Olga V. Bodenova

The article presents the results of studying the development of public pre-school education in the RSFSR during the Great Patriotic War. Various aspects of the development of public preschool education in 1941–1945 are represented in science: social protection of children, organization of pre-school institutions, development of theory and practice of preschool education, training of educators, etc. In foreign works, more attention is paid to the medical, social and psychological problems of children who suffered from military conflicts. The relevance of the study is confirmed by the fact that modern research does not sufficiently represent the theory and practice of preschool education in the RSFSR, which were covered on the pages of the journal "Preschool Education" during the war. In 1941–1945, the journal published more than a hundred articles on various issues of preschool education. However, so far they have not been the subject of a special discussion. Meanwhile, the experience of wartime can be used in modern conditions. The aim of the study was to summarize the experience of raising preschool children during the Great Patriotic War, presented on the pages of the magazine "Preschool Education" for 1941–1945. The material for the study was the articles of the journal " Preschool Education" (1941–1945). The methodological basis of the research is the principles of historicism and scientific objectivity. For a comprehensive analysis of the problem under study, theoretical methods (analysis, synthesis, comparison, generalization, classification) and historical and pedagogical methods (actualization of the problem, study of historical and pedagogical sources) were used. The author identifies and describes the factors of the development of public preschool education during the years of the war, the types of preschool institutions, the specific features of the educational work of kindergartens, the content of work with parents, the contribution of educators to the cause of Great Victory, and defines the regulatory framework for the work of preschool institutions. The theoretical significance of the research lies in the fact that its results deepen and expand scientific knowledge on the development of public preschool education in the RSFSR during the Great Patriotic War. The practical significance lies in the fact that the results obtained can be used in historical and pedagogical research on relevant topics, in the content of academic disciplines on the history of preschool pedagogy, in the design of tasks and directions for the development of public preschool education in modern conditions.

The article presents the results of the study of public preschool education system development in Karelia during the period of war communism and the new economic policy. The relevance of the study is determined by the fact that this topic has not become the subject of a special examination, which prevents the creation of a holistic picture of the development of preschool education institutions in the Republic of Karelia, the study of regional features of the content and methods of education. The aim of the study was to define the specific features of the organization of preschool education institutions in Karelia in the period from 1917 to 1928. The methodological basis of the study is the principle of historicism and scientific objectivity. The work uses methods that ensure a comprehensive analysis of the problem under study: historical and comparative, frontal study of archival funds, identification, analysis, comparison, generalization, systematization of archival and published sources. The specific features of the work of preschool education management bodies in Karelia, the procedure for opening and functioning of the first permanent and temporary preschool institutions, their material and technical base, and difficulties typical for preschool education institutions are identified and described. Statistical data on the number of preschool institutions in Karelia are presented within the boundaries of the period under study in comparison with all-Russian indicators, and elements of everyday life in preschool institutions are described. It has been found out that the development of the network of preschool institutions in Karelia was influenced by government policy measures and was subject to all-Russian trends: in the first years of the Soviet power, there was an increase in preschool institutions number, which stopped during the period of the new economic policy; an increase in the number of preschool institutions during the period of completion of the new economic policy was achieved by opening temporary institutions – playgrounds, but in Karelia this work faced great difficulties. The demand for preschool institutions was significantly higher in the city than in villages, and their attractiveness for the population was determined by measures of material and food provision, and not by the content of education. The theoretical significance of the research is due to the fact that its results deepen and expand scientific knowledge on the history of the public education system development in Karelia in general and public preschool education in particular. Тhe archives of the Republic of Karelia have been brought into scientific use. The practical significance lies in the possibility of using the obtained data in scientific research on similar topics, in the content of academic disciplines on the history of preschool pedagogy, the history of education in Karelia, in the exhibitions of the preschool education museum of the Institute of Pedagogy and Psychology of Petrozavodsk State University.