Assumption one
Since the first kindergartens appeared in Germany (and there they were called kindergarten), this is just a translation from German. However, the question is: why were children's institutions named this way in Germany? And that's why -
Assumption two
The inventor of the kindergarten (Friedrich Froebel), a kind and enthusiastic man, believed that children are God's plants, and therefore they should be carefully cared for - like plants in a garden. This is where the name “kindergarten” comes from.
Assumption three
The idea of creating a preschool institution came to Friedrich Froebel at a time when he was already over 60 years old. By that time he was a well-known teacher with extensive work experience and a stock of accumulated ideas. To implement them, he decided to create something like a laboratory for the collective education of children. In the 40s of the XIX century. The “first child care facility” opens in the small town of Zorbich. It is located in the former hotel “At the Palace Garden”. Heading there with their children, the townspeople said: “We are going to the garden.” This is where the name comes from.
From other sources it follows that the world's first “institution for games and activities for young children” was created by him in 1837 in Blakenburg.
Friedrich Froebel - inventor of the kindergarten
F. Froebel (04/21/1782 – 06/21/1852) – German teacher, theorist of preschool education. He studied at the University of Jena, then worked with the famous teacher I. G. Pestalozzi at the Yverdon Institute. In 1837 he opened an institution for games and activities for young children in Blankenburg (Thuringia), on the basis of which he developed the idea of a kindergarten. In his philosophical views, Froebel was an idealist and considered preschool education as the only means of eliminating social evil and improving morals. In his system of education, the starting point was the idea of the active nature of the child - his mobility, spontaneity, constant development of physical and mental strength, sociability, curiosity. It was Froebel who formulated the first principles of a real kindergarten. The main one is not to prevent the child from becoming a person, but to help, developing all the best that nature has given him. Froebel promoted the creation of kindergartens that would help improve these natural abilities of the child, organized the training of teachers (“gardeners”), created a methodology for working with children, which was based on the development of sensory organs, movements, thinking and speech, revealed the educational significance of games in children age. Froebel proposed special didactic material, the so-called. Froebel’s “gifts”, which represented a system of playing games with balls and geometric bodies - balls, cubes, cylinders, bars and increasingly smaller and more diverse divisions. All this was used to develop spatial concepts, perception of movement, shape, color, size, number, and combinatorial thinking abilities in the process of children's “constructions.” In addition to “gifts,” Froebel introduced play activities using sticks, pebbles, sand, and paid great attention to conversation, storytelling, singing, drawing, modeling, modeling and paper cutting, and children’s work in the garden.
This first preschool institution was open to everyone, and even a rather poor city dweller could send a child to it: the fee per week was 15 pfenings in silver (a pound of meat cost 10 pfenings). In Froebel's kindergarten, children were fed three hot meals a day. But above all, we were engaged in their comprehensive development. And, as they would say today, the entire program was built on self-financing (Friedrich Froebel himself also paid for the work of several educators). This “garden” became a real nursery in which children were “raised” under the personal supervision of the great teacher and under his own motto, which consisted of three words: “Labor. Patience. Love". And the focus was, first of all, on the uniqueness and individuality of each child. The idea was not an “incubator” from which it was necessary to obtain identical birds, but a place where every child was welcome just because he exists and that he is not like the others, where “his own keys” were selected for each one. It was Friedrich Froebel who first stated that the best teacher for a child is play.
He also invented the well-known and beloved cubes with pictures and letters.
Froebel's teaching contributed to the separation of preschool pedagogy into a separate branch of pedagogical science. His system has become widespread in many countries, including Russia.
Unfortunately, the brilliant teacher was an unimportant businessman, and his kindergarten was soon on the verge of bankruptcy and could have ceased its activities very quickly, but this undertaking already had its supporters. One of them donated a significant part of his fortune, preventing not only the first kindergarten from closing, but also following it by opening several more in Germany. After which the idea went “for a walk” around the world.
Kindergarten in Russia. A little history
In the 60s of the 19th century, a new type of educational institution appeared in Russia - a kindergarten. It arose as an echo of the Froebelian movement in the West.
