Labor complex method of education of preschoolers Schleger. OK

SHLEGER Louise Karlovna

Educator, activist in the field of doshk. upbringing and learning. She graduated from ped. at the Saratov wives. (1882), then studied at the ist.-philol. f-those Mosk. higher female courses (1884-87), ped. Moscow courses. about-va tutors and teachers (1887-89). In 1882-1903 she worked as a teacher at the beginning. classes, home tutor. Was among the initiators of the creation (1906). educational society "Settlement", later transformed into the society "Children's Labor and Recreation". In 1905-18, she supervised the first bunker created at the ob-ve. det. garden in Moscow (in 1919 he became part of the First Experimental Station of the People's Commissariat for Education). From 1907 she worked in the joint organization organized by her. with E. Ya. Fortunatova experiment. early school. She taught at the training courses for educators at the University of Shanyavsky. Since 1918 in Moscow. department of people education: at the same time a consultant in preschool. education in the People's Commissariat for Education; Participated in the training of teachers for children. gardens, etc. In the 1930s. was engaged in arr. research. work in the field of learning.

Ped. The Sh. system took shape under the influence of the ideas of free education. Societies, educate. institutions, according to Sh., are designed to protect children from the negative influence of the environment, to create conditions for the development of their abilities, initiative, creativity. Sh. at the beginning. stage of its activities denied the need for targeted ped. guidance and planning of work with children. The role of the educator was to be reduced to observation, assistance to children in their free self-manifestation (through games and manual labor), to the general organization of life in children. garden. In practice, in children. Sh.'s garden was carried out systematically. educate. Job; over time, more and more attention was paid to the management and planning of children's activities. garden, was designed entertaining and close to practical. needs of children didactic. material. Striving for continuity between children. garden and early school, Sh. and Fortunatova offered and used in experiment. school the principles of an integrated system of education, which could streamline and expand children's ideas about the world around them and, on this basis, contribute to the development of various interests and abilities, including the formation of reading, writing, and counting skills.

From 1918, Sh. worked on the problems of creating a system of boards. education, content and methods of work of doshk. institutions. Mn. the principles justified by Sh. are the unity of the family and the public, doshk. and school education, the study of psychophysiol. features of the child and his environment in the process of working with him, etc. - were reflected in the method, letters of the People's Commissariat for Education, materials of the All-Russian. congresses on doshk. education. Bolshoi Sh. devoted herself to the activities of transitional groups for children of seven years of age (prior to 1943, school began at the age of eight; children under six were admitted to kindergartens). In the method, works on teaching literacy Sh. proposed to use as the main. uch. table aids compiled by the students themselves; considered not as, but as the first book to read. The books prepared by her for the beginning were widely disseminated. reading.

Russian Pedagogical Encyclopedia. - M: "Great Russian Encyclopedia". Ed. V. G. Panova. 1993 .

(Louisa Karlovna Schleger (1863-1942) was a well-known figure before school education in the pre-revolutionary years and in the first years of Soviet power.

After graduating from the Saratov Women's Gymnasium with a teaching class, from 1882 to 1884 she taught in the city primary school Tambov. Then she studied at the Moscow Higher Women's Courses, after which she worked in orphanages of the Moscow Society for the Care of Poor and Sick Children. Since 1905, L. K. Schleger was in charge of a folk kindergarten, opened in Moscow by the pedagogical society “Settlement” (later the society “Children's Labor and Rest”), headed by S. T. Shatsky. The teachers of this kindergarten, with great enthusiasm and completely free of charge, not only taught pedagogical work, but they themselves served the children, cleaned the premises of the kindergarten, etc. Since 1919, this kindergarten has been included in the system of institutions of the first experimental station for public education of the People's Commissariat of Education of the RSFSR.

L. K. Schleger was an active member of the society. Like its other members, it sharply protested against the guidelines of official pedagogy.

The activities of the society were aimed at alleviating the plight of the children of working people. Shatsky's words “give children their childhood back” were his motto. Members of the society sought to put into practice the idea of “childhood protection”, to organize “a new upbringing of children, without coercion and punishment, which prevailed in a state school. Fascinated by this utopian idea, they tried in practice to create a kind of oases - educational institutions that stand outside the existing system of school education. Members of society understood that the plight of the children of working people was due to the state system of tsarist Russia, but they believed that it was possible to improve the life of the people, including “protecting childhood”, through education and proper education.

