CHILDHOOD PROBLEM IN PEDAGOGICAL HERITAGE OF P. KAPTEREV
Journal Title: Вісник Кременчуцького національного університету імені Михайла Остроградського - Year 2017, Vol 2, Issue 103
Abstract
Purpose. The article uncovers the view of the famous educator of the second half of XIX century P. Kapterev on the childhood problem with illustration the relevant problems of volition, character and early children intelligence de- velopment formation. Methodology. Historical and pedagogical analysis with generalizing of the scientific works both by P. Kapterev and national educators of the latter half of XIX century and the early XX century. Comparison and col- lation method has allowed to review P. Kapterev’s opinions on childhood, its age limits, education organization special- ties in the historic-pedagogical context. Findings. The attention has been focused on the scientist’s acceptance of child- hood as special reality where the groundings of intelligence development, motivation and volitional sphere are given, that made relevant the necessity of this period unprejudiced studying and taking cue from it in the education and learn- ing organization process. Historical and pedagogical context analysis (M. Pirogov, P. Yurkevich, M. Vessel, S. My- ropolskiy, M. Lange and I. Sikorskiy ideas) has allowed to find the specific features of the outstanding educator’s ideas about the childhood studying and taking its specialties into account in pedagogical process: determination of age child- hood limits, finding and characterization of children special features, recommendations about the syllable choice for different age groups. Originality. The analysis of scientific works, periodicals and archive documents of the end of XIX and the early XX century has allowed to find the P. Kapterev’s ideas about childhood, the education of children’s volition, taking cue for pedagogical process from their specialties and to consider them into historical and pedagogical context. Practical value. Study results can be used by the students while studying such courses as “The History of Edu- cational Systems”, “The History of Pedagogy”, “General Pedagogy”, “Age Psychology”, “Pedagogical Psychology”. The study allows to determine P. Kapterev’s pedagogical ideas of understanding the childhood essence, its limits, rele- vant education and upbringing tasks which give an opportunity to base the existing methodology of studying problem investigation. Conclusions. The analysis of P. Kapterev’s works on pedagogical psychology, child psychology, educa- tion and upbringing theory problems allows to note that childhood was seen by the scientist as an inherently valued life journey stage when the intense physical and psychological personal development, formation of higher mental functions and personality socialization take place, the groundings of motivation and value system are given and thus determine the qualities of future life. According to the scientist’s opinion, studying the childhood, finding the individual mental features and child age peculiarities are important in creating conditions of personality development and self- development in the family and pedagogical process in education institutions.
Authors and Affiliations
L. Gerasymenko
Keywords
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