In St. Petersburg, the Russified Germans (I.I. Paulson and K.A. Rauchfus) created a society to promote the primary education of children according to the Froebel system. However, the “idea” of the kindergarten was perceived ambiguously by Russian teachers: some saw in it “the stultifying influence of the German system, which does not correspond to the scope of Russian nature,” others considered the kindergarten to be the only true way to educate a new person. As a result, Froebel’s system became widely known, but few people understood its essence, despite the calls that sounded from the pages of pedagogical magazines of the second half of the 19th and early 20th centuries to carefully study and understand the “true Froebel.”
Kindergartens “took root” extremely slowly: they arose on the initiative of private individuals, were paid and intended for children of the urban propertied classes.
The single kindergartens that existed in the 60-80s of the 19th century (by the beginning of 1867 there were only four of them in St. Petersburg and Moscow), working exclusively “according to Froebel,” were “very far from the creator.” Some teachers blindly copied the provisions of his system, others sought to creatively transform them.
One of the first kindergartens in Russia was the St. Petersburg institution of Adelaide Semyonovna Simonovich, which she opened with her husband in 1866. Wealthy parents paid for the maintenance and upbringing of children aged 3-8 years. Simonovich herself came up with outdoor games, the children were engaged in construction, and even a course in homeland studies was mandatory here. And in addition, Adelaida Semyonovna began publishing a special magazine “Kindergarten”. But two years later the establishment was closed.
The Smidovichs’ kindergarten in Tula lasted a little longer. It was opened in 1872, and completed its work in 1875. Perhaps the main reason was the lack of funds. The “soul” of the Smidovich kindergarten was their son Vikenty, later a famous doctor and writer Veresaev.
On October 25, 1872, a small advertisement with the signature of Elizaveta Smidovich appeared in the Tula Provincial Gazette newspaper: “With the permission of the trustee of the Moscow educational district, I am opening on November 1 of this year on Bolshaya Dvoryanskaya Street, in my own house, a kindergarten for children from 3 to 7.” . Everyone who knew the Smidovich family of doctors was very surprised: the family had eight children of their own - what a kindergarten! But the surprise became even greater when city residents learned that they would not charge any fees for the maintenance of children. And all this is conceived only so that children develop more harmoniously, especially since they will be taught new things here. The best rooms were allocated for the little pupils - the dining room, the hall and the living room - there was enough space for children's games and for educational activities.
On summer days, the pupils went out into the garden, held parties, frolicked, and staged children's plays. And Vikenty Smidovich did not remain indifferent to his wife’s ideas - he personally made a huge model with mountains, rivers, sea, bays and islands. Herds of miniature cows grazed on the seashore; children could even touch them. He liked the simple performances, the fact that the children were very relaxed, and the fact that they learned the basics of hygiene under the supervision of adults. Under the leadership of Elizaveta Pavlovna, classes were held in drawing, clay modeling, weaving, children were taught counting and reading, and outdoor games were always held.
Why are children sent to kindergarten?
Naturally, the main reason is so that the child can be looked after while the parents are at work. And then, accordingly, the following: so that the child does not get bored at home, so that he gets used to communicating with other children, so that he becomes a comprehensively developed person, so that he prepares for school in the best possible way, etc.
But everyone who sends a child to kindergarten wants, like Froebel, “for the child to be loved there and then you don’t have to worry about the rest at all...”.
Modern kindergarten in Russia
Kindergarten is an educational institution for preschool children (usually from 3 to 7 years), in the Russian Federation one of the types of preschool institutions.
Kindergartens come in various types: general developmental with priority areas, for example, intellectual, physical, artistic and aesthetic education; combined; compensating, etc.
Kindergartens are divided into municipal, departmental, private (commercial) and home (family). Depending on the type of kindergarten, the curriculum, the number of children in the group, the quality of food and toys, and even, in many ways, the psychological atmosphere will vary.
Each kindergarten has its own curriculum, but the main ones, as before, remain classes in physical education, creative and intellectual development.
In nurseries and the younger group of kindergarten, classes last only 20-25 minutes; in kindergarten, classes for this age are held 2 times a day.
Classes for the middle group last 25-30 minutes, although they include the same set as for the younger group.
But in the senior group of kindergarten, the duration of classes is already 30-35 minutes, almost like at school. Classes are held 4 times a day. And preparation for learning to read and write is added to the development of speech, and modeling and appliqué are carried out as one lesson.
Kindergarten: pros and cons
We have already talked about why children are sent to kindergarten. But no less important is the question at what age is it best to send him to this institution: after all, it is known that some children have difficulty getting used to the environment of a kindergarten or do not want to attend it at all.
