Johann Heinrich Pestalozzi(January 12, 1746, Zurich - February 17, 1827, Brugg) - Swiss educator, one of the largest humanist educators of the late 18th - early 19th centuries, who made a significant contribution to the development of pedagogical theory and practice. In the history of world pedagogy, Pestalozzi is known as one of the great noble champions of educating the humiliated and insulted. His fame as a “people's preacher”, “father of orphans”, and the creator of a truly people's school has rightly been strengthened.

Influenced by the work Rousseau“Emile, or on education,” Pestalozzi outlines the first contours of his pedagogical system: conformity with nature, development of the senses (primarily verbal lessons), strict adherence to the system in the development of each child of all his strengths and abilities; disciplining a child based on his love and trust in the teacher.

In 1774, he opened his first orphanage for orphans, street children and the poorest children on his Neuhof estate, calling it an “institution for the poor.” In 1780, I. Pestalozzi's school went bankrupt and was closed.

In a short time he writes six stories - and destroys everything, because they seem to him impossibly weak. Only the seventh, moralizing book for the people " Lingard and Gertrude", which preaches important ideas of public education, he takes to the publisher. This pedagogical treatise brought Pestalozzi world fame. It explained in great detail how to organize schools for the peasants themselves for their children, gave a realistic picture of the life of a Swiss village, and expressed faith in the pedagogical (Enlightenment) way of reorganizing society.

Heinrich Pestalozzi, in his essay “Lingard and Gertrude,” developed ideas about the humane nature of education, a friendly attitude towards children, instilling in them empathy and compassion for people as the basis for their moral development. In his practical pedagogical activities, Pestalozzi tried to combine the teaching and upbringing of children with the organization of their feasible labor, and used the educational role of the children's community, which later received the name of the educational team, for the moral formation of his pupils.

Pestalozzi's pedagogical principles are:

1. All learning should be based on observation and experience and only then rise to conclusions and generalizations.

2. The learning process should be built through a consistent transition from part to whole.

3. The basis of learning is visibility. Without the use of visualization, it is impossible to achieve correct ideas, development of thinking and speech.

4. It is necessary to fight against verbalism, “the verbal rationality of education, capable of creating only empty talkers.”

5. Education should contribute to the accumulation of knowledge and at the same time develop mental abilities and human thinking.

He creates a new theoretical and pedagogical work of a methodological nature, “How Gertrude Teaches Her Children.” During this period, the scientist created a number of pedagogical essays: “The purpose and plan of an educational institution for the poor”, “On public education and industry”, etc.

In an effort to create scientific pedagogy, I. Pestalozzi developed its theoretical foundations: its object, subject, scientific method, methods of correct search and reliable proof of knowledge in the field of pedagogical research. Particularly important and relevant at the present time for the fate of pedagogical science was the idea of ​​I. Pestalozzi - the experimental study of children and their upbringing. Pestalozzi at one time proved the need for experimental work in school for the development of scientific pedagogy.

Pestalozzi based his scientific pedagogy on a holistic knowledge of man, “the eternal laws of human nature.” He viewed education itself as a complex social process, organically integrated into people’s lives. His relentless attention to the social development of the individual laid the foundations of social pedagogy. The central idea of ​​this science (and as an important pedagogical discipline) was the idea of ​​I. Pestalozzi that “circumstances shape a person, but a person also shapes circumstances. Man has within himself the power to bend them in various ways according to his will. By doing this, he himself takes part in the formation of himself and in the influence of the circumstances acting on him.

Education, according to I. Pestalozzi: It is necessary to start from infancy: “The hour of a child’s birth is the first hour of his education.” The main concepts of his pedagogy are aimed at providing something very simple, really feasible in the most unfavorable social conditions (inexpensive, not too long) and at the same time providing such a volume of knowledge, skills and abilities that the rich and powerful of this world do not so often have:

Firstly, to develop children mentally, i.e. to form the inclination and ability for independent judgment and creativity;

Secondly - to educate morally - to form active kindness and the ability to love, self-esteem - the inclination and ability for self-help and self-defense from predators of any kind;

Thirdly, the desire to constantly and systematically work on developing one’s horizons, the ability to highlight values ​​in the world;

Fourth, develop physically, the ability to maintain physical strength and health;

Fifthly, labor education, development of a work culture, skills and abilities of rational work.

Education should be natural, i.e. be built in accordance with the natural course of development of human nature itself. In man, nature has endowed three kinds of powers: mental, physical and moral (in his words, “the powers of the mind, the heart and the hand”). These three forces tend to strive for development, which means that this desire must be supported and developed, and developed in the closest connection with each other, for “the eye wants to see, the ear wants to hear, the leg wants to walk, the hand wants to grab, and also the heart - to believe and love, but the mind wants to think.”

The requirement for the harmonious development of “all the forces and abilities of human nature” underlies the theory of elementary education he developed, according to which the educator, carrying out the nature-appropriate development of the child’s personality, must begin its formation from the initial foundations, from the simplest elements and gradually, moving from one step to another , lead it from simple to more complex.

He sought to raise the scientific and educational level of public schools. He introduced the skills of reading and writing, counting and measurement, drawing, gymnastics, singing, as well as some knowledge of geography, history, and natural science into the curriculum of the public primary school.

Pestalozzi's greatest contribution in didactics is his idea of ​​developmental education, which K. Ushinsky called “the great discovery of I. Pestalozzi.” Pestalozzi considered the main goal of education to be to excite children's minds to active activity, to develop their cognitive abilities, to develop in them the ability to think logically and briefly express in words the essence of learned concepts. For this purpose, he developed a system of exercises, arranged in a certain sequence and aimed at setting in motion the inherent natural forces of man's desire for activity.

The starting point in the development of thinking abilities, according to Pestalozzi, is contemplation. This is not a passive sensory perception of external things and phenomena, but their active perception in the course of action with them. This is knowledge of the essence of things and at the same time their personal assessment. This is a creative perception of the world with the development of one’s own attitude to what is perceived. Therefore, Pestalozzi criticized the contemporary school of verbalism, rote learning, which dulled the spiritual powers of children.

Mental elementary education and should do everything possible to ensure that children move from “chaotic and vague impressions from the external world to definite perceptions, then from them to clear ideas and, finally, to clear concepts.” Pestalozzi considered one of the most important means of developing a child’s mental powers to be the development of the ability to speak, which should be based on a connection with life and rely on the expanding child’s sensory experience. Pestalozzi closely associated teaching the native language with familiarizing children with the objects themselves. He pointed out that the child’s speech must be developed systematically, following a certain sequence. He managed to create a language teaching system in which the child begins mastering sounds and their combinations in syllables, and then masters the forms of speech, its various structures, at the same time expanding the range of his ideas and concepts about the world around him, and developing his thinking.

