Dental beauty and health 

LK Schläger's pedagogical views. Schläger's contribution to the development of the theory of preschool pedagogy. Pavlovskaya Emilia Karlovna

Louise Karlovna Schleger (1863 - 1942) is a well-known figure in pre-school education in the pre-revolutionary period and in the first years of Soviet power. The kindergarten, which was under the guidance of Louise Karlovna, was presented in the form of a certain pedagogical laboratory, in which the formation of a new methodology for the upbringing of preschoolers was carried out, based on respect for the personality of the child and care for his all-round development.

Louise Karlovna Schläger brought the final results of her career to life in her books "Materials for conversations with young children" and "Practical work in kindergarten", which for a long time acted as a popular guide for leaders of kindergartens in Russia.

Luiza Karlovna for the main task of preschool institutions took the formation of such an environment in which a child of preschool age could not calmly carry out his activities, feel himself in complete freedom, feel support and understanding with ease and joy. Here he would find incentives for the development of all aspects of life: physical, labor, aesthetic and mental.

Schläger believed that young preschoolers do not feel the need for excursions, based on the fact that they cannot walk far, but walks in the yard should be endowed with a mandatory character, due to their great importance in the development of observation and increasing the boundaries of their horizons. But with children of seven years of age, longer excursions are necessary. It is extremely important for these children to "expand" the boundaries of kindergarten.

Often, appropriate excursions, Luiza Karlovna Schläger notes, are arranged in the absence of absolutely any pre-planned plan, in order to provide children with the opportunity to get a variety of impressions, and then their observation and interest are checked in conversations or visual works. As a rule, excursions are required to be carried out according to a pre-planned plan, and then, with the help of conversations, summarize the excursion. This helps preschoolers to learn to concentrate.

The main merit of Louise Karlovna is that she developed material for conversations with preschoolers of natural history. Conversations are of great help to the child to understand the material that he has already accumulated. Absolutely any child willingly talks about what he knows and what he is interested in. You just need to be able to direct his attention to the subject of the conversation. Conversations about animals and plants guide the child's thought; they have a beneficial effect on the ability to designate, with the help of recollection and imagination, those facts from their memory that are endowed with a connection with the subject of conversation, and to concentrate their attention on it. Schläger advises holding conversations with preschoolers anywhere, but the methodology for conducting them should be different. These conversations should be endowed with a programmatic nature, and not proceed from the interests of the child at some particular point in time, based on his work or play, as well as experiences and observations. If appropriate, the teacher will have to say more. Sometimes conversations arise at the initiative of children, which must be welcomed in every possible way.

In her handbook, Materials for Conversations with Young Children, Schläger outlined a variety of conversations about animals. They are not imposed on children, but are rooted in observation, based on contact with living objects. Children, according to Louise Karlovna Schläger, feel a sense of love for all living things, they need to be given the opportunity to observe the life of animals, it is desirable to be surrounded by a variety of representatives of animals, birds and fish. [22]

The information received by the child from his observations and conversations is endowed with both intellectual and moral value. Children develop not only an interest in the life of animals, but also a feeling of sympathy, recognition of the right of absolutely any living creature to be treated with care. The best result in this case is obtained mainly in the communication of children with animals and caring for them. Taking care of them, children learn their character, habits, needs, imbued with understanding and sympathy for their joys and sorrows. Caring for animals develops patience and caring for another living being.

Toddlers take care of and care for animals, learn the basics of love for them and treat them carefully. Of course, in the started game, caring for them is beyond the power of the guys. In this regard, fairy tales are told to them, stories are read, where animals are represented in the person of the heroes and their character is indicated. Older children are given the opportunity to organize self-observation.

In a city, the process of expanding the circle of communication of children with the animal world causes some difficulties, in this regard, one has to be content with the few closest animals (cat, dog, birds in cages, fish in an aquarium), other animals are drawn to the attention of children on the street, excursions.

With the help of conversations, the attention of children is directed, familiar ideas are recalled, a habit of observation is developed, and their stories and visual works are an indicator of what the children perceived from these conversations and observations.

Thus, Louise Karlovna Schläger suggests, for example, after completing a conversation about a horse, sculpt, draw and carve a horse in all sorts of positions: a cabby horse, a riding horse, a horse with a cart, a train with firewood, with snow, a horse during field work. Based on this, for the upcoming conversation, any of the topics is taken and then it is expanded by interspersing the basics of practical activity into it. But the past topics do not remain forgotten, you have to constantly return to them, gradually expanding the area of \u200b\u200bobservation of the child, satisfying his curiosity.

All fairy tales and stories are not read to children, but told to them, and much is altered in them, additions and comments are made.

In this regard, the problem of environmental education, which arose in the theory and practice of progressive foreign and Russian teachers and educators, was the central issue of education, in which nature was given great importance as one of the means of mental, moral and aesthetic education.

Moscow - Leningrad, Gosizdat, 1930. No. 1. 32 p .: ill., Devil; No. 2. 32 p .: ill., Devil; No. 3. 32 p .: ill., Devil; No. 4. 32 p .: ill., Devil. Circulation 35,000 copies. The price of each notebook is 20 kopecks. 22.4x17 cm. In ed. colored lithographed cover in the style of Suprematism. For example, in the second notebook, among other illustrations, there are silhouettes of a tractor on arable land and a buyer in a cooperative. Unusual calculating book for first graders. The rarest use of Suprematism in print to design children's educational supplies!

Throughout the XX century. the issues of using books with mathematical content and workbooks were actively developed to enrich the mathematical concepts of preschoolers (F.N.Bleher, Z.A. Mikhailova, L.G. Peterson, E. Ya. Fortunatova, L.K.Schleger, etc. ).

Conventionally, there are several reasons for the interest in this problem.

