THE USE OF PEDAGOGICAL SYSTEM OF MARIA MONTESSORI IN UKRAINIAN EDUCATION

Abstract

DUDNYK Nadiya – PhD of Pedagogical Sciences, Associate Professor, General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko Str., 24, Drohobych, 82100, UkraineE-mail address: nadijadydnuk@gmail.comORCID: https://orcid.org/0000-0002-7879-8206ResearcherID: https://publons.com/researcher/1967867/nadija-dudnyk/SVIONTYK Oleksandra – PhD of Pedagogical Sciences, Lecture of General Pedagogy and Preschool Education Department, Drohobych Ivan Franko State Pedagogical University, Ivan Franko Str., 24, Drohobych, 82100, UkraineE-mail address: lesyadudnyk@gmail.comORCID: https://orcid.org/0000-0002-0945-3538ResearcherID: https://publons.com/researcher/3074923/oleksandra-sviontyk/To cite this article: Dudnyk, N., & Sviontyk, O. (2019). The use of pedagogical system of Maria Montessori in Ukrainian education. Liudynoznavchi studii. Seriia «Pedahohika» – Human Studies. Series of «Pedagogy», 9/41, 88–99. doi: 10.24919/2413-2039.9/41.175703. Article historyReceived: May 23, 2019Received in revised form: July 23, 2019 Accepted: July 20, 2019Available online: September 24, 2019 Journal homepage:http://lssp.dspu.edu.ua/p-ISSN 2313-2094e-ISSN 2413-2039© 2019 The Authors. Human studies. Series of «Pedagogy» published by Drohobych Ivan Franko State Pedagogical University & Open Journal Systems. This is an open access article under the CC BY-NC-SA 4.0 license (http://creativecommons.org/licenses/by-nc-sa/4.0/).The article reveals the features of the formation and development of the pedagogical system of M. Montessori, which is relevant in the context of the modern tendency of education in introducing the ideas of child-centrism. The basic philosophical foundations of this pedagogical system are analyzed and its advantages in the process of raising a child in conditions of independent development are determined. The system of preschool education is highlighted as the initial one in the process of educational practice. The requirements for the formation of a special educational space in the process of child development are defined; the features of the methodological foundations in preparing teachers for work with children of preschool and primary school age are highlighted. The conditions of the activity of the school «Smiley», which works on the M. Montessori’s system in the city of Ivano-Frankivsk, are described. The conditions for improving the activities of children and teachers in order to individualize the educational process, promote the development of children in a nature-friendly environment, and develop their own strategies for cooperation between parents of pupils and teachers are highlighted. The pedagogical level of the M. Montessori’s system contributes to the implementation of the theory of child-centrism and meets the conditions of child development in a democratic society, since it treats the problem of interaction between an adult and a child in the process of educational activity as a free expedient activity of children in specially organized didactic conditions. The methodological level of the M. Montessori’s system reveals specific techniques and means of raising and educating children, an experimentally tested methodology for working with a complex of original didactic Montessori materials. Pedagogy of M. Montessori puts the interests of the child at the forefront in the organization of education, providing conditions for individual development. This approach ensures the implementation of the basic humanistic traditions of Ukrainian ethnic pedagogy, where the child is the subject of social development. And the Ukrainian model of the Montessori-school, created over the past decades, confirms the relevance of this system for solving the modern needs of society in raising a free, independent, proactive, civic responsible, intellectually literate person. The article emphasizes the advantages of using the pedagogical technology of M. Montessori in working with children of preschool and primary school age in one educational space, where the child’s development system is implemented sequentially on the basis of continuity. Acknowledgments. Sincere thanks to the director of the Ukrainian Montessori school «Smailyk» (Ivano-Frankivsk), director of the Montessori Educational Complex specialized in English by Natalia Pribilska and Deputy Director Zhanna Gryadovkina.Funding. The authors received no financial support for the research, authorship, and/or publication of this article.No potential conflict of interest was reported by the authors.