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. Work; 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 .

PEDAGOGICAL VIEWS AND ACTIVITIES IN PRESCHOOL EDUCATION L. K. SHLEGER

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

After graduating from the Saratov Women's Gymnasium with a pedagogical class, she from 1882 to 1884 ᴦ. She taught at the city elementary school in 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. From 1905 ᴦ. L. K. Schleger directed the 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 conducted pedagogical work, but also served the children themselves, cleaned the premises of the kindergarten, etc. Since 1919 ᴦ. This kindergarten was included in the system of institutions of the first experimental station for public education of the People's Commissariat for 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. school education. Members of the society understood that the plight of the children of workers was due to the state system of tsarist Russia, but they believed that to improve the life of the people, incl. “to protect childhood” is possible through education and proper upbringing.

At the end of 1907 ᴦ. The Settlement society was closed by the government “for trying to carry out socialism among young children”, although the members of the society were not connected 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 ᴦ. society "Children's Labor and Recreation". Οʜᴎ were already much less concerned with 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 the theory and practice of preschool institutions abroad, but was against the mechanical transfer of foreign samples to Russian pedagogy. At first, classes with Froebel material were introduced in the kindergarten she led, but after a thorough 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 living conditions in Russia and the national characteristics of the 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 Froebel, educators under the guidance of Schleger moved on to building educational work based on an empirical study of children, their interests and providing them with 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.

At the same time, 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 ᴦ. So, for example, educators were still forced to establish some elements of organized influence on children, to create a certain continuity in work, to lead the lives of children in a peculiar, at least indirect way. Along with free classes, built on the basis of studying and taking into account children's interests and current experiences, the so-called “proposed classes according to the teacher's plan” and even “compulsory classes for all children (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 have been able to take the right path even in this period.

In order to provide seven-year-old children of the national kindergarten with a natural and imperceptible transition to primary school, and also to expand the experience of finding “new ways of raising and educating children of school age” in the society “Settlement” in 1907 ᴦ. An experimental school for boys and girls was opened.

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

In these manuals there is no text of the conversations themselves, but there are 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 (from 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.
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This manual has received significant distribution in Russia, caused an approving response from foreign teachers, although a certain influence of the ideas of pedocentrism affected it.

The result of the pedagogical searches of L. K. Schleger was “ Practical work in kindergarten, which is a brief 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 that feeling of satisfaction, ĸᴏᴛᴏᴩᴏᴇ he experiences having 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. V childhood mechanical work must 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 (methods of 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 natural everyday 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 whole worldview of the child. Children experience their LIFE with dolls”, the life of those around them. Dolls do everything that a person does. Maintaining a home, the work of a father, mother, one's own life - everything is dramatized completely. An emotional tool that is extremely important to use.”

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 by preschool workers for the first time. 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 initiative, independence and mutual assistance, the 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.

At the same time, 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 ”, “denying the tasks of education that lie outside the child”.

L. K. Schleger the first of. a group of educators of the society “Children's Labor and Recreation” was proposed in 1918 ᴦ. their strength, knowledge and experience to the preschool department of the People's Commissariat of Education of the RSFSR In the conditions of Soviet power in the process creative work, under the influence of the ideas of the developing Marxist-Leninist pedagogy, she overcame her errors and actively participated in the methodological work and training of the first Soviet preschool workers.

PEDAGOGICAL VIEWS AND ACTIVITIES IN PRESCHOOL EDUCATION LK SHLEGER - concept and types. Classification and features of the category "PEDAGOGICAL VIEWS AND ACTIVITIES IN PRESCHOOL EDUCATION L. K. SHLEGER" 2017, 2018.

Luiza Karlovna Schleger (1863 - 1942) a well-known figure in preschool education in the pre-revolutionary period and in the first years of Soviet power. Kindergarten, which was led by Luiza Karlovna, was presented in the form of a certain pedagogical laboratory, in which a new methodology for educating preschoolers was formed, based on respect for the personality of the child and concern for his comprehensive development.

The final results of their labor activity Luiza Karlovna Schleger brought to life in her books "Materials for conversations with young children" and "Practical work in kindergarten", which for a long time acted as a popular manual for heads of kindergartens in Russia.