At the end of 1907, the Settlement Society was closed down by the government “for trying to promote socialism among young children,” although the members of the society were not associated with the revolutionary workers of Moscow.

After the closure of the Settlement, the same group of teachers resumed their activities in the newly created by them in 1909 society "Children's Labor and Recreation". They have done much less social problems, and mainly developed methodological issues in depth, intensively studied literature and the experience of foreign pedagogy.

L. K. Schleger carefully studied the literature on theory and practice preschool institutions abroad, but was against the mechanical transfer of foreign samples to Russian pedagogy. At first, classes with Frebelian material were introduced in the kindergarten she led, but after careful analysis they were removed for formalism, excluding children's activity and creativity. Montessori material was also rejected as unrelated to the life and interests of children.

L. K. Schleger sought to find new ways of education, based on the conditions of life in Russia and national characteristics Russian people. Together with her collaborators, she selected new didactic material - “vital material (clay, sand, wood, etc.), which would give children the opportunity to show creative activity and amateur performance.

From programmatic, strictly regulated classes according to Frebel, educators under the guidance of Schleger moved on to building educational work based on an empirical study of children, their interests and giving them complete freedom in games and activities.

Taking, as a principle, “to look closely at children, where they will lead”, that is, focusing on their spontaneous, spontaneous development, L.K. Schleger embarked on the path of pedocentrism.

However, the practice of educational work in the folk kindergarten in the future did not coincide with the theoretical position of pedocentrism, which is reflected in the reports of the kindergarten for the period from 1909 to 1917. For example, the teachers were still forced to establish some elements of organized influence on children, to create a certain continuity in work, to guide the life of children in a peculiar way, at least indirectly. Along with free classes, built on the basis of studying and taking into account children's interests and current experiences, the so-called “suggested classes according to the teacher's plan” and even “compulsory classes for all children (on duty, etc.) began to be introduced. These classes provided some stability and consistency in the educational work of the kindergarten. The educators inadvertently embarked on the path of overcoming pedocentrism, paying more and more attention to the issues of planning and thoughtful organization of educational work. Where practice led them to an independent, original path of search, to the path of abandoning pedocentrism, the teachers of the national kindergarten made a valuable contribution to the methodology of working with children. before school age, although neither Schleger nor her collaborators were able to take the right path even during this period.

In order to ensure a natural and imperceptible transition for the seven-year-old children of the folk kindergarten, as well as to expand the experience of finding “new ways of raising and educating children of school age, an experimental experimental school for boys and girls was opened in the Settlement in 1907.

Based on the analysis and generalization of the practice of the national kindergarten, L.K. Schleger, several issues of a manual for kindergarten workers called “Materials for Conversations with Young Children” were compiled. The manuals indicated literature for educators, games and songs for children, named excursions that can be held in other kindergartens; The issues were illustrated with photographs of children's drawings and crafts.

These manuals do not contain the text of the conversations themselves, but only questions for the content on the topics of the conversations (“summer”, “autumn”, “winter”, “spring”, “fruits, etc.). L. K. Schleger did not set herself the task of fully reflecting the entire content of kindergarten classes, but singled out only one conversation with children and related manual children's work.

In the Materials for Conversations with Young Children, some valuable guidelines about how to ask leading questions to children, how to develop their powers of observation, how to carry out collective and individual work in close connection with conversations (made of paper, clay, wood, etc., which are a kind of “language of children”), how to tell children, adapting to their degree of development and age, etc. This manual has received considerable distribution in Russia, has caused an approving review of foreign teachers, although it has a certain influence of the ideas of pedocentrism.

The result of the pedagogical searches of L. K. Schleger was “Practical work in kindergarten, which is quick guide for employees of kindergartens, centers and shelters on the most important sections of educational work.

Schleger assigned a central place in the pedagogical process of the kindergarten to the game. “The child should be given a wide opportunity to play... Play is the natural life of children and is by no means an empty pastime. Children's play should be treated with the greatest attention and seriousness... In play, the entire spiritual world, the entire store of life experience, is revealed.”

