The article discusses the conceptual and technological foundations of the approach of P.F. Lesgaft, a teacher, anatomist, doctor, a Russian theorist and practitioner of preschool education of the late 19th century, to the problem of psychological cognition of a preschooler by a teacher. In defining its conceptual foundations, P.F. Lesgaft proceeds from the idea of the great importance of preschool childhood in the general course of mental development, the unity of studying and educating a child, as well as the anthropological approach associated with the tradition of a holistic, comprehensive analysis of a child in the unity of all aspects of its mental activity, in the development and interrelation of biological and social factors, dictated by humanism. Based on an understanding of the interdisciplinary nature of this problem, which lies at the intersection of child psychology and preschool pedagogy, Lesgaft believes that a teacher should be able to conduct a psychological analysis, which involves a clear and precise understanding of all the elements of the educational process and an understanding of psychology the child and the changes occurring within them during this process are monitored. Lesgaft connects the educator's technology of understanding the child with the problem of individual differences and characterology, making the first attempt in Russian science at the end of the 19th century to create a typology of children's characters. His description of children's types serves as a program for educators and parents to monitor the most complex developmental issues in a child, combining diagnosis, prognosis, and a correction plan with practical rather than scientific goals.
G. Uruntaeva (Fri,) studied this question.