To organize and facilitate the child’s observations, Pestalozzi considered it necessary to isolate the simplest elements that express the basic properties common to all objects. These were the initial simplest elements of learning that he thought of: number, shape and word. Pestalozzi considered the simplest element of number to be one; shapes - straight line; words are sound. He also developed a method for initially teaching children speech, counting and measurement.

Along with elementary mental education, Pestalozzi also formed moral education. The main goal of this education is to develop high moral qualities in children through the development of feelings, the development of appropriate moral skills through direct participation in good and useful deeds, and, finally, the formation of moral consciousness and beliefs in the younger generation.

Pestalozzi considered it necessary to begin elementary moral education in the family from the first days of a child’s life. Pestalozzi assigned a large role to training children in moral actions, requiring endurance on their part, and sometimes the ability to overcome their desires in the name of achieving a moral goal.

Pestalozzi's step forward in comparison with Rousseau, lies in recognizing the activity of the educator, who not only creates an environment conducive to the independence of the pupil, but systematically and consistently educates and trains him, based on knowledge of the inner side of the child’s personality and the individual characteristics of his psyche. Developing this important idea, in a number of his works, the great teacher insists that teachers master methods of psychological observation of children.

Pestalozzi considered the main factors of upbringing to be work, simplicity, exemplary order, discipline, family and a good mother. Unlike Rousseau, he contrasts the natural man with the social man, the citizen.

Education process- the process is not only contradictory, but also holistic. In the novel “Lingard and Gertrude” he wrote: “The education of a person is nothing more than polishing the individual links of one common chain that binds all of humanity together; The mistake of education and leadership lies in the fact that individual links are taken out, they are made wise of them, as if they exist on their own, and do not form only part of one common chain...” As we see, here Pestalozzi thinks of the educational process as a single chain, the links of which cannot be isolated or separated from each other. The mistakes of upbringing consist in the fact that these links are taken out, “they are tricked on,” i.e. They think about their improvement, improvement in an isolated form, put them in order only from the outside and forget about their internal unity, organic connection.

The most important task of education in a public school is to prepare children for work in accordance with new economic and social conditions. “Work itself is the most reliable foundation of any good education.”

The most correct criterion for simple, healthy upbringing is the participation of children in household work, participation in which develops the child’s diligence and accustoms him to doing household chores. Pestalozzi believed that the success of upbringing in a family is ensured by establishing the correct relationship between family members, who should be distinguished by “warmth, compassion and sublime humanity.” Pestalozzi identifies the principle of fatherly love as one of the most important principles of education

Father's education is native soil, the most favorable. It is rare that a teacher can cope with raising a child like his own father. This is why schools have such little success. But the mother also plays an equally important role in raising a child. She is a central figure in the field of family education. “Every act of a mother in relation to her child..., in each case, simultaneously covers in general all three aspects of upbringing - physical, mental and moral improvement.”

Proper upbringing of children, according to Pestalozzi, should be based on constant study of them through observation of their actions, deeds, and thoughts. He argued that “the study of children requires the use of a wide variety of methods in education, because there is not and cannot be a single universal method of education suitable for all cases in any situation. I am so convinced of the necessity of adapting education in each individual case to the needs arising from the given individual situation that if I had the opportunity to exercise a variety of practical influences, I would probably use the most bizarre and varied methods of education.

In order to know a person well, in order to form an accurate and clear idea of ​​him, it is necessary to observe how he behaves at such moments and in such situations when his inclinations sharply manifest themselves in a clear connection with his entire nature. That is why he advised teachers to carefully observe children, write down those answers, register those traits that characterize certain features of their character.

In the work of his school, every morning before classes, conversations were held about the upcoming day, work, responsibilities, and in the evenings an accurate and thorough report of the day was made, for which Pestalozzi developed special schemes. He carefully studied the materials of his assistants. For example, in a letter to Peterson (dated March 21, 1783), he gives a very subtle and deep analysis of the behavior of children, their individual personality traits (obedience, excitability, hot temper, stubbornness, liveliness of character, lies, hypocrisy, gluttony, attitude towards servants, diligence in study and work, etc.). Evaluating Peterson’s notes, Pestalozzi writes to him the following: “Such figurative expressions and your verbatim transmission of the children’s own statements allow me to get to know the children better than thousands of exams and tests in all subjects of their school studies, and I am sincerely grateful to you for reporting these exact details.” .

The current significance of I. Pestalozzi is determined, first of all, by the fact that he was one of the brightest representatives of social pedagogy. He approached school as a social institution that is closely connected with politics, economics, culture, and the moral and everyday life of the people. He built a school that was supposed to promote the economic and cultural well-being of the people.

Understanding how and Rousseau, the essence of education, Pestalozzi, speaking about conformity to nature, reveals this principle not in the spirit of a general analogy with natural phenomena (Comenius), and not in the spirit of the “mystical” peculiar self-discovery of the child’s natural abilities (Rousseau), but in the spirit of psychologization of the process of education and training, recognizing the need to manage these processes. His definition of teaching as "the art of promoting nature's tendency towards its own development" is full of deep philosophical and pedagogical meaning.

Based on Pestalozzi's learning theory lies a certain concept on the relationship between development, education and training; he believed that the development of mental powers and abilities occurs in the conditions of specific activity. In his desire to psychologize the learning process, he takes a significant step forward with the development of his “method” - the theory of elementary education. Recognition of the child’s observation as the starting point of learning, sensory perception of objects as the basis for the mental development of the ability to observe, speak, and think; the child’s perception and cognition of spatial, numerical, linguistic relations - these are the main links of Pestalozzi’s “method”, which in one form or another live in the treasury of modern didactics and school practice.

It is also very important that personal education according to Pestalozzi, coupled with labor training, moral training and polytechnic training, serves to instill a culture of work and life. The very culture that teachers of the Soviet period spoke about (Krupskaya N.K., Lunacharsky A.V., Makarenko A.S.) as one of the most important prerequisites for the socio-economic transformation of society.

Specific methodological side progressive and deep pedagogical concept of I.G. Pestalozzi, developed by such teachers and psychologists as D.B. Elkonin, A.A. Zankov, V.V. Davydov, V.A. Sukhomlinsky and others, is successfully used in solving the most complex and pressing problems of modern practice of upbringing, education and training.

