History of the development of pedagogy and psychology in China and Kazakhstan

Abstract

Relevance. Knowledge of the transformation process and the history of the development of pedagogy and psychology allows extracting the necessary information for the identification of key aspects in the creation of educational methods.Purpose. The purpose of this study is to analyze the historical development of pedagogy, including preschool, secondary, and higher education, as well as psychology, in China and Kazakhstan.Methodology. In this study, theoretical (analysis, synthesis, and comparison) and empirical methods of investigating information were used. The study is based on a comparative historical analysis using which it is possible to compare the features of progress and regression in the field of education in China and Kazakhstan. The study was conducted in three stages: the investigation and collection of information from historical sources, comparison and generalisation of research data.Results. The study identified distinct stages in the development of preschool, secondary, and higher education in China, reflecting the influence of Confucian ideas, Western methodologies, and shifts in political ideologies. In Kazakhstan, the evolution of education was marked by the initial dominance of Muslim schools, followed by the integration of Soviet educational models and, more recently, the introduction of open and distance education approaches. The analysis revealed significant differences in the historical trajectories of pedagogy and psychology in the two countries, with China demonstrating a more rapid and multifaceted development compared to Kazakhstan.Conclusions. The historical analysis of the development of pedagogy and psychology in China and Kazakhstan highlights the complex interplay between cultural, political, and global factors in shaping the education systems of these countries. The findings provide valuable insights for understanding the current state and future trajectories of education in these nations, as well as informing the development of educational policies and practices that adapt to the changing needs and demands of the modern world.