Psychologists believe that until the age of 2-3 years, a child does not feel the need to communicate with peers, but during this period, attachment to the mother and close people is strongly manifested. Therefore, if an emotionally sensitive child is sent to a nursery before the age of 3, he will react sharply to separation from his mother, cry and be sad.
According to psychologists who have studied this problem in detail, a child should be sent to a child care institution when he turns 3 years old (if it’s a girl) and 3.5 years old (if it’s a boy). Fortunately, this is also taken into account by Russian legislation, which has established for mothers the period of child care for up to 3 years.
To choose a good kindergarten for your child, you need to look not at the external design and modern equipment, but at the atmosphere in it. Listen to psychologist A. Fromm: “A good kindergarten is a very noisy place. If within half an hour you don’t hear noise and commotion, as well as bursts of laughter, look for another kindergarten for your child.”
A kindergarten is an educational institution for children under 6-7 years of age, which is designed to prepare children for school, as well as provide assistance to parents in caring for children during the daytime. The emergence of this social service was associated with a whole range of processes and transformations that took place at the turn of the 19th and 20th centuries.
Galina Shubina “Kindergartens and nurseries for our children!”, 1955.
Firstly, with the development of capitalism, the industrial revolution and the massive spread of female wage labor. Socio-economic changes in the 19th century were accompanied by the involvement of women in production and the labor force. It was during this period that women in Europe were guaranteed the right to work and to independently manage their earnings. Their active participation in this process was possible by creating conditions for combining two types of activities - motherhood and work. These additional social services allowed producers to tap into the potential of the female workforce.
Secondly, with the development of the movement for women's rights (starting with the “first wave of feminism”). The involvement of women in the sphere of production naturally raised questions about the creation of “normal” working conditions and social guarantees that would support women’s emancipation and allow women to also have free access to the labor sphere, and, accordingly, material resources. In the traditional system,” where the mother did not work and was primarily concerned with caring for the home and child, there was no need for kindergartens and other public education institutions and services. However, women's movement for their rights gave them the right to education and work and, accordingly, economic independence and access to the public sphere. Three problems came up: combining motherhood and work; guarantees of equal access to employment; as well as the need for restructuring and a more equal distribution of child care responsibilities in the family.
Thirdly, with the development of social movements and ideas to overcome poverty and socio-economic inequality. It was during the period from the late 19th and early 20th centuries that affordable public educational institutions were actively introduced and developed, which provide an opportunity for the poorer sections, and especially female workers, to reduce the cost of raising children, as well as provide children with educational opportunities.
However, it is important to note that the reasons for the emergence of kindergartens and the peculiarities of their existence have their own pitfalls, which I will also try to highlight in this article.
The history of kindergartens
The first prototypes of kindergartens began to appear in Europe at the beginning of the 19th century. Chronologically, the history of the emergence of kindergartens can be briefly presented as follows:
The first prototype of a kindergarten was created in the Scottish town of New Lanark. The kindergarten was created by manufacturer Robert Owen for the children of his factory workers. |
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Samuel Wilderspin opened a similar kindergarten for children of workers, artisans, and peasants in London. In 1923 S. Wilderspin, based on his experience working with children, wrote the work " On the importance of raising poor children ». This kindergarten prototype marked the beginning of the spread of kindergartens and preschool institutions throughout the UK: in 1904, the first public kindergarten opened in Birmingham, which in 1917 received the name “nursery school”; in 1918, the British government officially authorized the opening or maintenance of pre-school institutions for children from 3 to 5 years old. |
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The German teacher Friedrich Froebel came up with the name “kindergarten” and organized “an institution for games and activities for young children” in the city of Bad Blankenburg. However, this institution lasted only 7 years and was closed due to lack of funds. Moreover, by 1847 there were already 7 similar kindergartens in Germany. In the 1850s, Froebel opened another kindergarten in Marienthal, but in 1851, by order of the German authorities, all kindergartens in Germany were banned as part of the Froebel socialist system, supposedly aimed at leading youth to atheism. |
Kindergarten in Dresden, 1900. PhotographerGisela Frei.
