ХРИСТИЯНСЬКА ПЕДАГОГІКА ВИХОВАННЯ ДІТЕЙ ТА МОЛОДІ У ПРОСВІТНИЦЬКІЙ ДІЯЛЬНОСТІ АНДРЕЯ ШЕПТИЦЬКОГО

Introduction. The relevance of the research is determined by amendments to Federal Law No. 273-FZ dated December 29, 2012 «On Education in the Russian Federation», which fixed general requirements for the organization of educational activitiesfor students. In accordance with these changes, it became necessary to work on the creation and approval of a standard work program for education and a standard calendar plan for educational activities and trainingin educational organizations of the Ministry of Internal Affairs of the Russian Federation. Research methods. The author used a set of general scientific methods of cognition (analysis, synthesis, induction, deduction). The results of the research. The analysis of regulatory legal acts of the Russian Federation regulating educational activities in educational institutions of higher education is carried out. Based on this analysis and taking into account the orientation of educationalactivities in the system of the Ministry of Internal Affairs of the Russian Federation, an approximate structure and content of a standard work program of educational activities and a standard calendar schedule of educational activities are proposed, as well as legal, organizational, methodological and methodological foundations for their development are outlined. The proposed guidelines for planning educational activities with cadets and students of educational organizations of the Ministry of Internal Affairs of Russia are recommended to be used by members of the educational process. The article presents a detailed list of educational activities. The following modules are highlighted: patriotic education, professional education, legal education, moral and ethical education, aesthetic education, spiritual and moral education, scientific and educationalactivity, physical education, environmental education.The allocation of the abovementioned modules is justified by the logic of building educational activities and the need to create an educational environment in educational organizations of the Ministry of Internal Affairs of Russia, as well as the requirements of legislation in the field of education and moral and psychological support for the activities of internal affairs bodies of the Russian Federation.

SPIRITUAL AND MORAL UPBRINGING OF PERSONALITY IN THE CONTEXT OF CRE- ATIVE HERITAGE OF GRIGORIY VASHCHENKO

The authors emphasize that moral education is an important aspect of a child's development. The formation of such moral qualities as kindness, honesty, justice, politeness, compassion, tolerance, friendliness, diligence, and responsibility is a necessary condition for successful socialization and the harmonious development of personality. Instilling these qualities is a gradual process and depends on upbringing in the family, in educational institutions, and on the influence of the environment. The most sensitive period for the development of these qualities is during preschool and early school age. In the preschool and early school years, when the foundation of personality is laid, the psyche is formed, the child's perception of the surrounding world develops, and speech rapidly evolves, the importance of fiction literature is hard to overestimate. The awareness of the high purpose of literary works for the upbringing and education of the younger generation has been traditional among scholars, educators, and writers of all times. This article explores the potential of fiction literature as a means of moral education for children. The authors point out that fiction introduces children to different cultures, traditions, lifestyles, as well as characters of different ages, genders, races, and physical abilities. This contributes to the development of tolerance, respect for differences, understanding the value of diversity, and fostering humane behavior. The main aspects of the influence of fiction on the moral education of children are highlighted: the development of empathy, imagination, the transmission of moral values, the formation of critical thinking, cultivation of aesthetic taste, and fostering civic attitudes. The authors present a selection of stories and a methodology for their study. While working with literary texts, children learn to evaluate actions, make their own conclusions, and form their moral positions. The stories immerse children in the lives of different characters, allowing them to experience their emotions, understand their motives, and grasp the consequences of actions. By reading about joy, sadness, justice, and injustice, children learn to empathize, interact humanely, and comprehend important moral values.

The objective of this article is to identify and validate the skill factors in religious and worship education in the context of virtual learning for primary school students. This study is qualitative and conducted through document analysis. Data were collected from scientific articles and sources available in reputable databases, and the identified skill components in religious education were validated using qualitative content analysis and expert evaluations. The results of the study indicate that four primary skills are critical in religious and worship education within the virtual learning context for primary school students: communication skills, critical thinking skills, problem-solving skills, and cognitive skills. These skills directly contribute to improving the teaching and learning process in religious education in virtual spaces. Notably, communication skills and the ability to critique religious teachings play a vital role in creating an interactive environment and enhancing the understanding of religious concepts among students. This study emphasizes the need to enhance the digital skills of teachers and design educational content suited for the digital space in order to improve the quality of religious education in virtual learning. Additionally, creating interactive spaces for students and focusing on critical thinking and analysis skills significantly helps in enhancing the understanding and application of religious teachings.

