Abstract
The work analyzes the meaning, methodological problems and current state of comparative pedagogy. It is concluded that the rapid development and extension of comparative pedagogy at present can be described as expansion. The author sees the full development of comparative pedagogy as a valuable branch of knowledge through its expansion not only in breadth, but also in depth. The interest in comparative studies of preschool education is explained, according to the author, by the recognition of childhood as a valuable period in a person’s life — an idea coming from F. Fröbel. It is proved that F. Fröbel’s pedagogy can be used as a methodological tool and basis for a comparative study of preschool education in different countries.
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