Luiza Karlovna considered the formation of such an environment as the main task of preschool institutions in which a child of preschool age could not calmly carry out their activities, feel in complete freedom, feel support and understanding with ease and joy. Here he would find incentives for the development of all aspects of life: physical, labor, aesthetic and mental.

Schleger believed that small preschoolers do not feel the need for excursions, based on the fact that they do not have the opportunity to walk far, but walks in the yard should be endowed with a mandatory character, due to their great importance in the development of observation and increasing the boundaries of horizons. But with the children seven years of age further excursions are needed. It is extremely important for these children to "expand" the boundaries of the kindergarten.

Often, appropriate excursions, notes Luisa Karlovna Schleger, are arranged in the absence of absolutely any pre-planned plan, in order to provide children with the opportunity to receive a variety of impressions, and then their observation and interest are tested in conversations or pictorial works. As a rule, excursions are required to be carried out according to a pre-planned plan, and then, with the help of conversations, summarize the excursion. This helps to teach preschoolers to the possibility of concentration.

In the form of the main merit of Louise Karlovna, she developed material for conversations with preschoolers with a natural history content. Conversations are of great help to the child to understand the material that he has already accumulated. Absolutely any child willingly talks about what he knows and what he is interested in. It is only necessary to be able to direct his attention to the subject of the conversation. Conversations about animals and plants guide the child's thoughts, they have a beneficial effect on the ability to designate, with the help of recollection and imagination, those facts from their memory that are endowed with a connection with the subject of conversation, and to concentrate their attention on it. Schleger advises to conduct conversations with preschoolers in any place, but the methodology for conducting them should be different. These conversations should be endowed with a programmatic character, and not proceed from the interests of the child at a certain point in time, based on his work or play, as well as experiences and observations. In the appropriate case, the educator will have to say more. Sometimes conversations arise at the initiative of children, which must be welcomed in every possible way.

In her guide Materials for Conversations with Young Children, Schleger outlined a variety of conversations about animals. They are not imposed on children, but are rooted in observations, based on contact with living objects. Children, according to Luiza Karlovna Schleger, feel a sense of love for all living things, they need to be given the opportunity to observe the life of animals, it is desirable that they are surrounded by a variety of representatives of animals, birds and fish. [22]

The information received by the child from his observations and conversations is endowed with both intellectual and moral value. Children develop not only an interest in the life of animals, but also a sense of sympathy, recognition of the right of absolutely any living creature to a careful attitude towards it. The best result in this case is obtained mainly in the communication of children with animals and caring for them. Taking care of them, children learn their character, habits, needs, imbued with understanding and sympathy for their joys and sorrows. Animal care develops patience and concern for another living being.

Toddlers care for and care for animals, learn the basics of love for them and handle them carefully. Of course, in the started game, the guys cannot take care of them. In this regard, they are told fairy tales, stories are read, where animals are represented in the person of the heroes and their character is indicated. Older children are given the opportunity to organize independent observation.

In the conditions of the city, the process of expanding the circle of communication of children with the animal world causes some difficulties, in connection with this, one has to be content with a few of the closest animals (cat, dog, birds in cages, fish in an aquarium), other animals attract the attention of children on the street, excursions.

With the help of conversations, the attention of children is directed, familiar ideas are evoked in memory, a habit of observation is developed, and an indicator of what children have perceived from these conversations and observations are both their stories and pictorial works.

Thus, Louise Karlovna Schleger suggests, for example, after completing a conversation about a horse, to sculpt, draw and cut out a horse in all sorts of positions: a cab horse, a riding horse, a horse with a cart, a wagon train with firewood, with snow, a horse during field work. Based on this, any of the topics is taken for the upcoming conversation and then it is expanded by interspersing the basics of practical activity into it. But past themes do not remain forgotten, one has to constantly return to them, while gradually expanding the field of observation of the child, satisfying his curiosity.

All fairy tales and stories are not read to children, but are told to them, and much is altered in them, additions and comments are made.

In this regard, the problem environmental education, which originated in the theory and practice of progressive foreign and Russian teachers and educators, was the central issue of education, in which nature was endowed with great importance as one of the means of mental, moral and aesthetic education.

OK. Schleger was a well-known figure in pre-school education in the pre-revolutionary years and in the first years of Soviet power.

Kindergarten, which was led by L.K. Schleger, was a kind of pedagogical laboratory, where a new method of educating preschoolers was created, based on respect for the personality of the child and concern for his comprehensive development.