The first children's books of mathematical content were created by analogy with school textbooks. This made it possible to accurately determine the content mastered by preschoolers, to outline its sequential complication; facilitated the learning and development process of preschool children. In this aspect, cognitive books with mathematical content and the first workbooks were usually addressed to older preschoolers and younger students and ensured the continuity of mathematical development at these age stages.

A cognitive book is a kind of (teacher), acts as a "visual support" of activities and ensures the activation of children's interest in the information presented in it. Often such books are addressed by parents and are used in the family in the process and joint activities of the educator and children.

With regard to the mathematical development of preschoolers, the value of a cognitive book lies in the special form of clarity of the content conveyed in it. In a cognitive book, it is possible to present mathematical content in a visual form:

In a literary plot, through vivid images - characters, through the creation of problem situations, to the solution of which children can be attracted;

Visual means of illustration; such a "double" visualization is very "consonant" with the age characteristics of preschoolers (emotionality, dominance of visual-figurative thinking, preference for play activity). The book is a synthesis of arts (literature, graphics, printing), and the image presented in it is perceived by children in the unity of various means of expression (words and illustrations) (E.A.Flerina, V.A.Ezikeeva, R.I. Zhukovskaya , L. M. Gurovich, V. Ya. Kionova). These means, as it were, reinforce each other, contribute to the creation of a brighter "enriched" image, facilitate its understanding. In art history (N.N.Kupriyanov, V.A.Vatagin, S. Ya.Marshak, K.I. Chukovsky) and psychological and pedagogical works (A. V. Zaporozhets, R. I. Zhukovskaya, E. A. Fleerina , V.A.Ezikeeva, etc.) presents the basic requirements for a book for children, studied the features and patterns of perception of the image by preschoolers, and the manifestation of interest in the book.

Taking into account the peculiarities of books for children, attempts were made to develop informative books for preschoolers. At the same time, the strengthening of the cognitive principle (saturation with mathematical, economic, natural science content) should not have reduced the artistic value of the work. Summarizing all the variety of educational books with mathematical content, we can conditionally single out:

1) books aimed at enriching the mathematical concepts of preschoolers;

2) books that provide the development of skills, logical operations.

The first group of books includes various albums (for example, "Forms", "Opposites"), cognitive encyclopedias. For them, the leading function is the presentation of new information. Depending on the age of the children to whom the album books are addressed, the content and purpose of their use vary. Albums for children of early and young age are aimed at enriching sensory impressions and visual representation of the mastered standards (shape, color). The main task of children is to consider images, correlate, for example, the shape of an object and a geometric figure, memorize words (above - below, large - small). For older children (5-7 years old), various informative encyclopedic books are used (for example, thematic ones - "How did you measure time before?"), Which allow you to expand and deepen the ideas of preschoolers about the means and methods of measuring, numbering, etc. P. As a rule, in these encyclopedias information is presented in an entertaining form; the books contain illustrations and figurative examples designed for the characteristics of older preschoolers and younger students. Encyclopedic versions of books in themselves are a means of enhancing children's interest in learning new things. The volume of the book, the format (usually A4), many different photographs and drawings, the facts calculated for the "zone of proximal development" arouse the cognitive interest of preschoolers. Presentation of information by chapter ensures time limits and content of activities with children. In a number of books, new information is presented in an entertaining shell - in the form of a plot of a fairy tale, history (V. Volina "The holiday of the number. Entertaining mathematics for children" (M., 1993); L. A. Levinova, K. A. Sapgir "The Adventure of Kubarik and Tomatika, or Merry Mathematics "(M., 1977); Zh. Zhitomirsky, L. Shevrin" Mathematical Alphabet "(M., 1980)). These books are characterized by the integration of artistic means (fiction and illustrations) and the cognitive component (information of a logical and mathematical nature). As a rule, these books contain “cross-cutting” characters who participate in all episodes and are close to the children's experience; plots and episodes are often analogous to children's life activities or repeat the plot lines of works known to children. The identification of children with characters causes emotional experiences and a desire to help the character (prompt, solve a problem, learn something new with him, etc.). The content is usually structured in chapters that simulate the sequence of activities with the children. (Louise Karlovna Schläger (1863-1942) was a well-known figure in pre-school education in the pre-revolutionary years and in the first years of Soviet power. After graduating from the Saratov women's gymnasium with a pedagogical class, from 1882 to 1884 she taught at the Tambov city primary school. Then she studied at the Moscow higher female courses, after which she worked in orphanages of the Moscow society for the care of poor and sick children. Since 1905, L.K. Schleger directed the people's kindergarten, opened in Moscow by the pedagogical society Setlement (later the Society for Child Labor and Rest) The teachers of this kindergarten, with great enthusiasm and completely free of charge, not only conducted pedagogical work, but also served the children themselves, cleaned the premises of the kindergarten, etc. Since 1919 this kindergarten entered the system of institutions the first experimental station for public education of the People's Commissariat for Education of the RSFSR. L. K. Schleger was an active member of society. Like its other members, she sharply She responded against the guidelines of official pedagogy. The activities of the society were aimed at alleviating the plight of the children of working people. Shatsky's words “return the children to their childhood were his motto. Members of the society strove to implement the idea of \u200b\u200b“protecting childhood”, to organize “a new upbringing of children, without coercion and punishment that reigned in the state school. Fascinated by this utopian idea, they tried in practice to create a kind of oases - upbringing and educational institutions that stand outside the existing school system. Members of the society understood that the plight of the children of working people 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 Setlement society was closed by the government. for an attempt to carry out socialism among young children ", although members of the society were not associated with the revolutionary workers of Moscow. After the closure of Setlement, the same group of teachers resumed their activities in the society" Child Labor and Rest ", which they created in 1909. They were already much less involved in social problems, and mainly developed methodological issues in depth, intensively studied literature and the experience of foreign pedagogy. K. Schläger carefully studied the literature on the theory and practice of preschool institutions abroad, but was against the mechanical transfer of foreign models to Russian pedagogy.

