In the thesis, for the first time a holistic systematic analysis of the theory and practice of orphans’ upbringing in the context of personal paradigm in Ukraine (20th – early 21st centuries) were carried out. The theoretical and methodological foundations of of orphans’ upbringing in the context of personal paradigm were characterized and its conceptual and categorical apparatus were determined.
The content of scientific approaches to orphans’ upbringing in the context of the personal paradigm was substantiated and revealed. The upbringing of orphans in the context of personal paradigm is considered as a purposeful, consciously carried out process of subject-subject interaction between an educator and a pupil, aimed at creating optimal social conditions for self-organization of a child’s personality by means of internal resources, harmonious self-development and self-determination of the personality as a subject of dynamic activity and social relations, which requires a certain external initiation, helping an orphan to interact as effectively as possible with the world around, creating an optimal educational space for the assimilation of vitagenic experience.
It was found out that orphans’ upbringing in the context of personal paradigm is a complex dialectical process, which reflects the peculiarities of the development of the theory of upbringing and guardianship practice; this process is analyzed as a pedagogical category and a multi-faceted phenomenon in several dimensions: socio-political, socio-cultural, theoretical, technological, and institutional ones, as a socio-pedagogical phenomenon (guardianship and upbringing activities) at the institutions of institutional care and children’s education.
The structural components of the concept of orphans’ upbringing in the context of personal paradigm are highlighted and its system of principles is presented. The principles that emphasize the process of orphans’ upbringing in the context of personal paradigm are theoretically substantiated, namely: subjectivity, trust, cordomedia, ethical-altruistic principle of subject-subject interaction between a teacher and an orphan, creation of educational space as a pedagogical construct.
The ideogenes is of orphans’ upbringing in the context of personal paradigm through the prism of psychological and pedagogical research, philosophical, pedagogical and sociological thoughts of the beginning of the 20th century, child-centered, socio-personal, humane, personality-oriented approaches was substantiated and its key trends were clarified.
A systematic retrospective analysis of orphans’ upbringing practice in the context of personal paradigm in Ukraine in the 20th – the beginning of the 21st centuries was carried out and its periodization was developed. The main determinants and tendencies of the genesis of orphans’ upbringing in the context of personal paradigm in the domestic theory and practice of the period under study are substantiated.
The positive retrospective experience is highlighted and the ways of implementing the productive ideas in the context of reforming institutions of institutional care and upbringing of children-orphans are outlined. The praxeological aspects of orphans’ upbringing in the context of personal paradigm are substantiated. The training course "Psychological bases of work in orphanages and boarding schools", aswell as the corresponding author՚s scientific and methodological complex was developed and introduced into educational practice, in order to facilitate mastering the guardianship and educational toolkit by future specialists, search for innovative forms and methods of education based on the development of the specifics of psychological patterns of orphans’ personal development. The promising directions for improving professional training, personal and professional development of future teachers / social teachers for the implementation of innovative guardianship and upbringing activities were identified.
The ideas about trends in the development of the theory and practice of orphans’ upbringing in the context of personal paradigm, constructive ideas from the experience of guardianship and educational activities of orphanages and boarding schools in Ukraine received further development.