She believed that manual labor (especially woodwork) is very important in an educational sense. “... It gives an outlet to the child's need for activity, for doing things, for the embodiment of his thoughts. It develops the muscles of the arms, which are connected with the brain centers. A variety of material develops external senses - sight, touch, a sense of form, proportion, eye ... It does not matter that the thing made by the child is not elegant, not finished, but the mood of the child is important, his work of thought, the work of his muscles, his fantasies and the feeling of satisfaction that he feels when he has done it.” Manual labor helps to nurture endurance, will, and inner self-discipline in children. The business mood of the group, the general mood, common interests are created in the atmosphere of work. Manual creative work should be associated with other activities. In childhood, mechanical work should be avoided, and labor is valuable insofar as it requires effort. Children need to develop self-care skills. This contributes to the education of their independence and initiative, Schleger noted.

Schleger paid great attention to the physical education of children. Rational nutrition of children in kindergarten (breakfast before classes, a hot meal at noon), rest (sleep), cleanliness of the room and body, movements of children are the main conditions for their normal development. Rhythmic movements to music, outdoor games, manual labor, self-care activities are important means of correct physical development child.

In the book “Practical work in kindergarten, methodological instructions were given on issues of physical and aesthetic education, on raising a sense of community in children through collective work, games and activities, on some issues of mental education (method sensory education, storytelling, dramatization, etc.).

Particularly great importance was attached to the education of the sense organs. Schleger saw the main way of sensory education of children in the natural daily educational work with them - in games, manual work, classes with building materials, etc. In some cases, to check the development of the sense organs, she used special exercises.

In the folk kindergarten Schleger used large original building material for games and activities, introduced dolls, the use of which in the educational work of the kindergarten she attached great importance. “A doll is a living being for a child; playing with her, he lives with her,” Schleger wrote. “Playing with dolls provides rich material for observation and for conversations, for determining the entire worldview of the child. Children experience their LIFE with dolls”, the life of those around them. Dolls do everything a person does. Keeping a house, the work of a father, mother, one's own life - everything is dramatized completely. An emotional tool to be used.”

In her book, L.K. Schleger recommended that the teacher lead her group from the youngest to the transition of children to school; this provides, she pointed out, an in-depth study of the individual characteristics of children and an individual approach to them in practice.

In the book of L. K. Schleger there is not a word about the religious education of children. This distinguishes it favorably from other theoretical works on preschool education (Wentzel, Tikheeva).

The book “Practical Work in Kindergarten” was widely distributed among preschool workers before the revolution. It was used preschool workers and in the first. years of Soviet power.

In the practical activities of L. K. Schleger and her staff in the folk kindergarten, there were significant methodological achievements. Respect for the creative manifestation of the child's personality in games and activities, an individual approach to each child, the study of children's behavior in different situations, attentive care for children's health, their mental, moral, aesthetic development, the search for new forms of pedagogical influence on children, developing their amateur performance, independence and mutual assistance, constant improvement of the methods and techniques of educational work with children were characteristic features of the pedagogical creativity of L. K. Schleger and her employees.

However, despite the fact that the practice of the kindergarten stood in the way of overcoming pedocentrism and the kindergarten, led by L.K. Schleger, was a figurative thought out, well-organized educational work, in her theoretical statements, Schleger continued to defend the “free self-identification of the child” , "the denial of the tasks of upbringing that lie outside the child."

L. K. Schleger the first of. In 1918, a group of teachers from the Children's Labor and Recreation Society offered her strength, knowledge and experience to the preschool department of the People's Commissariat of Education of the RSFSR. and training of the first Soviet preschool workers.

End of work -

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Education in a primitive society. Education, school and pedagogical theories in a slave-owning society and under feudalism education in a primitive society