Johann Heinrich Pestalozzi (1746-1827).

Pestalozzi was born into the family of a doctor. The boy lost his father early and was greatly influenced by his mother and maid. Having received a school education, he studied for several years at Carolinum, a higher school, where he first prepared for pastoral and then legal work, but did not complete his studies. During his years of study, he reads a lot, including the works of Y.A. Comenius and J. Locke. In his early years he became interested in the works of Rousseau.

Having bought a plot of land in Neuhof in 1769, he energetically farmed his estate for 5 years (until 1774). And at this time he decided on a new experiment, which seems to him to be a true service to the people.

He organized an "Institution for the Poor", in which he intended to combine learning with productive work.

In 1775, he took into his house several dozen orphans aged 8-15 years. He taught them writing, reading, geography and at the same time taught them to work in spinning and weaving workshops. In the summer I sent them to the fields and gardens. According to Pestalozzi, children, having mastered a craft, will be saved from poverty in the future. He sought to embody in his experience the beautiful idea - connect education and work , but could not find methods for making this connection. One of the important tasks of Pestalozzi’s pedagogy is labor education!

Pestalozzi's pedagogical ideas found support and further development in Western European pedagogy.

Main dates of life and activity.

1746 - Johann Heinrich Pestalozzi was born in Zurich.

1769-1774 - experiment in Neuhof on running a model farm.

1775 -1780 - creation and operation of the “Institution for the Poor” in Neuhof.

1789 - work in an orphanage in the city of Stanza.

1800-1826 - management of Burgdorf and Yverdon educational institutions.

1827 - Johann Heinrich Pestalozzi died.

Main works:

1781-1787 - "Lingard and Gertrude."

1801 - "How Gertrude teaches her children."

1826 - "Swan Song".

Pedagogical ideas:

Comprehensive harmonious development - this is the goal of the school; it involves ensuring the unity of mental, moral and physical development and preparation for work. Pestalozzi identifies and characterizes the components of education:

1. Intellectual elementary education, the purpose of which is the comprehensive development of mental inclinations, independent judgment and mastery of intellectual work skills.

2. Physical elementary education is the comprehensive development of a person’s physical inclinations, which is necessary for “physical independence” and mastery of “physical skills.”

3. Moral elementary education, the purpose of which is the comprehensive development of moral inclinations necessary for“ensuring the independence of moral judgments and instilling certain moral skills.” It presupposes the ability and desire to do good.

Only the unity of all parts of education ensures the harmonious development of a person’s natural inclinations; one-sided mental or physical development only brings harm.

The idea of ​​conformity with nature in Pestalozzi's understanding, this is development"the strengths and inclinations of the human heart, the human mind and human skills." Human nature itself determines the natural course of development. Indeed, what captures a person is in accordance with nature, acts"together on the heart, mind and hand ".

Each of these natural forces develops thanks toexercise " external senses", body organs, acts of thinking. The need for exercise is inherent in the person himself."The eye wants to look, the ear wants to hear, the leg wants to walk and the hand wants to grab. But also the heart wants to believe and love. The mind wants to think," - Pestalozzi writes in “Swan Song”.

It is necessary for the teacher to skillfully guide the development of children’s inclinations and abilities. Wherein“It is not the educator who invests new strengths and abilities in a person and breathes life into him.” Moral, mental and practical powers of man"must be nurtured within it."

Teaching methods Pestalozzi stems from his understanding of education as the consistent development of a child through appropriate exercises, selected to ensure harmony in the manifestation of his natural inclinations. Pestalozzi identified the basis of education as number, shape, word, and elementary education should teach the child to count, measure, and speak. The child learns and develops through sensory perception and his own experience of activities,"receiving impressions and enriching experience."

“The main purpose of primary education is not to endow the student with knowledge, but to develop and increase his mental powers.” , says Pestalozzi.

The teacher advocated for maximum simplification of teaching aids:"From easier to more difficult; keeping pace with the growth of the student's strength" - the basic rule that should guide the teacher.

I. G. Pestalozzi argued that teaching mathematics is a powerful means of educating the mind:"Arithmetic is the foundation on which the ability to correctly perceive reality is built and provides the basis for the development of intelligence and acumen in relation to practical matters. Do not rush into any of the branches of knowledge you teach so much as in laying this foundation."

In “Swan Song” Pestalozzi expresses his thoughts and disappointment in the “developmental education” of J. A. Komensky, fashionable at that time. Having the opportunity to compare ordinary peasant children (Neugof, Stanets) and “round-the-top excellent students” of various counts and barons (Yverdon), he came to the conclusion that it is impossible to deceive nature, and much is laid in the child by it.

IN« Swan song» The work of implementing learning through methods of speech development and teaching the elements of form and number is clearly described. Pestalozzi saw the basis of thinking and judgment in observation.

Pestalozzi considered« Swan song» , as a result of all pedagogical activities, the main ideas and views can be presented in the form of a diagram that allows you to clearly see the connections and dependencies in Pestalozzi’s pedagogical concept and his vision of nature-conforming education:

Nature-conforming education according to I.G. Pestalozzi.

A holistic pedagogical concept outlined in« Swan song», appears to us in the form of the relationship of all types of training and education, methods and means of teaching, elements and components of the learning process.

Pedagogical concept of I.G. Pestalozzi

Johann Heinrich Pestalozzi(1746-1827) - Swiss teacher, one of the founders of didactics in primary education. He lost his father early and was raised by his mother. At school he was considered an incapable student and was the subject of ridicule from his comrades. Entering the university, I saw myself as a theologian, but soon I began to think about the needs of the people and how to help them. To get closer to people, he decided to go into law, but in the end he became an agronomist. In Pestalozzi's worldview we follow the French educators, mainly J.J. Rousseau, were combined with the theories of German idealist philosophers G. Leibniz, I. Kant, I.G. Fichte and others. Rousseau's treatise “Emile, or On Education” made an indelible impression on Pestalozzi.
Possessing a gentle character, sensitive and responsive to people’s grief, Pestalozzi emotionally perceived the world around him. After graduating from university, he acquired the small estate of Neuhof. There he was going to make some changes in the field of agriculture and involve the surrounding peasants in them. However, Pestalozzi did not have the ability to do business; his experiments did not give the expected results and significantly undermined his financial situation. At this time, he came to the conclusion that peasant children needed his help most of all. Thanks to the support of the local community and kind people, Pestalozzi gathered about 50 children, to whom he selflessly devoted all his strength and material resources, teaching them field work in the summer and crafts in the winter. But this initiative also failed. As soon as the peasant children received decent clothes, their parents took them away and took the money they earned for themselves. Pestalozzi closed the school because he did not have enough funds to maintain it. In 1780, he wrote a short work entitled “The Leisure of a Hermit,” which was a collection of aphorisms. It was received coolly by readers. But it was in it that the teacher outlined his views, which he subsequently developed.
In 1781, another work of Pestalozzi was published - “Lingard and Gertrude, a book for the people” (1781), which was a great success. This is a story about how a simple, intelligent and respected peasant woman in her village, skillfully raising her children, convinced her fellow villagers to open a school in the village. From vague and ardent dreams, Pestalozzi moves on to the harsh prose of life: “it is possible to plug the hole from which the people’s misfortunes flow” only by raising the level of education of the people. But since the people have neither the funds nor the strength to equip a large number of schools, education, according to the teacher’s conviction, should be transferred to mothers. To facilitate this task, mothers must be provided with special guidance, which was written by Pestalozzi.

