The scientific purpose of the thesis is the theoretical underpinning of the historical and pedagogical foundations of the upbringing of children in the family in the traditions of Greek material and intellectual culture. To achieve the goal of the study, the following tasks were formulated: analysis of the development of historical and pedagogical thought about the upbringing of children in the traditions of folk culture and the development of ethnic themes in the study of childhood; substantiation of theoretical bases of education of children in the family in the traditions of culture under the influence of the historical and ethnic specifics of the Greeks; to develop the content of ethnic pedagogical field expeditions about the upbringing of children in the families of the Greeks of the South Azov Sea and to generalize the experimental results; to outline the directions of the creative use of positive historical experience in the upbringing of children in families in the traditions of the Greek folk culture in modern educational institutions. The first section of the thesis is devoted to the study of the development of historical and pedagogical thought about the upbringing of children on the traditions of the folk culture. The philosophical, cultural, historical, pedagogical, methodical literature, legislative and normative legal base of the cultural and educational process has been studied and the content of the development of historical and pedagogical thought within the research has been revealed. The lower boundary of the study is defined - it is the second half of the 19th century (1850-es years), it is characterized by the accumulation of knowledge about the upbringing of the younger generation, the generalization of the national experience about the upbringing of children in families of ethnic cultures, the historical and theoretical foundations of popular pedagogy are grounded. The upper boundary of the study was determined - it is the first half of the 20th century as the improvement of the historical and theoretical foundations of ethnic pedagogy. Ethnic pedagogy had an impact on the history of pedagogy, the history of preschool pedagogy and where the connection between the history of the nation with cultural traditions, folk art and the spiritual unity of generations is considered in the system. For such criteria as normative-content, historiographic, source-study, was established the periodization of evolutionary changes and the formation of children's problems in the traditions of folk culture and its corresponding stages. The first stage (1850-1919 years) - development of historical ethnic pedagogical thought as an integral part of national culture and ethnography. The second stage (1920-1936 years) - specific development of the content and tasks of the children's ethnography. The third stage (1937-1943 years) - the decay of ethnography and ethnology as science in connection with the changing political situation in society. The fourth stage (1944-1950 years) - the revival of ethnic-pedagogical and ethnographic thought in the history of folk culture. The second section examines the theoretical basis for the education of children in the family in the traditions of the Greek folk culture: axiogenesis of ethnic pedagogy; was made a comparative analysis of the history, culture, Christian traditions of the Greek families, taking into account the ethnography of childhood; were revealed the historical, pedagogical, ethnic bases of the upbringing of children-Urums and children-Rumees in the families of the Greeks. It is proved that the upbringing of children in Greek families reflects the cultural-educational, traditional-household, household, maternity-baptismal bases of education. In the third section, the characteristics and organization of ethnopedagogical research and field expeditions in the Southern Azov are given: interviewing and questioning of Greeks - age people who remembered their childhood and upbringing in the family; residence of the experimenter in the families of the Urum-Greeks and the Rumees Greeks; the establishment of a system of work and continuity in the inheritance of the traditions of the Greek folk culture in educational institutions. Tasks and their implementation are reflected in generalized conclusions. Changes in the formation of ethnic themes, which are directly related to childhood, the phenomenon of childhood in folk culture, the relationship between childhood and folk traditions are reflected in four stages: (1850-1919 years) - the first phase; (1920-1936 years) - the second phase; (1937-1943 years) - the third phase; (1944-1950 years) - the fourth stage. The relationship between historical time and modernity in the reproduction of cultural, educational, traditional, maternity, baptismal foundations of the upbringing of children in the families of the Greeks is proved. The traditional bases of education in the family of the Greeks with the use of amulets are displayed, the participation of children in Orthodox holidays, the decoration of children's clothing with Greek ornaments (meander, Cretan wave, palmette), the parental blessing of children and a spell from everyday adversity. The cultural and educational foundations of children reflect the use of the fairy tales of Greeks, proverbs, sayings, music, round dances, songs, everyday Greek language, the use of persistent phrases in the communication of the Greeks. The foundations of everyday education are verbal (verbal) methods that affect the feelings, consciousness and behavior of the child: clarification, advice, conversation, story, teaching, domestic work; an example of parents, correction of the child's behavior in the family. The birth of a child and his baptism as the saving of the genealogy of the generation and family: observance of the rules on the inheritance of names in the family from the great-grandfathers and the appointment of godchildren from among close relatives. New knowledge has been gained about the upbringing of children in Greek families in folk traditions, for example, the names of Greek children are an integral part of the national anthroponymycon; Urums and Rumej languages have several dialects, which are partly used in the everyday language of Greek families: proverbs, colorful expression, individual phrases, and appeal to children. Little-known historical and pedagogical facts about the active games of Greek children are introduced into scientific circulation; archival materials that outline each stage in periodization.
