Keyword: «methods of preschool education»

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.