Pedagogical ideas of Johann Heinrich Pestalozzi

In 1798 he returned to teaching. The Swiss government, some of whose members sympathized with Pestadozzi, provided him with the dilapidated war-damaged buildings of the Ursuline monastery in Stanza, in which the teacher gathered children left unattended after the war. Having no assistants, he himself coped with hundreds of less than exemplary children: he was the head of an educational institution, a teacher, a treasurer, a janitor and even a nurse all rolled into one. His warmth and emotional responsiveness helped him overcome all difficulties. The older children soon became his assistants. But Pestalozzi’s teaching activity was unexpectedly interrupted: the French troops needed the monastery premises for a hospital, and the school was closed.
Some time later, Pestalozzi managed to open a school in Burgdorf (1800-1804), which was subsequently transferred to Yverdon (1805-1825). There his fame reached its highest point. Educational institutions were visited by many people who wanted to see firsthand the feasibility of Pestalozzi’s pedagogical techniques. Russian Emperor Alexander I also became interested in his activities, saw him and treated him very kindly. The last years of his life brought Pestalozzi great grief: his assistants in Yverdon quarreled. He was forced to leave the school he founded and soon died on his Neuhof estate.
Pestalozzi believed that education should be nature-appropriate: it is designed to develop the spiritual and physical forces inherent in human nature in accordance with the child’s inherent desire for all-round activity. This development is carried out through consistent and systematic exercises - first in the family, then at school. Pestalozzi's theory of elementary education includes mental, moral, physical and labor education, which are carried out in close connection and interaction to ultimately ensure the harmonious development of man. The idea of ​​developmental education put forward by the Swiss educator K.D. Ushinsky called it “a great discovery.” Pestalozzi developed a methodology for teaching children counting, measurement and speech, and significantly expanded the content of primary education, including the basics of geometry and geography, drawing, singing, and gymnastics. The teacher advocated the creation of such a school, which, according to N.K. Krupskaya, “... would satisfy the needs of the masses, would be willingly accepted by them and would be largely the creation of their own hands.”
The Swiss teacher remained in history as the author of numerous pedagogical works, the main ones of which were those that received the world prize iidcti. “Liigard and Gertrud. - How Gertrude teaches her children" (1801), "Letter to a friend about being in Stanza" (1799), "Swan Song" (1826). In 1792, the Legislative Assembly of the French Republic awarded Estalozzi the title of “citizen of the French Republic.”

§ 2. Pedagogical ideas of Johann Heinrich Pestalozzi

Comprehensive harmonious development is the goal of the school; it involves ensuring the unity of mental, moral and physical development and preparation for work. Pestalozzi identifies and characterizes the components of education:
1. Intellectual elementary education, the purpose of which is the comprehensive development of mental inclinations, independent judgment and mastery of intellectual work skills.
2. Elementary physical education is the comprehensive development of a person’s physical inclinations, which is necessary for “physical independence” and mastery of “physical skills.”
3. Elementary moral education, the purpose of which is the comprehensive development of moral inclinations necessary to “ensure the independence of moral judgments and instill certain moral skills.” It presupposes the ability and desire to do good.
Only the unity of all parts of education ensures the harmonious development of a person’s natural inclinations; one-sided mental or physical development only brings harm. Thus, a person can appear to the world as a beacon of science and at the same time do evil, have “unbridled power of intellect” combined with heartlessness, a thirst for wealth and a desire for violence.
Likewise, all human claims to high morality, if its source is not love for people, faith, nobility, do not represent true morality, but turn out to be only hypocrisy. Even more terrible are people who have an “animal will to violence”, who achieve everything in the world in the name of their own greedy interests; these are “moral predators”. They generate a mass of “moral donkeys”, incapable of any action, limited by impotent benevolence.
The harmonious development of all natural human forces presupposes education in balance, in harmony with oneself.
The idea of ​​conformity with nature in Pestalozzi’s understanding is the development of “the strengths and inclinations of the human heart, the human mind and human skills.” Human nature itself determines the natural course of development. Indeed, what captures a person is natural, acting “together on the heart, mind and hand.”
Each of these natural forces develops through the exercise of the “external senses”, body organs, and acts of thinking. The need for exercise is inherent in the person himself. “The eye wants to look, the ear wants to hear, the leg wants to walk, and the hand wants to grab. But also the heart - to believe and love. The mind wants to think,” writes Pestalozzi in “Swan Song.” But if you do not manage these natural needs, leaving them to themselves, then development will proceed extremely slowly. It is necessary for the teacher to skillfully guide the development of children’s inclinations and abilities.
At the same time, “it is not the educator who invests new strengths and abilities in a person and breathes life into him,” the educator only makes sure that the negative influence does not disrupt the natural course of development, and supports the efforts of the child, which he himself shows for his own development. The moral, mental and practical powers of a man "must be cultivated within him." Thus, faith is strengthened through one’s own conviction, and not through thinking about it, love is based on actions filled with love, and not on lofty words about it, thought - on one’s own thinking, and not on the assimilation of other people’s thoughts. The beginning of the development of each side of the personality is the individual’s spontaneous desire for activity. The school and the teacher are faced with the task of providing children with appropriate tools and materials for their activities.
Pestalozzi's teaching methods stem from his understanding of education as the sequential development of a child through appropriate exercises, selected to ensure harmony in the manifestation of his natural inclinations. Pestalozzi identified the simplest elements, which he considered the basis - these are number, shape, word, and elementary education should teach the child to count, measure, and speak. Through increasingly complex exercises, the child’s natural inclinations are developed. Exercises should be associated with studying objects, and not with observing objects. Hence the necessity. subject lesson, but not for the sake of developing observation, but for the sake of mental education in general. The child learns and develops through sensory perception and his own experience of activity, “receiving impressions and being enriched by experience.” His experience must find clear expression in words.
While learning, the child masters the concept of form through measurements, through counting - numbers, through the development of speech - words. The content of elementary education is reading, writing, arithmetic with the beginnings of geometry, measurement, drawing, singing, in addition, some knowledge of geography and natural science. This extensive program was first implemented in school practice. A feature of learning was a gradual ascent from simple to complex, thanks to the decomposition of the subject being studied into its simplest elements. The old method, which began with the teaching of rules, principles, and general definitions, was gradually replaced. Its place was taken by observations of objects and exercises. The purpose of teaching was the development of students, not their dogmatic memorization of the material. Pestalozzi was at the origins of the idea of ​​developmental education. “The main purpose of primary education is not to endow the student with knowledge, but to develop and increase his mental powers,” says Pestalozzi,
The relationship that is established between the teacher and students is important for the school. At their core, they must have the teacher’s love for children. Pestalozzi himself was an example of such love; his students and followers called him father. The school should have a homely, family atmosphere.
One of the important tasks of Pestalozzi’s pedagogy is labor education. While spending the whole day at school, children can engage in spinning and weaving; on a piece of land, everyone can cultivate their own beds and care for animals. They learn the processing of flax and wool, get acquainted with the best farms in the village and craft workshops. Such work will promote physical development and prepare for upcoming activities.
Pestalozzi's pedagogical ideas found support and further development in Western European pedagogy, and the experience of putting them into practice in institutions led by him contributed to the spread of the famous teacher's school practice. Since the Pestalozzi Institute in Burgdorf and Yverdon was visited by teachers, students and many people interested in education, the teacher’s ideas began to spread widely and be implemented in the practice of schools in other countries. A direction in pedagogy emerged associated with the name of Pestalozzi.
Main dates of life and activity
1746 - Johann Heinrich Pestalozzi was born in Zurich.
1769-774 - experiment in Neuhof to conduct a model economy.
1775-780 - creation and operation of the "Institution for the Poor" in Neuhof.
1789 - work in an orphanage in the city of Stanza.
1800-1826 - management of Burgdorf and Yverdon educational institutions.
1827 - Johann Heinrich Pestalozzi died.
Main works
1781-1787 - "Lingard and Gertrude."
1801 - "How Gertrude teaches her children."
1826 - "Swan Song".