Introduction. The problem of reducing the role of moral education is becoming especially relevant for secondary vocational education. The purpose of this study is to identify the specific features of students’ socio-psychological portrait for organizing an effective and efficient educational process in vocational educational institutions. The identified features are supposed to be used in the course of preparing future teachers for implementing moral education within the framework of vocational educational settings. Materials and Methods. The study followed systemic, axiological, contextual, nuclear and learner-centered approaches. The authors also relied on S.L. Rubinshtein’s structural approach to personality studies, as well as on the conception of preparing future teachers for moral educational activities (A.N. Tkacheva et al). A survey based on the questionnaire developed by the author was conducted in the Ural Federal District (the Russian Federation). It was aimed at identifying the features of vocational students’ socio-psychological portrait. The research sample consisted of second, third and fourth-year vocational students (n = 387). Results. This article analyzes the views of Russian and international researchers on the following aspects: age characteristics of vocational students (psychological characteristics of adolescence); the main difficulties faced by students in the learning process; socio-psychological portrait of vocational students. The article also presents the results of a survey of vocational students in the Ural Federal District, aimed at identifying the features of their socio-psychological portrait. Within the framework of the theoretical analysis, the following specific features of the socio-psychological portrait of vocational students have been revealed: 1) during the adolescence, a large number of personal contradictions often lead to conflicts and intolerant behavior of students, which complicates the process of their training and moral education; 2) most of the students are brought up in low-income single-parent families, they are mainly focused on obtaining a working profession, and vocational training is of paramount importance for them. During the empirical study, it was found that: 1) nearly half of those surveyed (56.33%) made an independent choice of their future profession, while the majority of the students (55.81%) had a clear intention to get a working profession; 2) more than half (55.30%) of vocational students faced educational and life difficulties during their school years, and the vast majority (72.90%) had difficulty in certain subjects, which indicates gaps in their basic training; 3) among the difficulties accompanying the learning process, the respondents mentioned time management (42.89%), low income (49.61%) and learning difficulties (39.79%); 4) among special values, the vocational students mentioned cooperation (79.84%), goodwill (66.15%), honesty (59.43%) and justice (59.17%). The identified qualities can determine successful and efficient moral educational process at vocational educational institutions. Conclusions. The results of the theoretical analysis and empirical research, namely the identified age, psychological, cultural and other characteristics of students and economic and social conditions of their living, must be taken into account in order to organize an effective and efficient educational process in vocational educational institutions. Some points of the survey results coincide with the conclusions made in previous research investigations: the orientation of students towards professional activities, the independent choice of a working profession by the majority of vocational students, and the secondary importance of moral educational activities.

Middle school moral education not only plays the role of guidance, motivation, and assurance in adolescent education and school work but also has great significance in promoting social civilization and progress. In order to make moral education become more permeable, vivid, and colorful, it is required to persuade people with reason and move a man with emotion, so as to achieve a subtle effect. Also, it builds an explicit and implicit system by exploring the middle school moral education practices. The explicit moral education activities and implicit moral education activities are inextricably linked as a joint force, which makes the school moral education work quite effective. In the former one, it makes further practical and exploration activities in developing the class moral education, upholding the theme and etiquette education of “the Four Cardinal Principles”, inheriting the "benevolence" value of education and practice education, and resisting the bad information about the moral education. The latter one, it focuses on the following three aspects of implicit moral education: teachers' virtue and deeds, family education, and game activities.

