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ІДЕЯ ЦІЛІСНОГО ПІДХОДУ ВИВЧЕННЯ ДИТИНИ В ХАРКІВСЬКІЙ ПЕДОЛОГІЧНІЙ ШКОЛІ В ДІЯЛЬНОСТІ І. СОКОЛЯНСЬКОГО

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Албул І., Кабанова О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 5(49)
59-67
EN
The article is devoted to the ideas of a holistic approach to examine the child in school in Kharkov pedological school in the activities of pedologist, pathologist I. P. Sokolyansky. Among the scholars who have studied the idea of a holistic approach to the development of the child and his social education was just Ivan Panasovych Sokolyansky. However historiographical review shows that the inheritance of I. P. Sokolyansky has not received adequate attention. His pedagogical views, the idea that they are stored archival documents, special research papers, also require further study in teacher activities in educational institutions of Kharkov, Uman, Zaporozhye and others. Based on scientific and historical analysis of historical and pedagogical, psychological and pedagogical literature, the article presents scientific and organizational system of implementation of humanistic ideas of holistic approach to the individual child with legacy of I. P. Sokolyansky. In his writings teacher concluded that the forms, rules and directions of the child’s behavior resulting from the impact of the environment. I. P. Sokolyansky was one of the representatives of the Kharkov School of pedology for deafblind children, engaged in the problems of children with disabilities. The ideological basis of Kharkov school pedology, which was complicated scientific and organizational activity may be distinguished by humanist idea of a holistic approach to the child, which was developed by one of the native pedologists I. P. Sokolyansky. Kharkiv cell of pedologists (O. S. Zaluzhnyi, I. P. Sokolyansky, O. V. Zaporozhets, P. I. Zinchenko, O. M. Leontiev and others) emphasized the impact of society on child development. This study presents historical and partly pedagogical experience of socialization of children with developmental disabilities, but require further study of other aspects of the problem, namely, сomparative analysis of a holistic approach to the study of the individual child’s teacher and systematic analysis of existing in the world of science theoretical and experimental research concepts of mental development of children with disabilities.
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