Introduction

Pestalozzi education teacher education

Johann Heinrich Pestalozzi is a Swiss democratic teacher, one of the founders of didactics in primary education. He developed two extremely important points. The first is proof of the need for visibility in the learning process. Another important point is the idea of ​​developmental education. The essence of this learning process is that children not only accumulate knowledge, but also develop their abilities, that is, their inclinations. These provisions served as the basis for the development of the ideas of other outstanding teachers, for example, Froebel, Herbart, Diesterwerg.

Special political and social views of I.G. Pestalozzi is expressed in his works and in his life’s journey; he also deserves our attention, but our main task is to study his pedagogical views and consider their essence.

I.G. Pestalozzi is the author of numerous pedagogical works, many of them have become world famous, for example, “Lingard and Gertrude” (1781-1787), “How Gertrude teaches her children” (1801), “Letter to a friend about being in Stanza” (1799) , "Swan Song" (1826).

In education, he believed that it should be in accordance with nature, that it should develop the physical and spiritual strength of the child, who strives for various developments in his activities. Pestalozzi's theory of elementary education consists of moral, mental, physical and labor. These components must be in close connection with each other to ensure the all-round harmonious development of the child.

Pestalozzi also advocated the creation of a school, which Krupskaya spoke of as follows: “... would satisfy the needs of the masses, would be willingly accepted by them and would be largely the creation of their own hands.”

The topic of our course work is relevant because pedagogy requires the harmonious implementation of the natural inclinations of children and the improvement of their abilities. It is these ideas that I.G. reveals in his works. Pestalozzi.

1. Life and work of I.G. Pestalozzi

Johann Heinrich Pestalozzi was born in Switzerland, in Zurich, into the family of a doctor. His father had a large practice, so the family was considered wealthy. Pestalozzi had a brother and a sister. The father and mother had a gentle character, the life of the family was prosperous. But the unexpected death of his father changed the family's situation. Now she finds herself in a difficult financial situation. Pestalozzi became closely acquainted with the plight of the peasants and from an early age developed deep sympathy for the people.

After the death of his father, Pestalozzi was greatly influenced by his mother and his devoted servant, the simple peasant woman Babel. In fact, Babel became the head of the family. She took upon herself all the petty material concerns to make the family’s life bearable.

Soon after his father's death, Pestalozzi's brother died, so all the mother's love focused on him and his sister. Henry often called himself "mama's boy." Also, because of the good family environment, he grew up trusting of all people, and considered each person beautiful in his own way. One of the important qualities that Babel formed was cleanliness. The maid really didn't like mess, and any small spot made her angry. But the main drawback of his childhood was his detachment from life. This atmosphere influenced the development in him of extreme concentration, constant thoughtfulness in everything.

The company of gentle and kind women in his childhood formed in him a focus on what concerns the feelings rather than the mind. I'M IN. Abramov writes in his book that the sight of a crushed worm made Heinrich cry, meeting a beggar, he gave everything he had, and often remained hungry, as he took his lunch portion to some poor man. This sensitivity to other people's grief, to other people's suffering remained in Pestalozzi throughout his life.

My grandfather and uncle had an open influence on this attitude towards the poor and needy. Pestalozzi's grandfather was a village pastor. His whole life was devoted to his parishioners and their needs. Grandfather not only religiously fulfilled his duty, but also passionately and sincerely loved the villagers, and his attitude towards the townspeople was skeptical. And if his sympathy for them was instinctive, and he could only influence the feelings of little Pestalozzi, then his uncle Götze was a conscious supporter of them. The latter all the time gave heated speeches, which could not help but affect the boy’s mind, about the oppressed situation of the villagers.

Now, after everything stated above, this extraordinary love for the common people becomes clear to us. Natural kindness and justice were combined with the influence on Pestalozzi of two women from the peasant class, the influence of his grandfather, who completely devoted himself to serving the people, with the influence of his uncle, who was a convinced democrat, and also, of course, with direct observation of the situation of the peasants.

