2018, 7

Akulova O.V., Onishchenko E.V., Savinova L.Y. Pedagogical Institute of Preschool Education. From the Froebel Society to the Institute of Childhood of the Herzen University

2018, 7 p. 9–23

Onishchenko E.V. , Akulova O.V. , Savinova L.Y.

855

Methodology. The article describes the history of the creation and development of one of the oldest faculties of the Herzen State Pedagogical University of Russia – the Institute of Childhood, which prepares specialists for preschool and primary education. Authors describe the changes in structure, the content of the work and the organization’s characteristics of the institute.

The article purpose is description of the 100-year history of the development of the Institute of Childhood of the Herzen State Pedagogical University of Russia, the identification of pedagogical traditions and prospects for the further development of the institute. The article is based on an analysis of documents and other sources describing the emergence and development of the Institute of Childhood.

Results. Starting from the St. Petersburg Froebel Society founded in 1871, the tradition of the training of specialists in preschool and primary education in Russia is described. The history of the appearance in 1918 and the development of the first higher educational institution in Russia is unfolded. The history of the development of the main directions of the Institute’s work – pedagogical and scientific research activity – is shown. The transformations of the departments, the contribution of the well-known researchers of preschool and primary education to the training of personnel, the current state and prospects for the development of the Institute of Childhood are described.

Conclusions. The presented article makes it possible to analyze the directions of development and ways of improving the system of training specialists in preschool and primary education, to realize the necessity of continuity of the two levels of education, not only in the implementation of the educational process, but also in the preparation of future educators of pre-school educational organizations and primary school teachers.

Keywords: higher education preschool child institute of childhood historical retrospective junior schoolchild training of specialists in preschool and primary education vocational education

DOI: 10.24411/1997-9657-2018-10026

Akulova O.V., Atarova A.N., Nichiporenko L.K., Yafizova R.I. Authentic Museum Collections by F. Froebel and M. Montessori. Unique Gifts of Times

2018, 7 p. 24–37

Akulova O.V. , Nichiporenko L.K. , Atarova A.N. , Yafizova R.I.

607

Introduction. The article presents the results of a theoretical and practical study of the history of the museum collection of the Department of Preschool Pedagogy, Herzen State Pedagogical University. Particular attention is paid to the creation of motivation for students to master the pedagogical profession and to realize its value in society.

The purpose of the study is to describe the history of the creation of the unique museum collection of authentic materials by F. Froebel and M. Montessori, the rationale for using the potential of collections in the education of a modern teacher.

The result of the study was a description of the museum’s potential for organizing the research work of teachers, students, undergraduates and post-graduates of the Department of Preschool Pedagogy Department, Herzen State Pedagogical University. The possibilities of the museum collection for acquaintance with the history of the formation of the profession “kindergarten teacher” are described. Analysis of the legacy of M. Montessori and F. Frobel leads to a conclusion about the modernity and relevance of the ideas of the educators and their reinvention into the practice of the kindergarten of the XXI century.

Conclusion. The presented description of the authentic museum collections of materials by F. Frobel and M. Montessori of the Department of Preschool Pedagogy, the explanation of the potential possibilities of their use in the educational process of the pedagogical university reveals one of the ways to solve the urgent problem of higher professional education in creating motivation for students to master the pedagogical profession. An excursion into history allows young and experienced teachers to rethink the modern theory and practice of preschool education.

Keywords: pedagogical systems of F. Frobel and M. Montessori museum collection profession

DOI: 10.24411/1997-9657-2018-10027

Gogoberidze A.G., Ezopova S.A., Kalabina I.A. St. Petersburg Model of the Teacher Training for Preschool Education. The Modernization is One Century Old

2018, 7 p. 38–49

Kalabina I.A. , Ezopova S.A. , Gogoberidze A.G.

804

Introduction. The article presents the results of the analysis of the stages of the formation of the system of training teachers of preschool education at the Herzen State Pedagogical University. The purpose of the analysis is to reveal the historical stages and distinctive features of the St. Petersburg model of training teacher of preschool education from the period of existence of the Pedagogical Institute of Preschool Education to the modern stage of modernization of teacher education in Russia.

