the polytechnic education system, when the task of preparing the younger generation for work in the context of industrialization was first extended to the preschool level. An analysis of the genesis of this phenomenon allows us to identify productive ideas and practices relevant to solving modern problems of developing technical creativity and early career guidance for preschoolers.
Objective. To scientifically understand the concept and experience of polytechnic education for preschoolers in kindergartens in Russia in the 1920s and 1930s.
Methods. A retrospective analysis of the conceptual ideas of polytechnic education for preschoolers and the corresponding pedagogical experience in the context of their contribution to the development of the theory and practice of Russian preschool education and its application in modern conditions.
Results. The theoretical foundations of polytechnic education for preschoolers in the 1920s and 1930s are revealed, a systematized analysis of the diverse practical experiences of its implementation in Russian kindergartens is conducted, and the methods, tools, and organizational forms, as well as the challenges and achievements of the period under review, are identified.
Conclusions. The concept of polytechnic education in the 1920s and 1930s, despite its ideological bias, laid the foundation for developing preschoolers’ technical outlook, constructive thinking, and interest in transformative activities. Historical experience shows that the effectiveness of this approach was ensured by the integration of theoretical education with children’s practical activities, the connection of kindergarten with the industrial environment, and specialized teacher training. Freed from excessive ideological bias, this experience represents a valuable resource for modern practice. Its elements can be creatively rethought and applied in developing functional literacy and soft skills in preschoolers, as well as within the framework of introducing a STEM approach aimed at developing children’s research and constructive abilities.