The article presents the results of historical and pedagogical studies of the ideas of child-oriented in Tymofiy Lubenets’s theoretical and practical heritage. These ideas are in unison to the individual-oriented concept of child education. The subject of «child-oriented» we consider as orientation in educational process to the interests and needs of every single child. However, the article does not constitute scientific research on formation and development of the concept of child-centrism. This concept is used in the article as saying generally employed, which does not require to be confirmed by the research on its formation. The aim of the article is the highlighting the results of historical and pedagogical analysis of contribution of Tymofiy Lubenets, in particular his ideas of child-oriented to the pedagogical theory and practice of child education in the end of XIX – the beginning of XX century. During the preparation of the article we studied some problems, that performed at works of contemporary Ukrainian scientists, which became the basis of the study exactly the ideas of child-oriented in pedagogical heritage of Tymofiy Grigorovich Lubenets. We study the heritage of Tymofiy Lubenets because of his huge contribution to the theory and practice of education in the end of XIX – the beginning of XX century and because of actualization of this problem in contemporary educational area that is based on individual-oriented approach. The author found and generalized the key ideas of child-oriented, namely: child is the highest value, preparing the child for life in the society, education of person in the broadest sense, training and education in labor activity. Separation of these ideas is based on the analysis and synthesis of the creative heritage of outstanding teachers, which is an inexhaustible source for modern scholars in the field of pedagogy. The study of theoretical work and everyday practice of Tymofiy Lubenets enabled to conclude the modernity of child-oriented ideas, as a modern pre-school and primary education needs rethinking and development of training and education oriented on child’s interests and needs. The prospects for further research on the preparation of future teachers to implement the principle of child-oriented and development of content and methods of training and education of children on the basis of child-oriented areproposed.