The second group can be conditionally attributed to a variety of books-albums for preschoolers, providing for the children to complete a sequence of tasks (3. A. Serova "I get acquainted with mathematics. A guide for preparing children for school"). Such manuals and books can also be thematic or present tasks in a plot form (characters travel; fairy tales and stories, in the process of which children will have to complete a number of tasks). Characters are used to create motivation and enhance children's interest in completing assignments. As a rule, tasks in such books are presented in order of complexity. Also, the books of the second group take into account the need for tactile-motor examination and the importance of practical actions in cognition; it provides for finishing elements, connecting along lines, laying out images from geometric shapes that are attached to the book; some games are given (games like crosses; games with hoops, etc.).

Often in these books, various symbols are used - prompts for actions (draw, paint over, cut out, solve, etc.), which allows children who cannot read, focusing on the symbols, to understand the content of the assignment. The use of workbooks is also based on the same ideas, the main function of which is to activate the independent completion of tasks of mathematical content; exercise in skills; development of logical operations. At the moment, there are educational programs and methodological developments that provide for the use of workbooks. For example, for the educational program "Childhood" (section "First steps in mathematics", 3. A. Mikhailova, T. D. Richterman), workbooks have been developed for different age groups ("Mathematics is interesting", comp .: 3. А Mikhailova, I. N. Cheplakshina, N. N. Krutova, L. Yu. Zueva); for the programs "Play", "One step, two steps" (Educational system "School 2100") (L. G. Peterson, E. E. Kochemasova, N. P. Kholina), color workbooks with a large number of different tasks are presented; notebooks for other programs are widely used (Erofeeva T.I., Pavlova L.N., Novikova V.P. "Mathematical notebook for preschoolers"; Solovyova E.V. "My mathematics: An educational book for older preschool children").

The value of workbooks lies in the fact that the child will be able to perform actions in his own field of activity. The child completes each task in his own notebook. This increases the activity of children in the development of skills and concepts and makes this process more effective (rational use of the time of classes, which does not create situations of "waiting" for a response and observing the actions of another child with the material). Workbooks contain tasks, the implementation of which is based on practical actions (connect with lines, circle, add, etc.), which corresponds to age capabilities. The notebooks represent the "successes and failures" of children, which ensures the development of their self-esteem and volitional manifestations. At the same time, using workbooks, one should take into account the need for practical development of the surrounding world (first of all, the enrichment of sensory impressions and the tactile-motor method of cognition), and, consequently, the value of actions with objects (toys, games, volumetric and plane figures, boxes of different masses etc.). In this regard, the use of workbooks should not be seen as an end in itself and build classes only on the basis of their use. Notebooks can be one of the tools, used in some classes, form the basis for organizing some tasks, or be used in joint and independent activities. Taking into account the peculiarities of books for children, attempts were made to develop informative books for preschoolers. At the same time, the strengthening of the cognitive principle (saturation with mathematical, economic, natural science content) should not have reduced the artistic value of the work.

Fortunatova, Elena Yakovlevna, ed. teaching aids. In collaboration with L.K. Schläger (1863 - 1942) and others. textbooks published in Moscow: “First steps. The ABC and the first reading after the ABC ”(1912; several editions) - in collaboration with L.K. Schläger; "The second and third years of primary school education (from the experience of the experimental school)" (1915); “The peasantry as an ally of the working class. Essay "(L., 1926); “School and village. Primer and book for reading ”(1926; several editions); “How to work with exercise books. Method. decree. for the teacher "(1929); “Pictures and words. For the second year of study "(1929); "Winter. The second notebook of seasonal observations ”(1930); “Pictures and words. For the third year of study "(1930); "Be ready. A book for work in the second group of the village school ”(1930; several ed.); "Spring. The third notebook of seasonal observations ”(1930); "Fall. The first notebook of seasonal observations ”(1930); “When does this happen? Observations of Nature ”(1932; several ed.); "Book for Reading" (1933; several editions); Primer (1933; several editions); “Regional educational book for schools of the Moscow region. Part 1 "(1934); “Methodical. a guide to the Primer "(1934; several ed.); "Visibility in the lessons of explanatory reading" (1936; several ed.); "Murashkinsky elementary school" (1937); “Methodical. instructions for tables in the Russian language "(1938); "Russian language textbook. For the second grade of primary school "(1947); "On work with children of seven years of age" (1949).

So in the primer E. Fortunatova and L. Schleger reflected the personnel policy of the party:

In the city

Was the owner at the factory

He kept us hungry

He has a father Volodya

I stood at the machine all day.

Long ago from that plant

The richer he ran away

And now Volodya's father

He began to manage the plant

In the village

There was a master near the village

House-palace like a grove garden

He has a father Eugesha

He was grooming small foals.

Long, long time ago, that master

I ran away from the village.

And now Eugesha's father

He began to manage the state farm.

Louise Karlovna Schläger (1863-1942) began her teaching career in 1882, and from 1905 she became an active participant in the Setlement and Child Labor and Rest societies, which held educational activities for the children of the Moscow poor. On one of the workers' outskirts of Moscow, a kindergarten was opened, in which L.K. Schleger and other members of the society worked for free. They revised Frebel's didactic material, made the so-called plan of children's life the basis of educational work, in which they paid tribute to the theory of free education that was widespread at that time, giving children complete freedom in games and activities. However, soon they were forced to establish elements of organized influence on children, and then they introduced the so-called proposed classes and compulsory classes according to the teacher's plan, actually moving on to planning the work of a national kindergarten. At the same time, educational work was not united by any single program or goal.

A number of works by L.K. Schleger ("Materials for conversations with young children", "Practical work in kindergarten", etc.) contain valuable advice on how to organize conversations with preschoolers, study children, individual work, use special exercises for development sense organs. LK Schleger had a noticeable influence on the development of the theory of preschool education. After the Great October Socialist Revolution, she actively participated in the development of the theory and practice of Soviet preschool education.