He received his primary education first from his grandfather, then graduated from a regular German school, then from a traditional Latin school. Next, he entered college; after completing the course, he began to think about his future choice of activity.

When entering university, Pestalozzi wanted to become a theologian. However, he soon begins to think about the needs of the people and how to help them. The main reason for this was Pestalozzi's passion for educational and revolutionary ideas that came from France, primarily the ideas of Jean-Jacques Rousseau, and concern for the fate of the common people living in poverty and ignorance. Pestalozzi knew the works of French enlighteners well and at the age of seventeen he read “Emile” by Rousseau. This book, like “The Social Contract,” made a huge impression on the young man and strengthened his intention to selflessly serve the people. Young Zurich residents, including Pestalozzi, organized a semi-legal circle. At meetings they discussed issues of history, politics, morality, and the problems of educating a new man in the spirit of Rousseau. Soon the circle was closed by the city authorities, and young Pestalozzi, among others, was briefly arrested.

But this arrest did not dampen Pestalozzi’s desire to help people. So he begins to study agriculture. And in 1774, he opened an “Institution for the Poor” in Neuhof (German Neuhof - new courtyard), in which he gathered up to fifty orphans and street children, among whom there were many children who often had no parents and no shelter at all. Wishing that the work he had begun would not pass without a trace for the country, that this shelter would not only be the first institution of its kind, but that it would be followed by a whole series of similar institutions in all parts of Switzerland, Pestalozzi, from the first days of the existence of this shelter of his, began to introduce the situation Swiss society is involved in it. The teacher’s completely new idea attracted people’s attention, and many famous Swiss publicists began to propagate it. Pestalozzi's idea aroused general sympathy, and special attention was also paid to the original establishment in Neuhof. Unfortunately, this sympathy of Swiss society was purely platonic.

One of the most important goals that Pestalozzi pursued in his orphanage was the education of homeless children. This goal was feasible due to the fact that Pestalozzi passionately loved his charges and put his whole soul into the business he had started. The responsibilities of the teacher and, in general, all the concerns about this huge number of children of different ages and often with the most bad habits acquired during a vagabond life, lay entirely on Pestalozzi, since there was nothing to support assistants. The teacher's only assistant was his wife. Together they made sure that the numerous residents of Neugofa were fed and clothed. They taught them how to work, taught them to read, and supervised them. Children, no matter how spoiled they are, always appreciate affection and become attached to those who love them. From the book by Y.V. Abramov, we learned that a year later the tramps collected in Neuhof were unrecognizable. They were neat, obedient, sweet children who tried their best to reward their “father” with the most diligent work, diligent study and impeccable behavior. This result was achieved in the absence of any punishments or artificial measures of encouragement in Neuhof, while fully maintaining children's liveliness and penchant for fun and games.

Pestalozzi wanted his orphanage to be maintained with funds earned by the children themselves. Pupils had to work in the fields, as well as on weaving and spinning looms. He selflessly devoted all his energies, teaching them field work in the summer and crafts in the winter. Thus, Pestalozzi made attempts in his institution to combine the education of children with productive labor.

Children could pay for the orphanage in which they lived and worked with their labor only through backbreaking physical labor, but Pestalozzi could not and did not want to exploit his pupils. He saw child labor, first of all, as a means of developing the physical strength, mental and moral abilities of children; he sought to give children not narrow craft skills, but versatile training. This is the most important pedagogical significance of Pestalozzi's Neuhof experience. Lacking the financial means to continue his experiment, Pestalozzi closed his shelter. However, this failure did not dissuade him from his chosen path. Over the next eighteen years, Pestalozzi began to engage in literary activities. He sought to draw attention to the solution of the same question: how to revive the economy of the peasants, make their lives prosperous, how to raise the moral and mental state of children? He publishes the socio-pedagogical novel "Lingard and Gertrude" (1781-1787), in which he develops his ideas about improving peasant life through reasonable farming methods and proper education of children. The novel was a great success. It has been translated into other languages. The novel tells how a simple, intelligent and respected peasant woman in her village, skillfully raising her children, convinced her fellow villagers to open a school in the village. From vague and ardent dreams, Pestalozzi moves on to the harsh prose of life: “it is possible to plug the hole from which the people’s misfortunes flow” only when the level of education of the people rises [cit. by 1]. But since the people have neither the means nor the strength to equip a large number of schools, education, according to Pestalozzi, should be transferred to mothers. To facilitate this task, mothers must be provided with special guidance, which was written by Pestalozzi.

The Legislative Assembly of the French Republic in 1792 awarded Pestalozzi the title of “French citizen” for the novel “Lingard and Gertrude” and for his outstanding teaching activities. In his old age, Pistolozzi had to return to his teaching career. In 1798, a bourgeois revolution took place in Switzerland, and the city of Stanz in Unterwalden suffered especially at this time. The Swiss government invited Pestalozzi to take over the education of street children who wandered through the ruins of the city. And he again gathered the guys around him, having no assistants, he himself coped with hundreds of not the most exemplary children. The government provided him with premises: “The premises for an orphanage were allocated in a nearby convent, long abandoned. It was a series of huge, damp and cold rooms that required major repairs to be suitable for habitation. Repairs were out of the question, since it was necessary to immediately collect the children who were dying among the ruins from hunger and cold (this was in December). The funds allocated to Pestalozzi were extremely meager, and the orphanage was constantly lacking in essentials." .

The same lack of funds forced Pestalozzi to be not only the head of an educational institution, but a teacher, treasurer, janitor, night watchman and even a nurse all rolled into one. His warmth, emotional responsiveness and love for children helped him overcome all difficulties. Pestalozzi strove to make the shelter a big family; he became a caring father and best friend for the children. Here he especially carefully organized and studied educational work and developmental training and conducted research work on these problems. In a letter to one of his friends about his stay in Stanza, he later wrote: “From morning to evening I was alone among them... My hand lay in their hand, my eyes looked into theirs. My tears flowed along with their tears, and my smile accompanied their smile. I had nothing: no home, no friends, no servants, there was only them." The orphanage pupils responded to Pestalozzi's fatherly care with sincere affection and love. The older guys soon became Pestalozzi's assistants. The pedagogical activity of the teacher was unexpectedly interrupted, as the French troops needed premises for a hospital, and he was forced to close the school and put the building at the disposal of the government.

