HISTORIOGRAPHICAL ANALYSIS OF THE PROBLEM OF SPATIAL ORGANIZATION OF THE EDUCATIONAL ENVIRONMENT OF PRIMARY SCHOOL IN FOREIGN PEDAGOGY OF THE 21st CENTURY

• Inna Petrenko

  Rivne State University for the Humanities

  https://orcid.org/0000-0003-2320-6100

The article conducts a historiographical analysis of the problem of spatial organization of the primary school educational environment in foreign pedagogy of the 21st century. It is noted that despite the existence of a significant array of Ukrainian studies, there are no generalizations of modern foreign approaches to the spatial organization of the educational process, which determines the scientific relevance of the topic. An analysis of the conceptual foundations for interpreting the concepts of «educational space», «educational environment», and «spatial organization of the educational environment» has been carried out. The evolution of ideas about educational space is revealed, from the humanistic ideas of J. Pestalozzi, M. Montessori, J. Dewey to interdisciplinary approaches of the present, which combine pedagogy, architecture, psychology, and information technologies.

The article summarizes the contribution of leading foreign researchers (P. Barrett, R. Nair, D. Oblinger, S. Woolner, J. Van Merriënboer, K. Fisher, B. Cleveland, and others) to the development of modern concepts of the educational environment. It is proven that in foreign pedagogy, the dominant view is of the educational environment as a flexible, integrated, and comfortable system that combines physical and virtual components, ensuring the development of social and creative competencies of learners. Emphasis is placed on the pedagogical role of space as an active factor in learning, which influences motivation, communication, psychological comfort, and cognitive activity of primary school pupils. The significance of foreign experience for Ukrainian pedagogical science in the context of post-war education recovery is emphasized. It is concluded that the integration of foreign approaches will contribute to the formation of a safe, inclusive, technologically mobile educational environment oriented towards the development of the younger schoolchildєs personality and their social resilience.

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