© Deutsches Historisches Museum
A system of public preschool education in France is being formed under the influence of the ideas and activities of Pauline Kergomart, who, while working at the Ministry of Education, led preschool education for 20 years. |
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Maria Montessori opened her first preschool for the children of workers in Rome. She published her two-year experience of working at this institution in 1912 in the book “Children's Home. Method of scientific pedagogy”, where she outlined her system of preschool education. Also in the same year, Ovid Dekroli opened a school for children from 3 to 18 years old in Brussels. The Montessori and Decroli projects continue to exist to this day. |
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At a women's conference in Bremen, Clara Zetkin proposed a plan for school reform - a plan for creating a single secular, state free school from kindergarten to higher education institutions. |
Maria Montessori
Socio-economic transformations, abolition of serfdom in the 19th century. in Russia also influenced changes in the socio-economic status of women. Kindergartens were especially necessary for working women in cities.
The first kindergartens appeared in Russia in the 60s. XIX century. However, they were private and expensive, so they were not available to ordinary people. The first free kindergarten was created only in 1866 by a charitable institution under the “Society of Cheap Apartments for the Children of Working Women of St. Petersburg.” The garden was opened thanks to the active work of Adelaide Semenovna Simonovich. However, due to financial difficulties it was soon closed.
The next free public kindergarten appeared in 1894. It was opened by the St. Petersburg Froebel Society for the Promotion of Primary Education at the expense of factory owners for the children of factory workers and the poorest urban population. In 1897, this society opened the second factory-based public kindergarten. In the same year, E.P. Kalacheva’s people’s kindergarten opened in St. Petersburg.
It is important to note that the existence of all public kindergartens in the pre-Soviet period faced constant financing difficulties. Therefore, their number was not large, and they were mainly located in large cities. Kindergartens in our area received the greatest development during the Soviet period, which was associated with transformations in the sphere of family and marriage relations.
In the Soviet Union, women were also actively used as an economic, political and social force. At the same time, motherhood was thought of in terms of civic responsibility for the reproduction and socialization of Soviet citizens. Accordingly, the state pursued a policy of social support for motherhood and women's health. To relieve women from the burden of heavy “domestic slavery”, the state began to create a system of nurseries, orphanages and public catering outlets. Kindergarten allowed me to go to work earlier and be actively involved in social activities.
Starting from the very moment of the formation of the Soviet state, a number of important normative documents were adopted that regulated the activities of kindergartens: “Declaration on Preschool Education” (1917), “Instructions for the Management of the Hearth and Kindergarten” (1919), “Program of the Kindergarten Operations” ( 1932-34), “Charter of the kindergarten” and “Guide for kindergarten teachers” (1938), “Standard educational program in kindergarten” (1978, 1984). These documents defined the basic principles of Soviet preschool education: free and accessible public education for preschool children.
Number of kindergartens and children in them in the period from 1925 to 1928.
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Number of institutions | Number of children | Number of institutions | Number of children | Number of institutions | Number of children |
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In 1937 they were introduced departmental kindergartens,in 1959 a new type of preschool educational institution was created - nursery-kindergarten, where, at the request of the parents, children could be raised from two months to seven years.
Also, in connection with the problems of the post-war period, large losses of the male population, a special decree of the Presidium of the Supreme Soviet of the USSR was adopted in 1949, according to which fees for maintaining children in kindergartens and nurseries for single mothers were reduced by 50%.
Gradually, more and more attention began to be paid to the development of a network of kindergartens in rural areas: the “Regulations on the collective farm kindergarten” (1954) and the resolution of the Council of Ministers of the USSR “On measures for the further development of the network of preschool institutions on collective farms” (1973) were introduced.
Reflections and comments
It should be noted that the initial appearance of kindergartens, whether in Europe or the Soviet Union, evokes mixed feelings. On the one hand, the emergence of this kind of social services allowed women to leave the private sphere, get an education, go to work and receive resources for independent survival and escape from economic dependence on men. It is important to note, however, that the partial release of women from child care served the purpose of economic use of her as a labor force. Kindergartens were created not to help women, but to help the state use women as a labor resource. The public was seen as dominant in relation to the private and private. The child was perceived not as a private matter of the parents, but as a public and state matter. Accordingly, motherhood was presented as a civic duty. In this case, kindergartens, by “liberating” women from the private sphere, essentially supported the system of labor oppression and exploitation of women.
