THE USE OF PEDAGOGICAL SYSTEM OF MARIA MONTESSORI IN UKRAINIAN EDUCATION

Abstract

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.