Soon he managed to open a boarding school in Burgdorf and a department for training teachers. In 1805, Pestalozzi moved his institute to the French part of Switzerland - to Yverdon (German name - Iferten) and in the castle provided to him he created a large institute (secondary school and pedagogical educational institution). There the teacher's fame reaches its peak. Scientists, writers, and politicians visited this institute. Many children of aristocrats and wealthy bourgeois, who were preparing for universities or bureaucratic careers, studied there. Pestalozzi experienced great dissatisfaction because his teachings and activities were not used for the masses, but in the interests of the noble and rich. In 1825 he was forced to close the institute due to a complete lack of funds. Disappointed, Pestalozzi returns to Neuhof, where he began his teaching career half a century ago. Here he, already an eighty-year-old man, wrote his last work - “Swan Song” (1826).

In February 1827, Pestalozzi fell ill. He faced death calmly. His last words were: “I forgive my enemies, may they live in peace, and I am moving to eternal peace. I would like to live at least another month to finish my last labors; but still I thank Providence for calling me back from earthly life. And you, my loved ones, live in peace, seek happiness in a quiet home circle" [cit. according to 9, p.339].

February 1828 Pestalozzi died. His body was buried in the town of Birr.

In Neuhof and Stanz, I. G. Pestalozzi made a large number of observations and conclusions from his practical work, he outlined them in many of his famous works: “Lingard and Gertrude” (1781-1787), “Letter to a friend about his stay in Stanz” (1799) and some others. He thought a lot about his work and came to the conclusion that in order to develop natural forces in children, it was necessary to simplify the techniques and methods of teaching in primary school. This is how he came up with the idea of ​​elementary (element-by-element) primary education as a tool for developing the student’s personality.

During those years of his life, when Pestalozzi led the “institutes” in Burgdorf and Yverdon, he decided to transform the idea of ​​​​elementary primary training into a certain concept, which became known as the “Pestalozzi Method”. This method was understood as a system of teaching children, focused on their comprehensive development, the formation of “mind, heart and hand.” I.G. Pestalozzi outlined the essence of his method in a number of essays: “Method. Memorandum of Pestalozzi” (1800), “How Gertrude teaches her children” (1801), “Memoir to Parisian friends about the essence and purpose of the method” (1802), “What does the method give to the mind and heart” (1806), “Memoir about the seminary in Canton Vaud” (1806), etc.

The leading concept in his pedagogical concept was a new interpretation of the idea of ​​natural conformity of upbringing, understood as the need to build it in accordance with the inner nature of the child. This is the universal human essence of education and its tasks.

Pestalozzi suggested that the inclinations that a child is given from birth are capable of development. To them he highlighted the forces of human nature:

) the powers of knowledge, consisting of a predisposition to external and internal contemplation;

) skill strengths that grow from the inclinations for the all-round development of the body;

) the powers of the soul, growing from the inclinations to love, be ashamed and control oneself.

According to these points, elementary education was divided into mental, physical and moral. Pestalozzi wanted to emphasize that these components must develop in mutual action, so that one side of the personality does not receive greater development at the expense of the others.

Since I. G. Pestalozzi considered the harmony of development of the forces of human nature as the ideal of education, he considered the goal of education to be the development of a certain “total strength” in those being educated. It is thanks to it that a certain balance can be established between the mental, physical and moral forces of any individual. I. G. Pestalozzi considered the identification of such a balance of forces to be one of the leading tasks of initial training. With all this, the important point was that the child’s theoretical knowledge should not be divorced from practical skills. It was in the interaction of knowledge and skills that I.G. Pestalozzi envisioned the basis of self-development.

The elementary education method is a specific system of exercises to develop the child’s abilities. Pestalozzi developed a system of exercises for developing natural strength in children, based on theoretical ideas:

) a child from birth has inclinations, potential internal forces, which are characterized by a desire for development;

) multilateral and diverse activities of children in the learning process are the basis for the development and improvement of internal forces, their holistic development;

) the child’s activity in cognitive activity is a necessary condition for the acquisition of knowledge, a more perfect knowledge of the world around him.

I.G. Pestalozzi believed that the initial education of children should be built taking into account their age characteristics, for which the child himself should be carefully studied. Various pedagogical means that serve to develop all the internal and external forces of the child must be guided by knowledge of the child’s nature, their needs and aspirations.

Pestalozzi considered the initial moment in cognition to be the sensory perception of objects and phenomena of the surrounding world. That is why he attached particular importance to the principle of clarity in teaching children. He considered observation as the most important source of knowledge. During the training process I.G. Pestalozzi recommended being guided by three rules: learning to look at each object as a whole, introducing the shape of each object, its measure and proportions, introducing the name of the observed phenomena. In this regard, he developed the so-called alphabet of observations, consisting of sequential series of exercises that help the child to establish and determine the characteristic features of the observed object, group them based on the feature and thereby form its image. Of course, this kind of exercise is productive. But in practice, problems often arose due to the overestimation of the role of mechanical exercises in personality development.

Developing ideas for developmental school education and elementary education, I.G. Pestalozzi was one of the founders of the concept of developmental education: he viewed teaching subjects more as a means of targeted development of abilities than as a means of acquiring knowledge. Pestalozzi’s idea of ​​developmental education was introduced by the great Russian teacher K.D. Ushinsky called it "Pestalozzi's great discovery." The identification and justification of the developmental function of teaching posed fundamentally new tasks for the teacher: developing clear concepts among students in order to activate their cognitive powers. The idea of ​​developmental education in Pestalozzi's concept carried a potentially innovative force, becoming the subject of close study and development in the pedagogical theories of outstanding teachers of the 19th and 20th centuries.

Considering the tasks of the public school, I.G. Pestalozzi emphasized its special role in moral education, since the final results of school education and all its means are to achieve a common goal - the education of true humanity. The basis for the moral development of the child I.G. Pestalozzi saw reasonable family relations, and school education can be successful only if it acts in full harmony with family relations. The love and affection of teachers and students for each other are the principles on which it is necessary to rely in educational institutions.

The simplest initial element of physical development of I.G. Pestalozzi considered the ability to move in the joints of a child. He proposed building a system of school elementary gymnastics based on the natural daily activities of a child. He also included the development of sense organs in the content of physical education. Therefore, the theory of elementary education is considered the center of Pestalozzi’s pedagogical system. According to this theory, education should begin with the simplest things and gradually move on to more complex ones.

The theory of elementary education consists of physical, labor, moral and mental education. Each side must develop by closely interacting with the others. Only then will a person receive harmonious development.

Pestalozzi considered the development and strengthening of all the physical strengths and capabilities of the child as the goal of physical education. It was based on the child’s natural desire to move, to grab onto everything, etc.