The existence of kindergartens as a social phenomenon is quite ambiguous. However, I would like to emphasize their positive potential. The emergence of kindergartens nevertheless became an element of the “liberation” of women, making it possible to combine motherhood and social activity. Also, free public kindergartens provided significant assistance to women from poor “strata.”
In March 2013, I was able to attend a conference organized by the Ukrainian feminist initiative “Feminist Offensive”. In addition to the conference itself, one point was of particular interest, namely the children's corner. So the organizers of the conference decided to create a children's corner where participants and listeners of the conference could leave their children under supervision.
Such experience allows us to see in practice the importance and necessity of social services in strengthening women’s social activity. Kindergartens become a good help and support for parents in raising children. Accordingly, it is possible that kindergartens and the features of their functioning require some revision and analysis.
At the same time, we are not talking about some kind of utopia. Take, for example, the experience of Sweden, where kindergartens are also an important element of social infrastructure. Groups in kindergartens consist of 5-6 children, and the cost for kindergarten is tied to the parents’ income (and ranges from 1 to 3% of income). Moreover, coverage of children is about 80%, regardless of whether in cities or rural areas. There are no queues for kindergartens; a place is guaranteed to everyone. The organization of kindergartens itself does not cause any complaints from parents and is a space aimed at developing the personality of each child. The attitude of educators towards children is not of a hierarchical nature - the principle of negotiation applies.
Source http://nmnby.eu/news/analytics/5135.html
The first collective educational work with young children arose in Europe. An attempt to create an institution for working with children was made by R. Owen in 1802 in Scotland. But the very definition of “kindergarten” was introduced into use by Friedrich Froebel, a famous German teacher who realized his brilliant idea when he was 60 years old.
Friedrich Froebel
Froebel’s acquaintance with the director of the educational school A.G. Gruner, a follower of Johann Pestolazzi, the founder of the system of child development education, gave rise to an extraordinary love for pedagogy in Friedrich.
Froebel devoted his entire life to studying this interesting science and improving his knowledge in it. The idealistic ideas of the teacher, formed under the influence of German philosophy, assumed the concept of human self-development, that is, his divine beginning. According to Froebel's principles, a child is naturally endowed with many talents, which, with a skillful and competent approach, can and should be developed. Thus, the child must necessarily receive preschool training in order to identify his exceptional individual natural abilities and begin to improve them. 
Children, according to Froebel, are God's plants, flowers, and the main task of the teacher, as a garden worker, is to grow them with special love. Hence the name of such an institution for educational work with children - “Kindergarten” - translates as “ kindergarten».
It was Friedrich Froebel who created the basic principles of the functioning of a kindergarten and developed a methodology for preparing children based on the theory of play. The creative interpretation of Johann Pestolazzi's idea was successfully put into practice by the first founder of the kindergarten. 
Even children of poor families could attend such a kindergarten. The children were fed 3 times a day and engaged in various developmental activities. But the fee established for staying in the garden was not enough to maintain such an institution; Friedrich paid all the teachers from his own pocket. Two years later, the kindergarten closed. But rumors of similar experiences spread throughout the world, and new institutions specializing in preschool education began to appear in various parts.
The first kindergartens opened in Russia after 30 years of Friedrich Froebel's first experience. They appeared in the city of Semigradsky and in St. Petersburg. At that time, such institutions were paid and quite expensive; only people with significant financial resources could afford them. Children from 3 to 8 years old were admitted to children's institutions; they were taught by experienced teachers who, through play techniques, developed the children's abilities and prepared them for entering school. 
During the rapid development of kindergartens, the magazine “Kindergarten” was published, published by A.S. Simanovich is the founder of the fourth kindergarten in St. Petersburg. The magazine detailed the latest principles of working with children before school.
The first completely free kindergarten opened in 1866 at a charitable organization, where children were taught drawing, macrame, popular handmade techniques, prayers and many other areas. A sewing production of children's clothing, a kitchen and a school were also organized here. Such an institution existed for a short time due to insufficient funding and soon closed, as happened with the Froebel kindergarten.
But the breakthrough in the field of preschool education began to bear fruit: thirty years later, many kindergartens began to appear in Russia for various segments of the population. Each parent could get a place for their child according to their financial capabilities. Since then, much attention has been paid to the education of teachers involved in the development of children. The teachers attended many courses on preschool topics and improved their skills in working with children. 
Evil is learned spontaneously; knowledge of Good requires time and a Teacher.
