Research of functioning of rural preschool institutions of Ukraine in the period from 1945 to 1963

Liudmyla Melenets

doi:10.15587/2519-4984.2021.232621

Abstract

It is necessary to study the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the past. This gives an opportunity to see certain patterns and conventions, to identify positive experiences that were once rejected or forgotten, the opportunity to reveal how contemporaries, responded to such problems, what was the pedagogical argument and its implementation in practice. The historical facts of the organization of public preschool education in the Ukrainian village, which has its own rather complex, contradictory phenomena and processes, are generalized. The focus is on the periodization of the development of preschool institutions in the countryside of Ukraine in the chronological framework of 1945–1991. There are three periods of formation and development of rural preschools: I period (1945–1963) – the revival and formation of preschools in rural areas, II period (1963–1984) – the implementation of preschool education in rural preschools, III period (1984–1991) – renewal of the educational space of preschool institutions in rural areas. The subjective factor of the process of development of rural preschool institutions in Ukraine during the І period of the revival and formation of preschool institutions in rural areas is revealed (1945-1963). Prospects for further historical and pedagogical research in revealing the problem of implementing preschool education and updating the educational space in rural preschools of Ukraine are outlined

Highlights

The history of public preschool education in the Ukrainian countryside has its own rather complex, contradictory phenomena, facts and processes
The chronological-system method was used to consider the specifics of the functioning of preschool institutions in rural areas of Ukraine in dynamics and time sequence
In order for women to show all their creative abilities and talents, it was necessary to create the best living and working conditions, which meant that first of all it was necessary to provide their children with preschool institutions

Summary

Introduction

The history of public preschool education in the Ukrainian countryside has its own rather complex, contradictory phenomena, facts and processes. Today it is necessary to study the peculiarities of the functioning of preschool institutions in rural areas of Ukraine in the past, as it is possible to see certain patterns and conditions, to identify positive experiences that were once rejected or forgotten, the possibility of revealing how contemporaries responded to such problems and its implementation in practice. The analysis of educational policy in a certain historical period leads to reflection on the declared goals, to the search for real action, comparing specific achievements with defined goals, justifying the achieved positive results and mistakes. It should be guided by the thesis that the results of educational policy are time-delayed results that can and should be evaluated, their social consequences are manifested gradually [1]

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