The Moscow branch with its influence covered the area of \u200b\u200bMaryina Roshcha, then the outskirts of Moscow. A highly developed handicraft industry and a small network of cultural and educational institutions were characteristic of this region in the 1920s. The Moscow branch did not have a wide network of educational institutions. This included the Central Kindergarten (headed by L.K.Shlager) and the first labor school (headed by K.V. Poltavskaya), but the center of scientific, pedagogical and propaganda work was very strong. There was a school and preschool pedagogical exhibition, a department of pedagogical materials. A pedagogical library with a department in a foreign language, a pedagogical technical school with school and preschool departments.

From 1920 to 1923, the first experimental station included several more institutions (an orphanage in Ochakov under the leadership of D. I. Petrov, the club "Children's nest" headed by I. G. Rozanov) "(Fradkin F. A., Malinin G.A. The educational system of S.T.Shatsky. - M., 1993, p. 35).

"The first labor school was the base for 16 schools in the Maryina Roshcha district, which worked under the guidance of pedagogical problems."(Fradkin F.A., Malinin G.A. The educational system of S.T.Shatsky. - M., 1993, p. 37)

“Particularly interesting was the work in the Central kindergarten in Moscow, where a team of experienced employees, pioneers in the construction of a kindergarten in Russia, gathered (LK Schleger, E. Shabad, E. Flerina and others). The central kindergarten was not limited to internal work. It was the center for promoting the ideas of preschool education, protecting the health of children and changing the surrounding life in the area served. The propaganda was not only educational in nature (consultations, exhibitions, etc.), but also effective. The team of the kindergarten in Moscow initiated the construction of playgrounds, kindergartens on a voluntary basis " (Fradkin F.A., Malinin G.A. The educational system of S.T.Shatsky. - M., 1993, p. 37).