In 1863, the first kindergarten was opened in Russia. Why loud singing is harmful to health, why a shadow theater was set up in a bomb shelter, and what experiments were carried out with a samovar - Gazeta.Ru talks about kindergartens of different eras.
Growing Flowers of Life
The name “kindergarten” did not appear immediately. In 1837, in Germany, teacher Friedrich Froebel opened an institution that he called Kinderbewahranstalten - a day care home for minors. However, he almost immediately came up with a shorter alternative, Kindergarten - “kindergarten”.
The metaphor of the name was as follows: the kindergarten was supposed to become not just a “factory for polishing pupils,” as Froebel’s follower Adelaide Simonovich wrote, but rather “a garden for growing the flowers of life.”
Children, according to Froebel, are God's plants, flowers, and the main task of the teacher, as a garden worker, is to grow them with special love.
According to the founder’s plan, the kindergarten was designed to contrast “the natural, natural, natural movement of a sprout from the bottom up to the world mired in technicalism.”
Interesting things on the web
Since at that time “schools for small children” were especially popular, in which children spent hours “knitting stockings, learning the catechism by heart and spending time in deathly silence,” Froebel had to create a whole didactic complex in counterbalance.
According to Froebel's Gifts, the so-called “gardeners” - teachers - played with children using woolen balls of all colors of the rainbow, balls, cubes, and cylinders made of wood. There, the first historical and pedagogical definition of a kindergarten was given as a place that is engaged in the education and free development of children who are too early to study.
After some time, Froebel’s experience reached Russia: our first kindergarten was opened in 1863 in St. Petersburg by the wife of Professor Karl Lugebiel. At that time it was a paid institution that only very wealthy parents could afford for their children. Children from three to eight years old were accepted there, whom teachers prepared for school and whose abilities were developed.
However, in the enlightened St. Petersburg society they treated the new trend with distrust: the opinion that kindergarten limited children was quite widespread at that time. Thus, the Russian scientist Nikolai Pirogov wrote in his book “Questions of Life” that he himself would not want to spend his childhood in such an institution, since “excessive excessive regulation of collective games and fun makes children unfree.”
Other arguments were also given: working with small parts during educational games allegedly harmed children's vision, and loud singing harmed their voice.
Kindergartens were also accused of paying too much attention to the mental development of pupils - doctors pronounced a verdict that this made children nervous.
Despite the stream of criticism from various sides, the idea of creating a kindergarten inspired another active woman - in 1866, 22-year-old Adelaida Simonovich, together with her husband, opened another paid kindergarten, the time of stay in which was limited to four hours a day. Only wealthy families could afford to pay for it. Just three years later, the kindergarten was destined to close due to lack of funding, and the Simonovichs’ extensive teaching experience was subsequently embodied in the book “Kindergarten.”
From 1866 to 1870, several more paid kindergartens were opened by private individuals in Moscow, St. Petersburg, Voronezh, Irkutsk, Smolensk and Tbilisi.
Boy from the closet under the stairs
The first free kindergarten opened in Russia in 1866 - it was organized by the charitable Society of Cheap Apartments for the children of working women in St. Petersburg. Children of senior preschool age were taught the sacred scriptures, prayers, and also developed fine motor skills - preschoolers were engaged in weaving, drawing and appliqué.
Rambler News
At the same time, a kindergarten was opened, in which, along with people from intelligent families, children from the poorest strata could study. It was organized by the Society for the Care of Poor and Sick Children and was called national. Those who could not afford the fees for the kindergarten had the opportunity to send their children there absolutely free of charge. For everyone else, a minimum payment was introduced - 10 kopecks per month. Under the supervision of two teachers, 50 children studied in a folk kindergarten.
“These children who live in the corners, under the Swiss stairs, the janitor's.
In kindergarten they are in bright, clean rooms, under good supervision and develop correctly,” Simonović wrote about this institution.
In the first years of operation, two public kindergartens educated about 120 children during the winter season. During the summer, the number of young visitors increased many times over - over 1,000 children came to kindergartens every day.
Gradually, specialized Froebel societies began to appear in different cities of Russia, which continued to introduce the ideas of the famous founder of the first kindergarten to the masses. These organizations, first of all, were engaged in training "gardeners", as well as publishing children's literature and conducting summer leisure activities for children from low-income families. Subsequently, the Frebel Institute was opened in Kyiv in 1908 with a three-year course for training gardeners, at which pedagogical and psychological laboratories and kindergartens were also founded, intended for the practice of students.
