ACTIVITIES OF THE RESEARCH SCHOOL OF PROFESSOR NATALIA VASYLIVNA HAVRYSH

<jats:p>This article presents a comprehensive historical, pedagogical, and theoretical analysis of the activities of Professor N. Gavrysh’s academic school as one of the leading centers for the development of modern preschool pedagogy and language teaching in Ukraine. It reveals the essence of the academic school as a phenomenon in pedagogical science that ensures the continuity of generations of researchers, the formation of methodological foundations for scientific inquiry, and the implementation of innovations in early childhood education practice. Based on an analysis of her scientific output, biographical materials, dissertation research, educational and methodological works, and the results of her innovative activities, the main stages in the formation and development of N. Gavrysh’s scientific school are characterized. The article highlights the scholar’s professional career, her role in shaping the academic community, training doctors and candidates of sciences, and developing modern theory and methodology in preschool education. Particular attention is paid to the main areas of focus of the research school: the artistic and linguistic development of preschool-aged children, the use of literary language in the educational process, the humanization of preschool education, the socialization of children, the formation of basic personality traits in preschoolers, the development of emotional intelligence, the professional training of future educators, education for sustainable development, and the neuropedagogical foundations of children’s upbringing and learning. The content of the author’s concepts and methodologies is explored, including the literary project methodology, methods for developing a culture of reading, the concept of «heart-centered» professional training for educators, and the event-based approach to organizing the educational process. The influence of Professor N. Gavrysh’s academic school on the development of the theory and practice of preschool education in Ukraine is analyzed. Her contribution to enriching the conceptual and categorical framework of preschool pedagogy, creating instructional and methodological resources for preschool education institutions, implementing innovative educational technologies, developing the system of teacher training, and integrating Ukrainian preschool pedagogy into the international scientific community is identified.</jats:p>