The results of his work experience L.K. Schleger designed the books "Materials for Conversations with Young Children" and "Practical Work in Kindergarten", which have long served as a popular guide for leaders of kindergartens in Russia.

According to L.K. Schleger, the main task of kindergartens is to create an environment in which a child of preschool age could exist calmly, feel free, easy and joyful and would find a response to his needs and interests corresponding to his age; where he would find incentives for the development of all aspects of life: physical, labor, aesthetic and mental.

OK. Schleger believed that excursions should not be carried out with young preschoolers, since they cannot walk far, but walks in the yard are essential for developing their powers of observation and broadening their horizons. With children of 7 years of age, longer excursions are also necessary. These children need to "expand" the scope of the kindergarten. Sometimes these excursions, notes L.K. Schleger, are arranged without any predetermined plan, in order to give children the opportunity to receive a variety of impressions, and then their observation and interest are tested in conversations or pictorial works. Most often, excursions must be carried out according to a pre-planned plan, and then, through conversations, sum up the excursion. It teaches preschoolers to focus.

Merit L.K. Schleger is that she developed material for conversations with preschoolers of natural history content. Conversations help the child to understand the material that he has already accumulated. Any child willingly talks about what he knows and what he is interested in. You just need to be able to draw his attention to the subject of conversation. Conversations about animals and plants direct the thought of the child, they give him the opportunity to select by recalling and imagining those facts from his stock that have a connection with the subject of the conversation, and focus his attention on it. Leading questions make the child's thought work in a certain direction.

For example, when talking about a sheep, the teacher asks: did the children meet the sheep in the city? And in the village? What color is the sheep? Big or small? How long is her tail? Does she have horns? And the ram? How is sheep wool obtained? And when is the sheep sheared: in winter or summer? What is made of her wool? When and why do we wear wool? Do sheep have children? What are they called?

Conversations with preschoolers L.K. Schleger recommends carrying out everywhere, but the methodology for conducting them is different. If they want to give children certain, systemic knowledge in advance, then they plan a number of consecutive conversations on certain topics. These conversations should be programmatic in nature, and not follow from the interests of the child in this moment, from his work or play, experiences, observations. In this case, the teacher will have to speak more. Sometimes conversations arise at the initiative of children, which should be welcomed in every possible way.

Talking to Young Children contains a variety of conversations about animals. They are not imposed on children, but stem from observations, from contact with living objects. Children, according to L.K. Schleger, they love all living things, they need to be given the opportunity to observe the life of animals, it is desirable that there are various animals, birds, fish in aquariums around them.

The information acquired by the child from observation and conversation provides both intellectual and moral value. Children develop not only an interest in the life of animals, but also a sense of sympathy, recognition of the right of every living being to a caring attitude towards him. This is achieved best by communicating with animals and caring for them. Caring for them, children learn their character, habits, imbued with understanding and sympathy for their joys and sorrows. Animal care develops patience and concern for another living being. Toddlers play with animals, learn to love them and handle them carefully. Of course, in the started game, the guys cannot take care of them. Therefore, they are told fairy tales, stories, where animals appear, where their character emerges. Older children organize independent observations.

In the conditions of the city it is difficult to arrange a wide communication of children with the animal world, one has to be content with a few of the closest animals (cat, dog, birds in cages, fish in an aquarium), other animals attract the attention of children on the street, excursions.

Conversations direct the attention of children, recall familiar ideas, develop the habit of observation, and an indicator of what children have perceived from these conversations and observations are their stories and pictorial works.

Each conversation can be divided into parts. For the upcoming conversation, any of them is taken. You have to constantly return to the same conversation, gradually expanding the circle of observations of the child, satisfying his curiosity. All fairy tales and stories are not read to children, but are told, and many things are altered in them, additions and comments are made.

