ТРАНСФОРМАЦІЯ ІДЕЇ МАТЕРИНСЬКОЇ ПЕДАГОГІКИ:

• О. Б. Петренко

  Rivne State Humanities University

In the article on the basis of the chronological and problem approach, the analysis of the idea of maternal pedagogy in the heritage of outstanding teachers of the past has been analyzed. It was found out that the pedagogical idea about the education and appointment of a woman-mother has undergone a significant transformation - from the restriction of the biological role of woman to the absolute value of maternity education for the society, and therefore it requires an objective assessment, the selection of rational according to the public inquiry and a certain implementation in the society. It is proved that prominent teachers (Ya.A. Komenskyi, J.-J. Russo, F. Fenelon, J. H. Pestalozzi, K. D. Ushynskyi, M. I. Pyrohov, A. S. Makarenko, V. O. Sukhomlynskyi and others.) at various times justified the need for special training of mothers for the upbringing of children. Their works are considered as a significant development in the history of pedagogy and need to be updated on the basis of a chronological and problem-oriented approach. In the XVII-XIX centuries in pedagogical science the thesis about the quality of education of children directly depends on the accomplishments of a mother was developing. It was argued the need to start education of a mother with the writing of a special textbook for mothers to deep their knowledge and education.
In the early years of Soviet power, the issue of maternal pedagogy was considered in the context of state policy, whereby the family, motherhood was defined as an additional sphere of realization of women, so the girls were preparing to perform both professional and home functions. “Lectures on the upbringing of children” by A. S. Makarenko were a kind of manual for parents and aimed to provide mothers and parents with knowledge of the basics of educational methodology, practical advice on specific issues of family
education. Vasyl Sukhomlynsky not only substantiated theoretically, but also implemented in practice a system of training mothers for the upbringing of children, while realizing the urgent need for special textbooks on maternal pedagogy. He defined the purpose, tasks, principles, conditions, forms and  methods of mother pedagogy in the context of not only the socio-cultural and economic level of life, political priorities, but also on the basis of spiritual values, national characteristics.

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