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short biography

Luiza Karlovna Schleger (1863 - 1942), comp. textbook allowances. Educator, specialist in early childhood education. In 1882-1903, Rev. in primary school. One of the init. Creation (1906) Enlighten. Society "Settlement", later transformed into Society "Children's Labor and Recreation". Ruk. the first public kindergarten in Moscow. Together with E.Ya. Fortunatova (cm) organiz. experimental early school. In col. with E.Ya. Fortunatova and other comp. study guides, published in Moscow: "The lesson plan in elementary school, developed on the basis of the programs of American schools" (1911) - et al. with A.U. Zelenko; "The first steps. ABC and the first reading after the ABC” (1912; several ed.) - co-author; "The second and third year of education in elementary school (from the experience of an experimental school)" (1915); "Practical work in kindergarten" (1915; several ed.); “Approach to Literacy. Peculiarities of work with children of 7 years of age” (1924; several ed.); “School and village. Primer and book for reading "(1926; several ed.); How to work with counting books. Method. decree. for the teacher "(1929); "Winter. The second notebook of seasonal observations” (1930); “Pictures and words. For the third year of study "(1930); "Be ready. A book for work in the second group of the village school "(1930; several ed.); "Spring. The Third Notebook of Seasonal Observations (1930); "Autumn. The first notebook of seasonal observations” (1930); "Children in the yard. The experience of a playground at a housing association "(1930) - et al. with S.A.Kharkova (cm); “When does it happen? Observations of Nature” (1932; several ed.); Primer (1933; several ed.); "Method. guide to the Primer "(1934; several ed.); "From the experience of working on a lesson" (1934) - et al. with S.A. Cherepanov and others. Was ed. Sat. “Material for conversations with young children. Benefit for kindergartens. Issue. 1" (1913). Left memoirs "Shatsky and preschool work" \\ S.T. Shatsky. M., 1935. pp. 67-72. About her: Koloyartseva E. Socio-pedagogical. activities of L.K. Schleger in the field of preschool education. - M., 1956. RNB; IDRDV. T. 4. Part 3. No. 6363. WOMEN - LITERATORS BORN BEFORE 1917

On our book site you can download books by Louise Schleger in a variety of formats (epub, fb2, pdf, txt and many others). And also read books online and for free on any device - iPad, iPhone, tablet under Android control, on any specialized reader. E-library The Book Guide offers literature by Louise Schleger in genres.

Brief biographical information

Born in the village of Ignatievo (Tula province) in 1863. Education received at the Saratov Women's Gymnasium, after which in 1882 L.K. Schleger enters the Faculty of History and Philology at the Moscow Higher Women's Courses. Training continues throughout three years, after which, in 1887, she entered the pedagogical courses at the Moscow Society of Educators and Teachers.

In 1882 L.K. Schleger starts working as a teacher primary school, also performs the functions of a home educator in families, a little later she carries out pedagogical activities in an orphanage for poor and sick children in Moscow.

In 1906, she took an active part in the creation of the educational society "Settlement", which was later transformed into the society "Children's Labor and Recreation".

In 1905-1918. is the head of the first Moscow folk kindergarten, which works in the form of an experimental pedagogical laboratory. At the same time, starting from 1907, she worked together with E.Ya. Fortunatova in an experimental elementary school for boys and girls. She was also a teacher at the Moscow City People's University, where she trained educators.

In 1918 L.K. Schleger carried out advisory work on the organization of preschool education in the People's Commissariat for Education.

From 1919 to 1932 she was the head of the preschool department organized at the first experimental station for public education.

In the 30s. Carried out research work on the problems of primary education.

She died in 1942 in Moscow.

Contribution to science

Remark 1

OK. Schleger made a significant contribution to the development of issues of organizing the education and upbringing of children of preschool and primary school age.

The beginning of the pedagogical activity of L.K. Schleger took an active part in the work of the "Settlement" and "Children's Labor and Recreation" societies. In these societies, the organization was carried out educational activities for the children of the poor in Moscow. A little later, a kindergarten was opened, in which gratuitous work was carried out with children. The basis of work in the kindergarten was the idea of free education, where children were given complete freedom during games and classes. However, after a short time, it became necessary to conduct organized classes in accordance with the plans of the educator. It was from this moment that the planning of the work of the kindergarten began.

A noticeable mark in pedagogy was left by the works of L.K. Schleger, which describes the methodological foundations for organizing conversations with preschool children, substantiates the need for a systematic study of children, as a result of which an individual approach to work is applied. In addition, L.K. Schleger developed and tested special exercises aimed at developing the sense organs of preschoolers.

Generalization and analysis practical work in the conditions of a folk kindergarten led to the creation methodological manual, intended for educators, the content of which included a list of recommended literature, a selection of games, songs for children, a list of excursions necessary for preschoolers.

