ALTERNATIVE AUTHORIZED PRIMARY EDUCATION IN UKRAINE: HISTORICAL RETROSPECTIVE AND ACHIEVEMENTS AT THE MODERN STAGE

Abstract

The article presents the features of the use of alternative authorial pedagogical technologies and methodological systems in educational practice in Ukraine. Particular attention is paid to the fact that alternative education aims and strives for the result, on the one hand, of developing the self-awareness of the individual, independence, personal autonomy, individuality, the ability to free creative activity, and on the other hand, of involving not only in the system of collective values, but also integration into various social communities. It is worth emphasizing that the authors’ position on the study of authorial schools as an environment of educational innovation potential combined historical and pedagogical research and evolutionary approaches, explaining the patterns the transformation of authorial schools into a qualitatively new form. The authors concluded that each type of alternative primary education institution is characterized by a creative organization of the educational process; atypical programs, means and methods; norms and laws cultivated in the community; psychological climate and, in fact, the original model of the educational institution with its concept and philosophy. Summarizing the results of the study, we can distinguish the stages of the formation and development of alternative authorial schools in Ukraine.We see prospects for further research into the outlined scientific and pedagogical problem in the study and dissemination of current experience in the activities of alternative authorial schools and methodological systems in Ukraine and the countries of the European Union.