RETROSPECTIVE POSITIONS OF PEDOLOGY REGARDING THE DEVELOPMENT OF PRESCHOOL AND SCHOOL-AGE CHILDREN IN MODERN RECEPTION

Introduction. Considering that in the foreseeable future, Ukraine will enter the European educational space, it becomes important to master the best educational experience of European countries. In connection with this, the problem arises of considering the positive and negative aspects of the practice of forming a child's personality, including in the pedagogical context on a global scale. Purpose. The article aims to investigate pedological approaches to the development of the human organism and the factors that influence it in the conditions of a specific socio-historical environment. Methods. Practical and observational methods were used. Results. The article examines the problems of the emergence and functioning of human science – pedology. Useful, positive assets of this science and erroneous, determined by the peculiarities of the time and socio-political conditions, views on rising a child are noted. And now, at the beginning of the 21st century, in the era when the authoritarian, humane-deficient, scientific-progressive educational paradigm is receding into the past, and child-centred, personal-developmental pedagogy is increasingly entering pedagogical practice, and the contours are already clearly visible on the horizon humanitarian-existential approaches to educational problems, we must realize that there is no average child, that in addition to heredity and environment, a lot of things in the formation of a small person depend on the educational efforts of parents, teachers, the state, and society. It is not the child who must adapt to the conditions, but the educational system, curricula, and methods must be adapted to the child, his capabilities, interests, and peculiarities. The basis of the educational system should be the interests of the child. Originality. The science of pedology was widely developed in many countries in the 19th and early 20th centuries. Representatives of pedology studied the problems of the child's age-related development in the conditions of a specific socio-historical environment. The positive thing about pedological science is that it considered the child in a holistic, broad, systematic, and systematized way. The negative points of pedological studies were manifested in a formalized, eclectic, mechanical approach to the study of the child's essence.Conclusion. Considering the current achievements of pedagogy, psychology, and other humanities, it is advisable to use separate objective results of pedological studies, which are since the formation of a child and the peculiarities of its development should be approached synergistically: the participation of heredity, the environment, and the educational efforts of all participants in the educational process. The educational system should be based on a child-centred approach.