Maria Montessori’s concept in action: Implementation in preschool education institutions in Ukraine and France

The relevance of the study implements current trends in finding effective ways to improve the quality of preschool education. The research problem involved identifying the leading conceptual ideas of the theoretical and practical work of the Italian scholar Maria Montessori and their efficiency in the preschool education system in different countries. The purpose of the research was to analyse and interpret the main provisions of Maria Montessori’s concept of organising the educational process with children of early and preschool age and their implementation in preschool education in Ukraine and France, as well as to substantiate the specifics of training specialists to work in institutions based on Maria Montessori’s ideas in these countries. To achieve the aim of the study, a set of theoretical methods were used: analysis and synthesis, chronological method, pedagogical historiography, specification, systematisation, comparison, generalisation and prognosing. The article outlined the leading ideas of Maria Montessori’s pedagogical theory and educational practice, which are fundamental to the current changes taking place in the global dimension of preschool education; describes views on the priority principles of personality development that emphasise the value of preschool childhood. The key principles of the scientist’s concept in the context of organising the educational space of institutions for children of early and preschool age operating in Ukraine and France were highlighted; the common and different in their activities in applying the heritage of Maria Montessori’s scientific pedagogy were determined: adherence to the basic provisions, development of a specially prepared environment, use of authentic didactic material and ensuring the professionalism of personnel. The specifics of teacher training for work in Montessori institutions of both countries, based on the implementation of the curriculum, which contains two mandatory components: theoretical and practical, were clarified. The scientific value and practical significance of the study is seen in the deepening of the content of the educational component “History of Preschool Pedagogy” for applicants for the specialty A2 Preschool Education and the educational component “Foreign Language for Professional Purposes” for future pedagogical specialists