Pestalozzi believed that physical education should come first. The mother, who is feeding and caring for the child, should already be involved in its physical development at this time. You can exercise children's strength by performing the simplest movements that every child makes when eating, drinking, walking or lifting something. If such exercises are systematized, this will develop the child physically and prepare him for work.

Pestalozzi assigned a large place to military exercises in this type of education. At the Iferten Institute, all these activities were closely combined with sports games, hikes and excursions. Physical education took place in close connection with moral and labor education. Pestalozzi believed that if children’s physical work is properly organized, this will contribute to their moral and mental development. Pestalozzi wanted to create a special “ABC of skills” that would contain physical exercises in the field of the simplest types of labor activity: hitting, carrying, throwing, pushing, waving, wrestling, etc. Having mastered such an ABC, a child could comprehensively develop his physical strength, as well as master basic labor skills that will be necessary in any social and professional activity.

Pestalozzi believed that the main task of education is to form a harmoniously developed person who should take a useful part in the life of society in the future. Morality is developed in a child through constant practice of doing things that benefit someone else. Pestalozzi considered the simplest element of this upbringing to be the child’s love for his mother; it arises from the satisfied needs of the child’s body. It is in the family that the foundations of a child’s moral behavior are laid. That's why Pestalozzi called his father's house a school of morals. Further development of the child's moral strength should take place in school, in which the teacher's relationship with children is built on the basis of his fatherly love for them.

Pestalozzi insisted that the moral education of children is formed through the development of moral feelings and moral inclinations, and not through moral teaching. He also considered it important to train children in moral actions, which require self-control and endurance from them, and form their will.

Pestalozzi's moral education is closely connected with religious education. Pestalozzi criticizes ritual religion and speaks of natural religion. He understood it as the development of high moral feelings.

Pestalozzi's thoughts on mental education are rich and insightful. Pestalozzi believed that any learning should be built on observation and experience and rise to conclusions and generalizations. As a result of observations, the child receives visual and auditory perceptions, which awaken in him thoughts and the need to speak. In an effort to simplify and psychologize learning, Pestalozzi came to the idea that there are the simplest elements of all knowledge about things and objects, by assimilating which a person understands the world around him. He considered these elements to be number, shape, word. During the learning process, the child masters form through measurement, number through counting, and words through the development of speech. Thus, elementary learning comes down primarily to the ability to measure, count and speak.

Pestalozzi greatly changed the content of primary school education at that time. He included reading, writing, arithmetic with geometry, measurement, drawing, singing, gymnastics, and the necessary knowledge of geography, history and natural science. He also significantly expanded the curriculum and created a new teaching method that helps develop mental strength in children.

Pestalozzi considered visualization to be the most important basis for learning. Without the use of visualization, it is impossible to achieve correct ideas about the environment, as well as develop thinking and speech. Pestalozzi built the entire learning process through a gradual and consistent transition from part to whole. He tried to make this path universal. In his opinion, training should proceed in strict sequence. But this is not correct, since two transitions can equally exist in learning: from part to whole, from whole to part.

Pestalozzi also believed that a teacher should not only fill the minds of children, but also develop practical skills. He argued that if a child has mastered knowledge, but does not know how to use it, then this is a big vice.

Pestalozzi also assigned a large role to the teacher. He considered a teacher not just an educated person who is ready to pass on knowledge to children, but a person who is capable, first of all, of sincerely loving children, becoming a father for them, and giving appropriate material to the child for the development of his natural powers. And this is only possible if the teacher builds his education on the basis of knowledge of the physical and mental characteristics of students. Pestalozzi initially set himself the task of training and educating peasant children, as well as creating a public school. To achieve his goals, I.G. Pestalozzi tried to create his own methods of initial training.

So, the teacher considered the development of speech in the child and the replenishment of his vocabulary as the basis for creating methods for teaching the native language. Pestalozzi proposed a sound method of teaching literacy, which was extremely important at that time.

The teacher creates a series of instructions to increase the child’s vocabulary; for this, he closely connects teaching the native language with clarity and knowledge of natural science, geography and history.

Through complex exercises I.G. Pestalozzi tried to achieve positive results by combining all the components together, but in practice it turned out to be formal exercises in composing sentences that described the characteristics of objects.

To learn how to write, the teacher recommended doing exercises in advance on drawing lines, which are elements of letters. Even today, in schools, this method of teaching writing is used. Also for the development of speech I.G. Pestalozzi connected it with learning to measure. That is, children take a square and divide it into parts, resulting in different shapes. Teachers should sketch them, this will serve as a basis for writing.

The modern arithmetic box is based on the methods of the Swiss teacher. He objected to the methods of teaching arithmetic and formed the concept of number, starting with the element of each integer - one. First, the child learns to work with one, and then the counting gradually becomes more complicated. To teach children fractions, he took a square and showed on it the relationship between the parts and the whole.

Also I.G. Pestalozzi also proposed his own methods for teaching geography. He based it on the principle from close to distant, that is, based on direct observations of the area surrounding children, it leads to the perception of more complex geographical concepts. He also suggested, for better perception, sculpting reliefs from clay, and then only moving on to maps to study them.

Thus, I.G. Pestalozzi created a fairly extensive school curriculum for primary grades and even gave methodological instructions for a positive effect.

Conclusion

Pestalozzi was an outstanding teacher of the past. Now we can understand for ourselves why I.G. often Pestalozzi is considered the "father of modern pedagogy." It is easy to see that our modern pedagogy has borrowed a lot from Pestalozzi.

The Swiss teacher selflessly devoted all his strength to raising poor children. His great merit lies in the fact that a huge role should be given to the upbringing of the child, and also in the fact that it should be carried out gradually from simple to complex.

Before his education, Pestalozzi put forward a progressive task - to harmoniously develop all the natural forces and abilities of a person. The teacher developed a number of important ideas about the physical, labor, moral, and mental education of a child, insisted on expanding the content of education in primary school, strove to make it close to the people, and paid great attention to the labor training of children and their preparation for life. Pestalozzi developed the general principles of primary education and specific methods of primary education.

However, the teacher sometimes overestimated the role of mechanical exercises in the development of thinking and took the path of justifying the theory of formal education.

But the idea put forward by I.G. Pestalozzi's ideas about schooling undoubtedly had a positive impact on the further development of teaching activities.

It seems to us that modern pedagogy should remember the great pedagogical principles of the famous teacher and note their true significance for public education and the pedagogical system, which is based on love and respect for children and their moral and mental personality.

Bibliography

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