In practical guides for educators L.K. Schleger assigned a central place to the organization of play in kindergarten, considered it important to carry out manual labor, the organization of physical, aesthetic, mental education of preschoolers. The recommendations described by the author for conducting rhythmic movements to music, outdoor games, manual labor, activities aimed at self-service, collective labor, the methodological foundations of the organization of sensory education, storytelling, dramatization have not lost their relevance in modern pedagogy.

Major writings

Among the main works of L.K. Schleger includes independent works and works performed in collaboration with E.A. Fortunatova, A.U. Zelenko, S.A. Kharkov, S.A. Cherepanov:

The first steps. The ABC and the first reading after the ABC (1912)
Material for conversations with young children. Benefit for kindergartens. Issue. 1 (1913).
Second and third year of elementary school (1915)
Practical work in the kindergarten (1915)
Autumn. First Notebook of Seasonal Observations (1930)
Winter. Second Notebook of Seasonal Observations (1930)
Spring. Third Notebook of Seasonal Observations (1930)
When does it happen? Observations of Nature (1932)
Primer (1933)
Methodological guide to the Primer (1934)

Luiza Karlovna Schleger

The pedagogical activity of Luiza Karlovna Schleger (1863-1942) began in 1882, and since 1905 she became an active participant in the Settlement and Children's Labor and Recreation societies, which conducted educational activities for the children of the Moscow poor. On one of the working outskirts of Moscow, a kindergarten was opened, in which L.K. Schleger and other members of the society worked for free. They revised Frebel's didactic material, made the so-called children's life plan the basis of educational work, in which they paid tribute to the theory of free education that was widespread at that time, giving children complete freedom in games and activities. However, they were soon forced to establish elements of organized influence on children, and then introduced the so-called proposed classes and compulsory classes according to the teacher's plan, moving on to actually planning the work of a folk kindergarten. At the same time, educational work was not united by any single program or goal. A number of works by L. K. Schleger (“Materials for conversations with young children”, “Practical work in kindergarten”, etc.) contain valuable advice on the methodology for organizing conversations with preschoolers, studying children, individual work, and using special exercises for development sense organs. L. K. Schleger had a noticeable influence on the development of the theory of preschool education. After the Great October Socialist Revolution, she actively participated in the development of the theory and practice of Soviet preschool education.

Shleger Luiza Karlovna, teacher, figure in the field of preschool. upbringing and learning. She graduated from ped. class at the Saratov wives. gymnasium (1882), then studied at the ist.-philol. f-those Mosk. higher female courses (1884-87), ped. Moscow courses. about-va tutors and teachers (1887-89). In 1882-1903 she worked as a teacher at the beginning. classes, home tutor. She was among the initiators of the creation (1906) of the educational society "Settlement", later transformed into the society "Children's Labor and Recreation". In 1905-18, she supervised the first bunker created at the ob-ve. det. garden in Moscow (in 1919 he became part of the First Experimental Station of the People's Commissariat for Education). From 1907 she worked in the joint organization organized by her. with E. Ya. Fortunatova experiment. early school. She taught at the training courses for educators at the University of Shanyavsky. Since 1918 in Moscow. department of people education: at the same time a consultant in preschool. education in the People's Commissariat for Education; Participated in the training of teachers for children. gardens, etc. In the 1930s. was engaged in arr. research. work in the field of learning.

From 1918, Sh. worked on the problems of creating a system of boards. education, content and methods of work of doshk. institutions. Mn. the principles justified by Sh. are the unity of the family and the public, doshk. and school education, the study of psychophysiol. features of the child and his environment in the process of working with him, etc. - were reflected in the method, letters of the People's Commissariat for Education, materials of the All-Russian. congresses on doshk. education. Sh. paid great attention to the activities of transitional groups for children of 7 years of age (before 1943, school education began at the age of 8; children under 6 were admitted to kindergartens). In the method, works on teaching literacy Sh. proposed to use as the main. uch. table aids compiled by the students themselves; I considered the primer not as a textbook, but as the first book to read. The books prepared by her for the beginning were widely disseminated. reading.

Cit.: Practical. work in children garden, M.,; Materials for conversations with young children, c. 1-3, M., 1913-14 (ed.); Features of work with children of seven years of age, L., 1924; Method, a guide to the primer, M., 19353 (co-author).