The female triad in the development of public preschool education: Pauline Kergomard, Sophia Rusova and Maria Montessori

The relevance of the research is based on the retrospective analysis of the foundational aspects of the public preschool education development. The research problem concerns the determination of how views on teaching and education of preschool children evolved in public institutions across European countries since their establishment (late XIX – mid XX century) and the specification of the contributions made by those pioneers. The aim of the study was to provide a comprehensive historical and pedagogical analysis of the creative activities and conceptual frameworks concerning the preschool education systems established by three founders: the Frenchwoman Pauline Kergomard, the Ukrainian Sophia Rusova and the Italian Maria Montessori. To achieve the stated objective, a complex of methods was implemented: theoretical analysis and synthesis, historical-pedagogical methods (retrospective and chronological-structural), pedagogical historiography, specification, generalization, and systematization. The article studies the main stages of pedagogical activities of each pedagogue of the female triad in the development of public preschool education, as well as the leading principles characterizing their pedagogical concepts. It offers both identical and specific positions regarding the contributions represented by these figures. Key progressive ideas regarding the organization of educational processes for preschool children in the context of modern preschool education have been defined as relevant for implementation. It was clarified that these positions included principles concerning the organization of public preschool education considering national identity, natural inclinations, talents and interests of children, as well as their psychological capabilities while performing different activities. The core role of the female triad’s contribution addressed the formation of personality during early childhood and the guidance of this process by the pedagogue. The scientific and practical value of the conducted research lies in deepening educational materials within the educational component “History of Preschool Pedagogy” for students majoring in Preschool Education (specialty 012). Additionally, it contributes to the course “Foreign Language for Professional Purposes” for students majoring in pedagogical specialties. This research enhances the understanding of historical developments and theoretical foundations in preschool pedagogy, providing valuable insights and knowledge for researchers and students specializing in pedagogy