Family Education in the Peasant Family of Southern Ukraine in the 19th – The First Quarter of the 20th Centuries

The article considers the practice of raising children in the family of Southern Ukraine in the 19th – the first quarter of the 20th centuries. The author considers it essential and necessary to research the issues of the history of culture as a whole, folk pedagogy in terms of the objectively existing features of individual regions, which differ in the specifics of socio-pedagogical, economic and cultural development. Scientific interest in this context is the South of Ukraine in the 19th - the first quarter of the 20th centuries – an agricultural region, the vast majority of whose population lived in rural areas, had its own ethno-pedagogical views and beliefs, which affected the specifics of raising children, which, in turn, was determined by the methods of management and educational traditions of the family. It is emphasized that the pedagogical discourse of the 19th – the first quarter of the 20th centuries needs a new interpretation. It is this historical period that is an extremely fruitful research field; it is a time of rapid social, political, and economic transformations that changed the traditional Ukrainian family. The author, having considered the main areas of raising children in the peasant family of the South of Ukraine in the 19th - the first quarter of the 20th century, notes that the leading ones were labor, moral and aesthetic education, which were determined by traditional standards of everyday life, behavior, vital arrange, religious ideas, and labor achievements. It is noted that the specificity of raising children in a peasant family of the southern Ukrainian region was determined by the multinationality of its composition. The labor education system in the peasant family was clearly differentiated according to the age and gender characteristics of the child. The issue of labor education became especially relevant in the steppe southern agricultural region, where children were taught to work in the fields from childhood. This is the difference between this direction of educational influence, if we compare the Black Sea provinces with the Northern Ukrainian ones. The most effective method of labor education in a peasant family was the example of elders. Church holidays were an effective means of moral education. The celebrations of Christmas Eve, Christmas, and Easter were specific for the South of Ukraine. Aesthetic education was the determining direction for the Ukrainian peasant family. The family was the main motive that directed the consciousness, will and feelings of children in accordance with the pedagogical experience and the parents' culture, their family traditions and a sense of duty towards those who live nearby. The source of aesthetic education was Ukrainian folklore.