Impressive activity in the formation of organizations for preschool children in the first half of the 20th century. produced by public organizations of the city of Moscow. Among them, the Moscow Society of Educators and Teachers stood out as the most proactive, at the Pedagogical Courses of which a kindergarten for girls was opened in 1908, and in 1910 a department for the preparation of the pedagogical staff of kindergartens. intensive comprehensive development the totality of kindergartens after the Great October Socialist Revolution highlighted the need to develop absolutely new system public preschool education. The formation of Soviet preschool education of this time took place in the struggle with a variety of bourgeois forms of organization and theories: the theory of free education, independent development and the method of projects. In this period of time, the Settlement society of Stanislav Teofilovich Shatsky is gaining all-round fame, where Luiza Karlovna Schleger carried out her active work as one of its active members. Like other representatives of this society, she showed her position with intense emphasis against the target orientation of official pedagogy. The main goal of the society's activities was aimed at making the situation of the children of the working population less difficult and difficult. Shatsky's words "give children back their childhood" represented his main motto. Members of the social movement made every possible effort to bring to life the idea of ​​"childhood protection", to form a "new upbringing of children", without force coercion and punishments that ruled in a state school. Completely absorbed in this utopian idea, they made every possible attempt to put into practice distinctive "oases" - educational institutions that operate in the absence of a functioning school education system. The members of society were aware that such a difficult situation for the children of working people was connected with the state system of tsarist Russia, but all the same they believed that it was necessary to change in better side the life of the people, as well as "protecting childhood", is possible only through the dissemination of knowledge and proper education. But ideas not similar to state policy were the result of the closure in 1907 of the Settlement society. Despite the fact that the participants of the society were not in any way connected with the revolutionary movement of the working class of Moscow, the fact of closing was justified as follows: "for the attempts made to embody socialism among young children."

The closure of the Settlement society could not extinguish the passion burning in the hearts of its members. A group of teachers continued their intensive activity in the newly formed by them in 1909 society "Children's Labor and Recreation". Here they paid less attention to social problems, and the main idea was presented by a more complete development of methodological issues, analysis of literature and the experience of foreign pedagogy.

Luiza Karlovna Schleger, a generally recognized figure in pre-revolutionary education in the pre-revolutionary years and for the first time during the reign of Soviet power, conducted an extremely careful study of the literature on the theory and practice of pre-school institutions abroad. Meanwhile, she was negatively disposed towards the mechanical transfer of foreign samples to Russian pedagogy. Initially, classes with Frebelian material were introduced in the children's preschool institution under her leadership, but after the results of a rigorous analysis, they were rejected by her and removed for formalism, which did not allow for the possibility of children's activity and creativity. The Montessori material was also not accepted by her, since she believed that it lacked a connection with the life and interests of children.

In the course of her teaching activities, Luiza Karlovna strove to find completely new ways of education, following the established conditions of life in Russia and the national distinctive features of the Russian people. Together with her employees, she made the selection of a new didactic material- “vital material (clay, sand and wood), which would provide children with the opportunity to discover creative activity and independent creative activity in themselves.

From the program, strictly subordinate to the rules of the Froebel classes, the educators under the direction of Schleger made the transition to the formation of the process of educational work based on an empirical study of children, their interests and providing them with complete freedom of action in games and classes. Taking as a basis the principle “to look closely at the children where they lead”, namely, focusing on their spontaneous, spontaneous development, Luiza Karlovna embarked on the path of pedocentrism. But in practice, educational activities in the folk kindergarten over time completely diverged from the theoretical position of pedocentrism, which was reflected in the reports of the kindergarten for the time period from 1909 to 1917. A striking example is the fact that preschool teachers were forced to carry out in their work the installation of some specific elements of organized influence on children, to form a certain sequence in work, to exercise control over the lives of children in an original, at least superficial way. Together with free classes, formed on the basis of studying and taking into account children's interests and current experiences, sometimes "mandatory classes for all children" (on duty) were introduced. Appropriate classes contributed to maintaining a certain stability and consistency in the educational work of the kindergarten. Thus, the employees of the preschool institution did not deliberately take the path of overcoming pedocentrism in advance, while increasingly moving away from the issues of planning and thoughtful organization of educational work. At the stage where practice led them to a completely independent path of search, to the path of abandoning pedocentrism, the teachers of the national kindergarten made a contribution endowed with great importance in the methodology of working with children of preschool age. And all this happened despite the fact that neither Schleger nor her employees in this period of time have yet been able to embark on the right path.

In order to provide seven-year-old children of the folk kindergarten with a natural and imperceptible transition to elementary school for them, and also, in order to increase the boundaries of the experience of searching for "new ways of educating and educating children of school age", at the Settlement society in 1907 An experimental school for boys and girls was opened.