Home\u003e Document

PEDAGOGICAL VIEWS AND ACTIVITIES ON PRESCHOOL EDUCATION L.K.SHLEGER At first, classes with Frebelian material were introduced in the kindergarten she led, but after careful analysis they were removed for formalism, excluding children's activity and creativity. The Montessori material was also rejected as not related to the life and interests of children. K. Schläger sought to find new ways of education, proceeding from the conditions of life in Russia and the national characteristics of Russian people. Together with her staff, she selected a new didactic material - “life material (clay, sand, wood, etc.), which would give children the opportunity to show creative activity and amateur performance. From programmatic, strictly regulated lessons according to Froebel, educators under the leadership of Schleger moved on to building educational work based on the empirical study of children, their interests and giving them complete freedom in games and activities. Taking for the principle of "looking closely at children where they will lead", that is, focusing on their spontaneous, spontaneous development, L.K. Schläger embarked on the path of pedocentrism. However, the practice of educational work in the people's kindergarten further 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. elements of organized influence on children, to create a certain continuity in work, in a peculiar way, ho you would indirectly, to guide the lives of children. Along with free classes based on the study and consideration of children's interests and current experiences, the so-called “suggested classes according to the teacher’s plan and even“ compulsory classes for all children (duty, etc.) were introduced. ” These activities provided some stability and consistency in the educational work of the kindergarten. Educators unintentionally embarked on the path of overcoming pedocentrism, paying more and more attention to planning and thoughtful organization of educational work. Where practice led them to an independent, original path of quest, to the path of rejection of 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 still able to take the right path. To provide seven-year-old children of the folk kindergarten with a natural and inconspicuous transition to primary school, as well as to expand the experience of finding “new ways of raising and educating school-age children, under the Setlement society in 1907. an experimental-experimental school for boys and girls was opened. Based on the analysis and generalization of the practice of the folk kindergarten, LK Schleger compiled several editions of a manual for kindergarten workers entitled “Materials for conversations with young children”. The manuals indicated literature for educators, games and songs for children, named excursions that can be conducted in other kindergartens; The issues were illustrated with photographs of children's drawings, handicrafts. In these manuals there is no text of the conversations themselves, but only questions to the content on the topics of conversations (“summer”, “autumn”, “winter”, “spring”, “fruits, etc.) ... L.K.Schlager did not set herself the task of reflecting the entire content of the kindergarten classes, but singled out only one conversations with children and related manual children's work. “Materials for conversations with young children were given some valuable methodological instructions on how ask children leading questions, how to develop their observation skills, how to carry out, in close connection with conversations, collective and individual work (made of paper, clay, wood, etc., which is a kind of “children's language”), how to tell children, adjusting to their degree of development and age, and others. This manual has received significant distribution in Russia, has caused an approving review of foreign teachers, although it had a certain influence of the ideas of pedocentrism. The result of L.K.Schleger's pedagogical searches was “Practical work in kindergarten, which is a short guide for workers kindergartens, hearths and orphanages for the most important sections of educational work. The central place in teachers In the process of kindergarten, Schläger devoted herself 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 whole spiritual world, the entire stock of life experience is revealed in play. ”She believed that manual labor (especially woodwork) was very important in educational terms. “... It gives an outlet for the child's need for activity, for doing things, for the embodiment of his thoughts. It develops the muscles in the arms that are connected to the brain centers. A variety of material develops external senses - vision, touch, a sense of form, proportion, an eye ... It does not matter that a thing done by a child is not elegant, not finished, but the child's mood is important, his work of thought, the work of his muscles, his fantasies and the feeling of satisfaction that he feels having done it. " Manual labor helps to educate children of endurance, will, and internal self-discipline. The business mood of the group, the general mood, common interests are created in an atmosphere of work. Manual creative work should be associated with other activities. In childhood, mechanical work should be avoided, and labor is valuable insofar as it requires exertion. Children need to develop self-care skills. This contributes to the education of their independence and amateur performance, Schläger noted. Schläger 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, movement of children are the main conditions for their normal development. Rhythmic movements to music, outdoor games, manual labor, self-service activities are important means of the correct physical development of the child. In the book “Practical work in kindergarten, methodological instructions were given on issues of physical and aesthetic education, on fostering a sense of the public in children through collective labor , games and classes, on some issues of mental education (methods of sensory education, storytelling, dramatization, etc.). Especially great importance was attached to the education of the senses. Schläger saw the main path of sensory education of children in the natural everyday educational work with them - in games, manual work, classes with building materials, etc. In some cases, to check the development of the sense organs, she used special exercises. 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. “Doll. - a living creature for a child; playing with her, he lives with her, wrote Schläger. Playing with dolls provides a rich material for observation and for conversations, for determining the entire outlook of the child. Children experience their LIFE with dolls ”, the life of others. Dolls do everything that a person does. Housekeeping, father's work, mother's work, one's own life - everything is dramatized completely. An emotional tool that must be used. ”In her book, LK Schläger recommended that the teacher lead her group from the youngest to the children’s transition to school; this provides, she pointed out, an in-depth study of the individual characteristics of children and an individual approach to them in practice. In the book of L.K.Schlager there is not a word about the religious education of children. In this it compares favorably with other theoretical works on preschool education (Ventzel, Tikheeva). The book “Practical work in kindergarten was widely spread among preschool workers before the revolution. It was used by preschool workers in the first. years of Soviet power. In the practical activities of L. K. Schlager and her collaborators in the people's kindergarten, there were significant methodological achievements. 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 of children's health, their mental, moral, aesthetic development, the search for new forms of pedagogical influence on children, developing their amateur performance, independence and mutual assistance, constant improvement of methods and techniques of educational work with children were characteristic features of the pedagogical creativity of L.K. Schleger and her staff. However, despite the fact that the practice of kindergarten work stood on the way to overcoming pedocentrism, the kindergarten, led by L.K. Schläger, was a figurative of a well-thought-out, well-organized educational work, in her theoretical statements Schläger continued to stand on the positions of protecting the “free self-expression of the child”, “denying the tasks of education that lie outside the child.” L. K. Schläger is the first of. In 1918, a group of teachers of the society “Child Labor and Rest offered her strength, knowledge and experience to the preschool department of the People's Commissariat of Education of the RSFSR. and the training of the first Soviet preschool workers. Chapter 19SCHOOL AND PRESCHOOL AT THE BEGINNING OF THE XX CENTURY (1907-1917)The state of primary and secondary education After the defeat of the revolution of 1905-1907. one of the most difficult periods in the history of Russia has begun. These were the years of reaction when the government, in an effort to strengthen the tsarist power, gradually destroyed the revolutionary gains, cracked down on the workers and peasants, and persecuted proletarian organizations. Reactionary-minded teachers returned to school, many of the revolutionary-minded teachers were arrested, students who did not want to obey the pre-revolutionary order 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 a guarantee of the preservation of the gains of 1905. “In fact, everything that has been won from the enemies, wrote V. I. Lenin, is everything that is solid in the gains, won back and holds on only to the extent that it is strong and the revolutionary struggle is alive ... The unceasing, albeit abated for a while, the revolutionary struggle under the leadership of the Bolsheviks forced the landlord-bourgeois government to carry out certain measures of a democratic nature, including those aimed at improving public education, and forced it to reckon, to some extent, with the increased desire of the people for education. started developing a project for the introduction of universal compulsory education. This