The result of the study was a description of the four stages of the formation of the St. Petersburg model for the preparation of the teacher of preschool education in the conditions of higher education, including: the stage of training in the conditions of functioning of the Pedagogical Institute of Preschool Education (1918-1925); stage of registration of preschool pedagogy and methods of preschool education as educational disciplines and content core of teacher training (1926-1992); stage of level and variable training of the teacher of preschool education (1992-2013); the stage of development of new practice-oriented models for the training of bachelors and masters in the profile of “pre-school education” (2014 – to the present-day).

Conclusion. The study allows to characterize the essential, distinctive features of the St. Petersburg model of training teacher for pre-school education, to identify promising areas of development, features of educational programs for the training of teachers of preschool education.

Keywords: higher education training of the teacher of preschool education models of training of the teacher of preschool education content of training modernization of training of preschool education teachers

DOI: 10.24411/1997-9657-2018-10028

Gogoberidze A.G., Solntseva O.V. Scientific School of Pedagogical Institute of Preschool Education. Methodology of Humanitarian Research of Modern Childhood

2018, 7 p. 50–60

Solntseva O.V. , Gogoberidze A.G.

953

Introduction. The article presents the results of the theoretical retrospective analysis of the problem of developing a methodology for the humanitarian research of childhood in the scientific school of the Pedagogical Institute of Preschool Education (1918-1925) and the Department of Preschool Pedagogy of the Herzen State Pedagogical University. The purpose of the study is to analyze and summarize the scientific and theoretical approaches that formed the basis of modern methodology of humanitarian research of pre-school childhood.

The key ideas of the study was considering child as a subject focused on the adult world, and the socialization culture of the preschool child on the basis of the unity of the emotional-sensual world, cognition and activity.

Results. Article provides description and generalization of scientific and theoretical approaches, which formed the basis of preschool pedagogy as a branch of pedagogical science and methods of preschool education, developed by the Herzen State Pedagogical University. Approaches to the renewal of preschool education are presented taking into account modern knowledge about the phenomenon of childhood.

Conclusion. The concept of methodology of the humanitarian study of modern childhood makes it possible to study childhood and design interaction with the child, focused on its subject development.

Keywords: methodology of humanitarian research of modern childhood psychological and pedagogical approach subject development of the child in the period of preschool childhood phenomenology of modern childhood

DOI: 10.24411/1997-9657-2018-10029

Ezopova S.A., Novitskaya V.A., Solntseva O.V. From the Museum “Children’s Life of the Child” to the Organization of Scientific and Methodological Support of Modern Practice of Preschool Education

2018, 7 p. 62–79

Solntseva O.V. , Novitskaya V.A. , Ezopova S.A.

1042

Introduction. The article presents the results of a retrospective study devoted to the formation and development of the cooperation of the Herzen State University with the kindergartens of St. Petersburg, the historically established traditions of scientific and methodological support of pre-school education and current trends in the development of this direction are described. The aim of the study was to study key ideas and directions of scientific and methodological support of kindergartens in the process of integral historical development.

A comprehensive research methodology was used, including a theoretical analysis of the contents of archival materials, publications, periodicals, a retrospective method showing the process of cooperation of the Herzen State University in terms of its development dynamics and historical continuity, scientific interpretation and synthesis of specific factual materials.

The results show unique experience of the “Child’s life of the child” museum, which served as the basis for the formation of the practice of scientific and methodological support of the innovative, experimental activities of the city’s kindergartens.

Conclusion. The study makes it possible to determine the tendencies in the development of the process of scientific and methodological support of the practice of pre-school education in St. Petersburg, highlight the historically established traditions of such cooperation, identify current rends, and key directions of the development of this process.

Keywords: scientific and methodological support museum “Child’s life of the child” innovative activity practice of preschool education history of pre-school education

DOI: 10.24411/1997-9657-2018-10030

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