THE DEVELOPMENT OF CHILD STUDIES AS A PEDAGOGICAL FIELD IN THE HISTORY OF UKRAINIAN AND FOREIGN EDUCATION
DOI:
https://doi.org/10.58407/visnik.253623Keywords:
child studies, child, education, history of education, pedagogical field, pedagogical anthropology, pedologyAbstract
The purpose of the article is to analyse the peculiarities of the development of child studies as a pedagogical field in the history of Ukrainian and foreign education.
Research methodology. The study uses narrative, hermeneutic, synergistic, and personalistic approaches. We would like to highlight the modernist approach, thanks to which we considered child studies as a construct of the modern era aimed at renewing education. General scientific methods were used in writing the article: analysis, synthesis, generalisation, and comparison.
Scientific novelty. The article provides a comprehensive description of the development of child studies as a branch of pedagogy in the 19th and first half of the 20th centuries.
Therefore, we deliberately considered the process of the formation of child studies simultaneously in Ukraine, other European countries, and the United States, as it was unified by a common modernist type of thinking and European traditions of development of Ukrainian society, culture, and education.
Scientific interest in children and childhood and child studies emerged in the last centuries of modern history (late 18th – early 20th centuries). This was due to the fact that child studies contributed to the principles of modernism in education, which are based on the renewal and rethinking of traditional practices of teaching and upbringing. They include an emphasis on the individual development of the student, which is possible provided that the child is known and the peculiarities of their development are understood. Modernism in education seeks to go beyond the standard framework, focusing on the personality of the student and, therefore, on child studies.
During the 19th and first half of the 20th centuries, significant experience in child studies was accumulated in pedagogy thanks to the development of pedagogical anthropology, pedology, the test methods of A. Binet and T. Simon, the child-centred concepts of E. Key, S. Hall, and the ethnopedagogical research of M. Hrushevsky, I. Franko, M. Mead and other scholars.
Promising areas of research into the development of child studies in the history of education include an in-depth study of the legacy of Ukrainian and foreign educators on the issues outlined above.