was also interested in the bourgeoisie, which needed literate workers in factories and plants. The project was discussed by the state dumas, but until the October Socialist Revolution of 1917 it did not receive the force of law. At that time, various public organizations acted more decisively: 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 duration of study was lengthened 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 regulation of 1912, higher primary schools began to open in cities and rural areas, replacing the outdated city schools according to the regulation of 1872.They had a four-year course of study and were no longer dead-end schools, but gave the right to enter the 5th grade of a gymnasium on condition 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 schooling to non-Russian nationalities: in schools of non-Russian peoples, teaching in the native language of students was allowed in the first years of their training. However, when developing a project for the introduction of universal education, the government did not intend to cover the peoples of the outskirts of Russia. During the industrial upsurge 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), vocational lower and secondary educational institutions, supported by various departments and the treasury. At the same time, the reactionary police regime in secondary schools increased, supervision was introduced It was only during the First World War that the government, under pressure from the public, began to change the secondary school curriculum, and it was forbidden to organize self-education circles. Preparations were also made to improve the organization, content and methods of teaching, but the tsarist government, loyal to itself, which as a rule did not complete the planned activities, did not carry out these projects either. The state of school affairs in Russia continued to remain at a low level and could not satisfy the needs of the country's economic development, the needs of the people. I. Lenin called Russia a country in which the masses of the people “were robbed in the sense of education, light and knowledge by landlords and government. Pointing out that school-age children in Russia are 22% of the total population, and the number of students is 4.7% of the population, Lenin said: “Four-fifths of the young generation were sentenced 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 elementary schools with a total of 180,510 students, including about 2 million who studied in parish schools, which were the most reactionary type of elementary 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 one preschool child per year.However, in large industrial centers there were organizations that were doing a lot of work to promote the ideas of public preschool education, to introduce the requirements of pedagogical science into family education. Some public organizations trained personnel for preschool institutions, and also opened preschool institutions. In Moscow from 1905 to 1917, several public and pedagogical organizations worked. For example, in the Moscow pedagogical circle, chaired by N.V. Chekhov, with more than 400 members, 50 people made up the department of preschool education. At their meetings, they discussed the most important issues of the theory of preschool education: discipline, the study of literacy, mathematics in kindergartens, etc. Since 1913, a permanent commission of kindergartens was created in Moscow, uniting all preschool practitioners of the city. 1909-1910 a one-year department was opened for training kindergarten leaders at the DI Tikhomirov Women's Courses. The curriculum of these courses included the following subjects: human physiology, psychology, educational psychology, history of pedagogical ideas, preschool education (with practical exercises in kindergarten), outdoor games and gymnastics (practical exercises), hygiene, children's literature, drawing (practical exercises ), singing (practical training), manual labor (practical training). These courses trained several hundred qualified specialists not only for Moscow, but also for the provinces. St. Petersburg, the center of the revolutionary movement, played an important role in the development of public preschool education at that time. In 1908, the St. Petersburg Society for the Promotion of Preschool Education was organized. It provided assistance to metalworkers in opening at their club “Knowledge in 1908, the first national kindergarten in Russia for children of factory workers. In 1910 the society opened the second and in 1911 the third national kindergarten for workers' children. In addition, the society worked to organize home kindergartens at the expense of parents. In 1909, there were 16 such kindergartens. Members of the society did a great deal of propaganda work among the population of St. Petersburg and its environs: they gave lectures and talks about the upbringing of preschool children. Petersburg society influenced the activities of the Chelyabinsk, Nizhny Novgorod, Ivanovo-Voznesensk organizations for preschool education, which were in close contact with him. In the south of Russia, the activities of the Kiev society of people's kindergartens were famous in the field of preschool education. It published the magazine Preschool Education (1911-1917) and in 1914 had 11 national and 10-13 paid kindergartens under its jurisdiction. The society tried to get the government to pass a law on the introduction of kindergartens in the public education system, they developed a project for a network of preschool institutions in Russia. The society also put before the government the question of introducing a special amount into the budget of the Ministry of Public Education for the establishment and maintenance of kindergartens and educational institutions for the training of kindergarteners and demanded the transformation of orphanages into people's kindergartens. By putting forward such demands, the members of this society, like other similar societies, hoped that their projects would be implemented through reforms, they did not believe that this requires a revolutionary change in the social system. In Kiev, in 1908, the Frebel Society began its work. , published literature on preschool education ("Summer playgrounds for games" - 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. Basically, these were girls from among the intelligentsia, clergy, merchants. Education at the institute was paid. The institute also consulted on issues of preschool education, organized teacher training courses (in 1911 - 550 people, in 1912 - 850 people). He gave general education and special pedagogical training, which 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 pronounced bourgeois character. The students studied “theology and an 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 1905 revolution. , such as: societies of people's universities, social clubs and other cultural and educational organizations, as well as cooperative associations - also opened preschool institutions in large cities of Russia and carried out explanatory work among the population on issues of preschool education. But, without a solid material base and state support, these institutions, having existed for a very short time, were closed. The work on the creation of children's institutions in the villages and villages was carried out by some zemstvos. But the day nurseries, summer playgrounds, and preparatory schools they opened did not satisfy to any extent the existing need for organizing preschool education of peasant children. Sometimes zemstvos introduced lectures on preschool education, practical exercises on outdoor games and activities on the playground into the lesson plan for summer teachers' courses. Teachers who graduated from these courses later sometimes opened summer playgrounds in the villages and villages. The attempts of 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 the introduction of universal primary education, a number of documents were developed aimed at improving the affairs of preschool education. So, the subcommittee on primary education, which existed under this Duma, on May 20, 1908, submitted for discussion by the Duma deputies a draft law “On educational institutions for preschool children”, but its discussion did not take place. On April 20, 1912, some Duma deputies proposed increasing allocations for preschool education, for "the question of the correct formulation of preschool education and education of children is a matter of extreme importance." The Ministry of Education spoke in favor of the need to postpone consideration of this issue until the discussion of the draft law on out-of-school education, that is, classified the system of public pre-school education as “out-of-school activities”. Government bodies invented various obstacles, just to slow down the solution of pressing issues of the upbringing of workers' children. City dumas took very little part in organizing preschool institutions. Only individual city governments allocated funds for organizing public outdoor games in city gardens and squares (Kiev), for opening kindergartens for their employees (Moscow and other cities). Sometimes private kindergartens were opened either as independent institutions or at private secondary educational institutions ... In some of them, pedagogical work was well organized, there was special equipment (kindergartens of M. Sventitskaya, E. I. Zalesskaya, and others in Moscow). However, many organizers of paid kindergartens pursued mainly entrepreneurial goals. Issues of family and social education of preschool children were discussed at many congresses on public education, in particular at the First All-Russian Congress on Seed Education, which was held in St. Petersburg from December 30, 1912 to 6 January 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 debates and resolutions of a hundred. Weak attempts to pose the question about school and seed education on a broad basis, in connection with the general economic and political conditions of Russian life, somehow diligently managed 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 against the factor of family destruction, the causes of which lie in socio-economic conditions.

