THE DEVELOPMENT OF PRESCHOOL EDUCATION IDEAS IN THE PROGRESS OF PEDAGOGICAL EDUCATION (ON THE EXAMPLE OF THE LATE 19th AND EARLY 20th CENTURIES)

Abstract

The late nineteenth and early twentieth centuries represent a transformative period in the evolution of pedagogical thought, particularly in relation to preschool education. During this era, the emergence of systematic early childhood education theories fundamentally reshaped the structure and philosophy of pedagogical systems across Europe and beyond. This study examines the development of preschool education ideas within the broader context of pedagogical progress, focusing on theoretical foundations, institutional implementation, and socio-cultural influences. Drawing upon historical, comparative, and analytical methods, the research synthesizes data from classical pedagogical literature and modern scholarly interpretations. The findings demonstrate that the integration of child-centered approaches, developmental psychology, and social pedagogy significantly contributed to the institutionalization of preschool education. Statistical and historical evidence indicates a steady increase in the number of early childhood institutions and literacy rates in countries adopting progressive preschool models. The study concludes that the intellectual contributions of key pedagogues and the socio-economic transformations of the period created a foundation for modern early childhood education systems.