After analyzing and summarizing the practice of the national kindergarten, Luiza Karlovna developed several editions of a manual for kindergarten workers, which were called “Materials for Conversations with Young Children”. In the manuals, literature for educators, games and songs for children were indicated, excursions were presented, the conduct of which can be presented in other children's preschool institutions. The publications were filled with illustrations and photographs of children's drawings and crafts.

These manuals did not contain the text of the conversations themselves, but only contained questions related to the content in accordance with the topics of the conversations (“summer”, “autumn”, “winter”, “spring” and “fruits”). Luiza Karlovna did not set herself the goal of reproducing the full content of kindergarten classes, and she singled out only one conversation with children and independently made children's work related to them.

In "Materials for Conversations with Young Children" she was provided with important methodological instructions on how to ask children leading questions, how to develop their mindfulness, how to carry out the process of collective and individual work in close connection with conversations (made of paper, clay and wood, which are a kind of "language of children"). Here it was indicated how exactly it is necessary to produce a story to children, based on their age and level of development. The corresponding manual has gained wide popularity and mass distribution in Russia. It got positive feedback on the part of foreign teachers, despite the fact that it was influenced by the ideas of pedocentrism. The result of Schleger's pedagogical search was "Practical Work in Kindergarten", which acted as a brief guide for employees of kindergartens, centers and shelters on the most significant sections of educational work.

In the main positions in the pedagogical process of the kindergarten, Schleger put gaming activity. “The child must be given a wide opportunity to play ... Play is the natural life of children and by no means an empty fun. A child's game must be treated with great attention and full seriousness... The whole spiritual world, the whole store of life experience is revealed in the game.

It was endowed with undeniable significance by manual labor (mainly woodwork). “... It provides an outlet for 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 is of great help in the implementation of the process of education in children and the formation of their ability to control themselves, as well as internal independent discipline. The business mood of the group, the general mood and interests are formed in the atmosphere of work. Manual creative work should be in close connection with other activities, and besides this, children should be taught the habitual reactions of self-service, which has a beneficial effect on their independence, Schleger noted.

Luiza Karlovna paid great attention to the physical education and rational nutrition of children in kindergarten (breakfast before classes, a hot meal at noon), rest (sleep), cleanliness of the room and body, children's movements were the main conditions for their normal development. Consistency of the elements of movement to music, outdoor games, manual labor and self-service activities were presented as integral elements of the correct physical development of the child.

In her book "Practical Work in Kindergarten", Schleger outlined methodological guidelines regarding issues of physical and aesthetic education, educating children in a sense of community through collective work, games and activities, as well as aspects regarding certain issues of mental education (methodology of sensory education , storytelling and dramatization).

Education in relation to the senses did not stand aside. The main way of sensory education of children was presented by Schleger in the form of natural daily educational labor activity with them - in games, manual works and classes with building materials. In a number of cases, specially designed exercises were used to test the development of the sense organs. So in the folk kindergarten, Luiza Karlovna used a significant building material for games and activities, introduced dolls, the use of which in the educational work of the kindergarten she paid great attention to. “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."

In her book, Schleger outlined recommendations addressed to the educational staff so that they lead their group, starting with the youngest and before the transition of children to school, which will ensure a fairly complete study of the individual characteristics of children and an approach to each of them in practice.

In the book of Luisa Karlovna Schleger, there is not even a hint of the religious education of children, which significantly distinguishes it from other theoretical works on preschool education (Wentzel, Tikheeva). Her book "Practical Work in Kindergarten" was widely circulated among preschool workers before the revolution. She acted as a reference book for preschool workers and for the first time in the years of Soviet power.

The pedagogical activity of Luiza Karlovna Schleger dates back to 1882, and since 1905 she appears as an active participant in the Settlement and Child Labor and Recreation societies, the main activity of which is represented by educational activities aimed at children of the poor in Moscow .

Luiza Karlovna Schleger had a great influence on the development of the theory of preschool education. There are great methodological achievements in the practical activities of Luiza Karlovna and her collaborators in the folk kindergarten. However, despite the fact that the practice of the kindergarten stood in the way of overcoming pedocentrism and the kindergarten, led by Luisa Karlovna Schleger, appeared as a model of thoughtful, well-organized educational work, in her theoretical statements Schleger continued to defend the position of protecting the "free self-identification of the child" , "the denial of the tasks of education that lie outside the child."