Reception of Maria Montessori’s Ideas in Ukrainian Scientific and Pedagogical Discussion

Abstract

The article analyzes the process of reception of Maria Montessori’s ideas in the Ukrainian scientific and pedagogical discourse. The main conceptual provisions of Montessori pedagogy and their adaptation to modern educational realities of Ukraine are studied. The scientific works of Ukrainian scientists devoted to the introduction of M. Montessori’s methodology into the system of preschool and primary education are analyzed. Special attention is paid to the analysis of the content areas of research that highlight the importance of freedom of choice, independence and individualization of the educational process in the context of modern educational reform. The advantages of the Montessori approach for child development are characterized, in particular its impact on the formation of sensory, cognitive and socio-emotional skills. It is determined that M. Montessori’s methodology is actively used in preschool educational institutions of Ukraine and affects the development of inclusive pedagogy. The problematic aspects of the implementation of Montessori pedagogy in the Ukrainian education system are outlined, including the issues of teacher training, adaptation of methodological materials and compliance with educational standards. The key pedagogical conditions that contribute to the development of children’s independence in Montessori education are characterized. An important role in this is played by a prepared environment where all educational materials are available to children, which allows them to independently choose tasks and work at their own pace. One of the key principles of the methodology is freedom of choice, which allows children to independently decide what material and for how long they will work with. The principle of “help me do it myself” is decisive in the Montessori approach: the teacher creates conditions in which the child learns independently. A feature of Montessori classes are mixed-age groups, where children learn cooperation, mutual assistance and responsibility. An important aspect is the development of self-discipline, as the child independently manages his own behavior, learns to follow the rules and be responsible for his actions. Prospects for further scientific research in this area are established, in particular, regarding the improvement of pedagogical strategies, optimization of the educational environment and integration of digital technologies within the Montessori method.