VASYL SUKHOMLYNSKYI’S PROTECTIVE PEDAGOGY IN THE PARTNERSHIP INTERACTION BETWEEN PARENTS AND TEACHERS

• Алла Богуш

  Південноукраїнський національний педагогічний університет імені К. Д. Ушинського

The article deals with the analysis the pedagogical heritage of V. O. Sukhomlynskyi on protective pedagogy; the essence of the scientist’s “protective pedagogy” and the partnership of parents and teachers in protective pedagogy is clarified.

It is emphasized that the pedagogical activity of the world-famous Ukrainian scientist, educator, teacher-practitioner fell on the post-war (after the Second World War) years with a special category of both children and parents, with whom the teacher carried out active work, which resulted in the creation of essentially new types of pedagogy: protective pedagogy (work with children) and parental pedagogy (work with parents).

It was found that the scientist considered the presence of three emotionally positive factors to be the alphabet of protective pedagogy, namely: a positive educational environment (emotional situations), a positive emotional state of teachers, parents, adults (the word of the teacher), and an emotionally positive mood of the child who radiates positive emotions (joy, love, kindness, goodness, happiness).

The views of V. O. Sukhomlynskyi on the protective upbringing of children, the education of Kindness, Joy, Beauty and Happiness in them are characterized. The content of work with parents is revealed. Particular attention is paid to the organization of partnership interaction between parents and teachers in protective pedagogy.

The “Pedagogy of Protection” (Protective Pedagogy) of V. Sukhomlynskyi is interpreted as a humanistic-oriented system of purposeful, motivated, effective emotionally positive influences of parents and teachers on the child's anxious state and nervous system, excited by military events, by means of Love, Goodness, Joy, Faith, Happiness, Peace, transformed in the majestic "Word" of a father, mother, educator, teacher, or adult who is near the child.

It is proved that Vasyl Sukhomlynskyi’s protective pedagogy is actively effective in wartime.

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