  1. History of pedagogy, part 1 From the origin of education in a primitive society to the middle of the 17th century

    Tutorial

    Humanization and democratization of upbringing, rejection of authoritarian-dogmatic approaches to it have become a sign of the times. Rethinking modern pedagogical realities requires their retrospective study, analysis and generalization.

  2. Society, politics and law Public (social) power and social norms in primitive society

    Document

    Characterization of public (social) power as the ability and ability to exert a certain influence on people's behavior using various means (coercion, authority, morality, wealth, knowledge).

  3. Cultural factors of population dynamics in primitive society and ancient civilizations of the East

    Abstract

    The defense will take place on December 24, 2009 at 14.00 at a meeting of the Council D.212.232.11 for the defense of doctoral and candidate dissertations at the St. Petersburg State University at the address: 199034, St. Petersburg, V.

  4. Plan Parenting and pedagogical thought in Ancient Greece. Spartan and Athenian educational systems

    Methodical instructions

    History of pedagogy and education. From the origin of education in primitive society to the end of the twentieth century: Textbook for pedagogical educational institutions / Ed.

  5. Seminar lesson # 1 topic: Introduction. Medicine in a primitive society. Folk healing

    Seminar

    The purpose of the training: to familiarize with the structure of the practical lesson, to show the importance of this topic in the system of medical knowledge, to get acquainted with the stages of the formation of healing in a primitive society.

Educator, activist in the field of preschool education and primary education. In 1882-1903 she taught in elementary school. One of the initiators of the creation (1906) of the educational society "Setlement", later transformed into the society "Child Labor and Rest". In 1905-18 she headed the first public kindergarten in Moscow, created at 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 organized by her together with E.Ya. Fortunatova Experimental Primary School. Sh .'s pedagogical system developed under the influence of the ideas of free education. Public educational institutions, according to Sh., Are designed to protect children from the negative influence of the environment, to create conditions for the development of their abilities, independence, initiative, and creativity. She limited the role of the educator to observation and assistance to children in their free self-manifestation.

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

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

  • - The back door is not locked yet, - Mina Karlovna is sitting. - Sorry ... not on purpose ... I'm not happy about that myself ...

    Proper name in Russian poetry of the 20th century: a dictionary of personal names

  • - art. opera. Has performed on opera stages in Moscow, Minsk, N. Novgorod. She toured the cities of Russia and Ukraine, in Smolensk, Voronezh ...
  • - owls. mathematician. Graduated from Moscow. un-t. Since 1926 he has been working there. Main works relate to the theory of functions of a real variable ...

    Big biographical encyclopedia

  • - famous dramatic actress ...

    Big biographical encyclopedia

  • - Writer-translator. under the pseudonym "Apollonian"; R. in St. Petersburg. 1811 February 3, † 1874 November 19 in Helsingfors ...

    Big biographical encyclopedia

  • - an employee of the magazine "Northern Mercury" ...

    Big biographical encyclopedia

  • - sotr. "North. Mercury" ...

    Big biographical encyclopedia

  • - preschool teacher. Together with Shatsky, she supervised, starting in 1908, the organization of preschool education in the Moscow society "Children's Labor and Rest" ...

    Big biographical encyclopedia

  • - Brochel, Alexandra Karlovna is a famous dramatic artist. Broshel was brought up at the St. Petersburg theater school and owed the development of her talent to the outstanding Vera Vasilyevna Samoilova ...

    Biographical Dictionary

  • - famous dramatic actress, born in 1845; was brought up in St. Petersburg. theater school, from where she appeared on the stage on February 9, 1864, making her debut, not particularly successfully, in the drama of Kamenskaya: "Liza Fomina" ...
  • - a writer, the granddaughter of the famous German writer and publicist Merkel, who contributed to the liberation of Latvians under Alexander I with her articles. in 1840. In the seventies she received from Moscow ...

    Encyclopedic Dictionary of Brockhaus and Euphron

  • - German numismatist ...

    Encyclopedic Dictionary of Brockhaus and Euphron

  • - Soviet mathematician, doctor of physical and mathematical sciences. In 1921 she graduated from Moscow University, from 1926 she worked there, professor ...
  • - the first Russian woman statistician, a figure in the field of professional education, a writer of the populist trend ...

    Great Soviet Encyclopedia

  • - Russian mathematician, doctor of physical and mathematical sciences, professor. Proceedings on the theory of functions, including on the theory of series ...
  • - Gorbunova Minna Karlovna, the first Russian woman statistician, economist. She studied women's vocational education abroad, corresponded with F. Engels ...

    Big encyclopedic dictionary

"Schläger, Louise Karlovna" in books

KUPRINA-JORDANSKAYA (nee Davydova) Maria Karlovna

From the book The Silver Age. Portrait gallery of cultural heroes of the turn of the XIX-XX centuries. Volume 2. K-R author Fokin Pavel Evgenievich

KUPRINA-JORDANSKAYA (nee Davydova) Maria Karlovna 1879–1966 Published the magazine "The World of God" (since 1906 - under the name "Modern World"). A. Kuprin's first wife. The author of the book of memoirs “The Years of Youth.” “Musya was a strange girl. Very pretty. Slender, with the right face, with

Musina-Pushkina Emilia Karlovna

From the book Pushkin and 113 women of the poet. All the love affairs of the great rake author Shchegolev Pavel Eliseevich

Musina-Pushkina Emilia Karlovna Emilia Karlovna Musina-Pushkina (1810-1846), ur. gr. Shernval von Wallen, baroness - daughter of the Vyborg governor K. Shernval, Swede, younger sister of Aurora Shernval, wife (since 1828) of Count V.A.Musin-Pushkin, a member of the Decembrist

VIELGORSKAYA Louisa Karlovna (1791-1853),

From the book Gogol author Sokolov Boris Vadimovich

VIELGORSKAYA Louisa Karlovna (1791–1853), wife of M. Yu. Vielgorsky, countess, nee Duchess Biron, maid of honor of the imperial court. She was friends with Gogol, in whom she saw the teacher of life. March 26 AD. Art. 1844, having just left V. in Nice, Gogol wrote to her from Strasbourg:

Aurora Karlovna Shernval (1813-1902)

From the author's book

Aurora Karlovna Shernval (1813-1902) Daughter of the Vyborg governor, Swede. A swarthy brunette, she was distinguished by exceptional beauty, strict and plastic. Pushkin met her more than once in the world. Baratynsky wrote to her: Come out, die for us with ecstasy The same day of dawn! All rosy

Countess Emilia Karlovna Musina-Pushkina (1810-1846)

From the author's book

Countess Emilia Karlovna Musina-Pushkin (1810-1846) Sister of the previous one. In 1828, the wife of a rich man, Count V.A.Musin-Pushkin. Like my sister, a famous beauty. The light made a splash with her blond hair, blue eyes and black eyebrows. Lermontov, in love with her, wrote: Countess

