UKRAINIAN TOY AS MEANS OF REFLECTION OF FOLK KNOWLEDGE ABOUT CHILD AT THE BEGINNING OF THE 20th CENTURY

Abstract

Abstract. The article focuses attention on a folk toy as a component element of childhood; its features and classification signs, that integrate folk knowledge, examines information and presentations of Ukrainians about children, understanding of features of their education and development, demonstrates the importance of taking into account of age-old, psychical, sexual, individual differences. The analysis of the Ukrainian toy art gives an opportunity to trace the clear reflection of knowledge about a child in the world view of our people. Separate types of toys that were inherent to childhood at the beginning of the 20th century, represent co-operation of philosophical, psychological, medical (hygienical), pedagogical folk ideas about a child. Understanding importance of such a stage in life as childhood, the Ukrainians gave the proper place to playing with toys at that period. From birth of children a toy became the obligatory companion of their lives. A toy as the means of game caused interest and fascination, stimulated initiative, ingenuity, assisted in forming organizational capabilities, proof of character and volitional internals, tempered health. It is attractive, esthetically expressive, strong, lasting, safe, made from natural (ecologically clean) materials, did not cause harm to the health, polyfunctional, in fact assisted to creative, cognitive, psychical and spiritual development of children. The simple, real toy did not violate perception of the child, kept indoors outside his/her possibilities and competenses, but answered age-old, hygienical, pedagogical, artistic requirements and individual needs. It is well proven that depending on the level of development of a kid, toys and facilities of influence were changed, maintenance of educator activity broadened and embraced: caring about a health (physical education), transmission of knowledge (mental education), labour abilities and skills, training to organization of domestic way of life, providing of professional awareness in certain industry of production (labour education), preparation to domestic life, maternities, paternities (domestic education), forming of the spiritual world, moral consciousness (moral education), aesthetic attitude toward reality, emotional feeling (aesthetic education).