In addition, there were home kindergartens - by 1908 there were 16 such institutions in St. Petersburg. A distinctive feature of such kindergartens was the active participation of parents in the lives of children - they acted as workers, not outside observers. Thus, the conditions of the kindergarten reminded the child of a family environment. In addition, in this case, the cost of renting premises was reduced - classes were held in turn at each child’s home. Also, home kindergartens had access to libraries, museums and teaching aids - they were even given a discount.
Olga Kaidanova spoke about one of these kindergartens, which existed in 1908-1909, on the pages of the pedagogical magazine “Free Education”.
For example, the children had to “make dew” - perform an experiment with a saucer over a samovar.”
Children were also often asked to look at and study birds they saw on the street or track the hours of sunrise and sunset.
Rescue from “domestic slavery”
By October 1917, there were already about 280 kindergartens in Russia, including public, private home kindergartens, as well as kindergartens at educational institutions, which immediately prepared people for entering school. Among them were many paid preschool institutions for the intelligentsia and free kindergartens for children of the lower classes, as well as for orphans.
The system of kindergartens in Russia received its most rapid development only during the Soviet period, since before they were relentlessly haunted by problems with financing. The start for the formation of the state system of preschool education was the “Declaration on Preschool Education”, adopted on December 20, 1917. According to its provisions, the main principles of preschool education were free and accessible.
The main tasks that were set for teachers were the formation of children’s emotions and behavior in accordance with the principles of communist morality, as well as the instillation of labor skills. In addition, strengthening the health of children and their acquisition of basic knowledge was considered important. Over time, the kindergarten became closer and closer to the school, strictly regulating the activities of children and teachers.
Gradually, another important task of such institutions comes to the fore - the need to relieve women from “domestic slavery”. The kindergarten allowed women to go to work earlier, while combining motherhood and active social activities.
That is why in 1937 departmental kindergartens, designed for children of employees of a certain enterprise, became widespread. This allowed women to calmly work for the good of their homeland and not worry about their child, who was in close proximity and under supervision.
In those same years, another new type of preschool educational institution appeared - a nursery-kindergarten.
At the request of the parents, children could be accepted there as early as two months. A distinctive feature of that time for kindergartens was a 50% discount on child support for single mothers, which was determined by a decree of the Presidium of the Supreme Soviet of the USSR. This innovation was associated with large losses of the male population who went to war.
Garden in a bomb shelter
The Great Patriotic War had a great influence on the development of the kindergarten system - during the war years their number increased sharply: if in 1941 there were about 14.3 thousand, then in 1945 there were already more than 25 thousand. This happened mainly due to the fact that the country urgently needed workers. Another compelling reason was the large number of evacuated children from different regions, which the existing kindergartens simply could not cope with.
The dedication of the “gardeners” played a huge role in those years. The teachers and nannies made every effort to make the kindergarten a second home for the children, and the group a family.
Thus, in the winter of 1941, many non-evacuated kindergartens in Moscow had to be transferred to bomb shelters. According to the recollections of the teachers, the children were very scared in the dark enclosed spaces; the children’s crying did not subside. The situation was saved by the elderly nanny of kindergarten No. 12, Praskovya Fedorova, who bought candles with all her money, secured them on the walls and watched day and night so that they did not go out. Another idea of hers was to show children shadow theater.
Marina Grishina
The history of the kindergarten
History of kindergarten
The name itself - « Kindergarten» was invented in 1837 by the educator Friedrich Wilhelm August Froebel. He also created an institution for games and activities for young children” in the city of Bad Blankenburg. Although this institution existed for only about two years. Name « Kindergarten» he came up with the idea that children are the flowers of life and gardeners should raise them.
First in Russia children's the gardens were opened in the 60s. XIX century. They were private and expensive, so they were not available to ordinary people. First mention of kindergartens in 1859. (Helsingfors, now the capital of Finland, Helsinki). The first one in Moscow children's The garden was opened only in 1866 at the boarding school for Gerke girls.
The first one is paid children's the garden was opened in Helsingfors in 1859 by Sedmigradsky, the second in St. Petersburg in 1863 by the wife of St. Petersburg University professor S.A. Lugebil, the third in Helsingfors in 1863, the fourth in St. Petersburg in 1863 by the editor of the magazine “ Kindergarten A. S. Simonovich.