Charlotte Karlovna Lieven

From the book Secrets of the House of Romanov author

PAVLOVA KAROLINA KARLOVNA

From the book of 100 famous women author

PAVLOVA KAROLINA KARLOVNA Born Yanish (born in 1807 - died in 1893) A well-known Russian poetess and prose writer, a famous translator. Honorary member of the Society of Lovers of Russian Literature (1859). You, a beggar survivor in your heart, Hello to you, my sad verse! My light

Charlotte Karlovna Lieven

From the book of the Romanovs. Family secrets of Russian emperors author Balyazin Voldemar Nikolaevich

Charlotte Karlovna Lieven It is impossible to write about the family of Pavel and Maria Fedorovna, and even more so about the upbringing of their children, without telling about a wonderful woman who often replaced the children of their parents. It's about the unjustly forgotten Charlotte Karlovna Lieven, the only one in the Russian

Charlotte Karlovna Lieven

From the book Catherine the Great and Her Family author Balyazin Voldemar Nikolaevich

Charlotte Karlovna Lieven It is impossible to write about the family of Pavel and Maria Fedorovna, and even more so about the upbringing of their children, without telling about a wonderful woman who often replaced the children of their parents. It's about the unjustly forgotten Charlotte Karlovna Diven, the only one in the Russian

Pavlova Karolina Karlovna Born Janish (born in 1807 - died in 1893)

From the book Women Who Changed the World author Sklyarenko Valentina Markovna

Pavlova Karolina Karlovna Born Yanish (born in 1807 - died in 1893) A well-known Russian poetess and prose writer, a famous translator, an honorary member of the Society of Lovers of Russian Literature (1859). You, a beggar survivor in your heart, Hello to you, my sad verse! My light

Bari Nina Karlovna

From the book Great Soviet Encyclopedia (BA) of the author TSB

Pavlova Karolina Karlovna

TSB

Pavlovskaya Emilia Karlovna

From the book Great Soviet Encyclopedia (PA) of the author TSB

Gorbunova Minna Karlovna

From the book Great Soviet Encyclopedia (GO) of the author TSB

PAVLOVA, Karolina Karlovna

From the book Big Dictionary of Quotes and Expressions author Dushenko Konstantin Vasilievich

PAVLOVA, Karolina Karlovna (1807–1893), poetess, translator 10 One thing that even sacrilege could not touch in the world; My attack! my wealth! My holy craft! "You, a beggar survivor in your heart ..." (1854)? Pavlova K. Complete. collection poems. - M .; L., 1964, p.

Louise Karlovna Schläger (1863-1942) was a well-known figure in pre-school education in the pre-revolutionary years and in the first years of Soviet power and had a noticeable influence on the development of the theory of pre-school education. A number of works (Materials for Conversations with Young Children, Practical Work in Kindergarten, etc.) contain valuable advice on how to organize conversations with preschoolers, study children, individual work, and use special exercises for developing the senses.

Schläger's pedagogical activity began in 1882, and since 1905 she became an active participant in the Setlement and Child Labor and Rest societies, which conducted educational activities for the children of the Moscow poor. On one of the workers' outskirts of Moscow, a kindergarten was opened, where members of the society worked for free.

The kindergarten was a pedagogical laboratory, where a new method of education was created, based on respect for the personality of the child and concern for his all-round development. The main task of the kindergarten is to create an environment in which the child could fully develop and feel free, would find responses to all his needs and interests.

The kindergarten staff studied the influence of the environment, adults on child development, looked for new methods of raising children from a proletarian environment, were engaged in in-depth development of methodological issues in the upbringing of preschool children, studied the literature and work experience of foreign teachers and kindergartens.

L.K. Schläger revised Frebel's didactic material, made the so-called plan of children's life the basis of educational work, in which they paid tribute to the theory of free education that was widespread at that time, giving children complete freedom in games and activities.

The division of children into groups is done by age or development. The number of children in a group is 15 people. The program should correspond to the task of the kindergarten, and the teacher's plan of action follows on the basis of observations of the children.

Requirements for the organization of the situation in the kindergarten: a separate room for each group, furniture matching the age of children, equipping the walls on which children could draw, the presence of a museum of children's works, etc.

The activities of the teacher are mainly aimed at organizing the environment and providing materials that contribute to the identification of the inner forces of children, the development of their creative abilities. According to Schläger, this requirement is best met by games and activities with various materials - natural, large construction and waste. The centerpiece is creative play.

Schläger 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, movement of children are the main conditions for their normal development. Rhythmic movements to music, outdoor games, manual labor, self-care activities are important means of the correct physical development of a child. In the book "Practical work in kindergarten" methodological instructions were given on physical and aesthetic education, on fostering a sense of the public in children through collective work, games and classes, on some issues of mental education (methods of sensory education, storytelling, dramatization, etc. ).

Especially great importance was attached to the education of the sense organs. Schläger saw the main path of sensory education of children in the 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 sense organs. In the Schläger folk kindergarten, large original building materials for games and activities were used, dolls were introduced, the use of which in the educational work of the kindergarten she attached great importance to.

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 of children's health, their mental, moral, aesthetic development, the search for new forms of pedagogical influence on children, developing their amateur performance, independence and mutual assistance, constant improvement of methods and techniques of educational work with children were the characteristic features of L.K. Schläger.

Summing up the results of his pedagogical searches in the period from 1905 to 1908, L.K. Schläger wrote: “We came to the following conclusions:

1) children have the right to their own life;

2) each age has its own interests, its own capabilities, and each age needs to be studied;

3) children need to be given complete freedom in work and play;

4) free work serves us as an indicator of growth;

5) the material that we introduce to kindergarten should be flexible, broad, giving children the opportunity to self-identify without the help and guidance of adults, it should be searched for and investigated;

6) it is impossible for this age to think about implanting the public by artificial means, giving children ready-made forms; they need to first assert their identity;

7) our role is helping, guiding, studying, observing. "