Between 1866 and 1870, several toll booths were opened children's gardens by private individuals in Irkutsk, Voronezh, Moscow, Smolensk, Tbilisi, St. Petersburg. In 1868-1869, four toll stations were opened in Moscow kindergarten, owned by Mamontova, Levenstern, Solovyova and Rimskaya-Korsakova. In 1893 in Moscow there were 7 paid private children's kindergartens for children of both sexes (35 girls and 21 boys). All of them were located at educational institutions and were preparatory schools for very young children.
To data children's kindergartens were accepted for children from 3 to 8 years. There teachers worked with them, children played outdoor games. In addition, Simonovich began publishing a magazine « Kindergarten» , which talked about preschool education.
Modern Russian children's the gardens are divided into four large ones groups: municipal, private (commercial, departmental and home (family). The quality and variety of services provided, the number of children in the group and the availability of special developmental programs depend on the type of kindergarten chosen. Let's talk in more detail about each of the possible options.
"Municipal"
Most of those reading this article in childhood I visited the municipal (state) kindergarten Modern parents are usually pushed to choose this option by the following: causes: low cost, proximity to home and the notorious human factor. Sometimes amazing people work in municipal kindergartens - sweet and smiling teachers or managers full of creative energy, who attract people to the kindergarten. "clients".
Main disadvantages: overcrowding (groups often have up to 25 or even 30 people, poor nutrition, lack of attention from teachers.
"General education program" Municipal gardens include walks, physical education, drawing, music and modeling, less often - English and visits to the pool.
"Departmental"
The price is higher than in a municipal garden, but lower than in a private one. In addition to price, the disadvantage of departmental garden may become inaccessible to children "from the side" (those whose parents are not connected in any way with the supervising organization).
There are fewer children in groups, the food is more varied. Since the programs and procedures of such kindergarten are determined by the enterprises and organizations in whose department it is located, it is advisable to familiarize yourself with them in advance. When enrolling your child in a departmental kindergarten, check whether he has state certification and a license.
"Private"
Such kindergartens have many advantages - a small number of children in a group (usually about 10 people), and attentive attitude towards them, and a variety of developmental programs, and a well-thought-out menu (and the children eat not from chipped plates from the times of the USSR, but from beautiful dishes cheerful colors) for each group "attached" pediatrician, speech therapist and psychologist.
This option is convenient for parents, including the fact that private kindergartens are usually open until 21.00 (and some even around the clock).
There is no limit to perfection - some private kindergartens can offer pupils horse riding lessons, a sauna and swimming pool, tennis courts, a menu for young gourmets and an individual menu for allergy sufferers, and foreign language classes. Of course, for all this have to It's not a small amount of money to pay.
"Family"
Despite the fact that home children's Gardens are an expensive pleasure, and parents are becoming increasingly interested in them. And this is not surprising, because in such a kindergarten the baby can be provided with maximum care and attention (in "group" Usually there are no more than five people, take into account his individual characteristics and preferences (for example, dietary needs).
If you decide to give preference to a family kindergarten, try to talk with one of the parents of children already attending it. Also inspect the room in which the kindergarten is located. (often this is a private apartment, which includes a bedroom and a playroom).
Publications on the topic:
History of the kindergarten “Scarlet Flower” (for the anniversary of the preschool educational institution) HISTORY OF THE KINDERGARTEN “SCARLET FLOWER” IN VERSES Energetik is such a village, it is located in the river zone, It was built for workers.
Kindergartens were not born in Russia, but, perhaps, it was here that they became most widespread. The term "kindergarten" itself was invented.
History of the emergence of the city Conversation with children of the preparatory group for school History of the emergence of the city Conversation with children of the preparatory group for school Purpose: acquaintance with the history of the emergence of the city, its development.
Summary of the lesson “History of the native kindergarten” within the framework of the methodological development “We are from the Don region” Purpose: to introduce the history of kindergarten. Objectives: Expand children’s knowledge about their kindergarten, draw attention to its history, and clarify it.
Abstract of educational activities for children of the senior group “History of the emergence of Kuban” Goal: to form a moral and patriotic attitude of preschoolers towards their native land, the Motherland. Objectives: Educational: Introduce history.