With the introduction of the internet into our lives since the end of the 20th century, a rapid digitalization era has been entered in communication. This rapid digitalization has led to changes and innovations in all areas of life. Many states have taken their share from these changes and innovations. This is also the case for Turkey. This innovation and change mobility has not been limited to states only. There have also been great changes and movements in non-governmental organizations that act independently from states/governments. The public sphere in which people interact with each other and with states in order to act on behalf of their interests is expressed as civil society. Non-governmental organizations, on the other hand, are defined as organizations that act in line with the interests of societies, that individuals participate on a voluntary basis, that are independent of political power, and that are established in accordance with laws that include different groups. One of the most important features of non-profit, voluntary non-governmental organizations that cooperate with the state when necessary but are not bureaucratic is that they act for the solution of social problems. Education is one of the fields in which non-governmental organizations that provide social support take an active role in order to find solutions to the problems of societies and to contribute directly to the development of societies. 5% of associations and 32% of foundations in Turkey operate in the field of education. These organizations continue their educational activities through various tools such as courses and media, and through various institutions. Educational activities carried out by non-governmental organizations are defined as non-educational activities. Religion is one of the fields that non-governmental organizations that carry out both supportive activities in formal education and directly non-formal education activities take as the subject of education. This religious education, which especially comes to the fore in the dimension of non-formal education, can be defined as civil religious education. Along with the developing technology and the changing world, there have been changes in the institutions where non-formal education is made. Institutions where non-formal religious education took place were not limited to institutions such as mosques and Qur'an courses. Media and social media, which are today's communication and interaction networks, have also been added to the areas where non-formal religious education activities take place. Along with digitalization, digital channels such as Youtube, Facebook and Twitter were established and religious education activities were started to be carried out by both individuals and organizations in these channels. Along with digitalization, one of the institutions that carry out religious education activities in these channels is non-governmental organizations. Religious education activities are carried out by some non-governmental organizations on many platforms, especially Youtube. Youtube stands out as a platform that is used by 94.5% of social media users in our country and has users from all age groups. Religious education activities are also carried out by non-governmental organizations through the contents published on the Youtube platform. It is also important by which organizations this civil religious education, whose activities are evaluated within the scope of non-formal religious education activities on Youtube. In this research, it is aimed to examine the religious education activities carried out by non-governmental organizations on Youtube. In this direction, the non-governmental organizations channels with the most subscribers on Youtube and the examination of the most watched content on these channels constitute the subject of this research. In this study, which was carried out in the case study design, one of the qualitative research designs, data were collected with the criterion sampling technique, which is defined as examining the cases that meet the predetermined criteria, one of the purposeful sampling methods. The collected data was subjected to content analysis. As a result of the research, it has been seen that the most followed Youtube channels of non-governmental organizations in Turkey are Sözler Köşkü, Hayalhanem, Fussilet Quran Center, Social Texture Foundation and Siyer TV. In the study, the data obtained from the popular contents of these channels were coded in accordance with the content analysis. In addition, it has been determined that the themes covered in the popular contents of these channels are Qiraa, Family, Faith, Fiqh, Worship, Prophets and Values and evaluations have been made on the themes.

<p>Religious education is one of the determinants of the future for every individual. Religious education is the foundation of behavior for individuals because religion is related to the beliefs possessed by the individual. Human behavior in millennial times is easily influenced by the environment. Millennial era marked by the use of social media in various aspects of life makes it easier for the environment to influence individual behavior. The development of modern technology makes the lifestyle more modern, with this situation the process of religious education in millennial families needs to be re-understood to be able to produce religious education that remains optimal. This research was conducted by qualitative methods to millennial families in Gresik district. The results showed that millennial parents showed efforts to provide religious education to children with formal education in madrasas and practical religious education by parents. The ability of children regarding education in millennial families is emphasized in the discipline in carrying out compulsory prayer, fasting and good morals. As millennial families the main obstacle in implementing Islamic religious education in children, the presence of gadgets becomes an obstacle because when children play it is easy to forget the time</p>

This study aims to explore the formation of character in Imam Al-Ghazali's Book of Ayyuha Al-Walad and its influence on the moral education of children. The emphasis on character education is intended to deter negative conduct in children by instilling moral values rooted in religious principles, law, social norms, culture, and tradition. A qualitative research approach, incorporating a literature review, was employed for this investigation, with primary focus on Imam Al-Ghazali's work "Ayyuha Al-Walad," complemented by pertinent literature from scholarly sources. The analysis of data utilized content analysis, and the outcomes were expounded upon in the findings section. The research highlights the significance of character development in Imam Al-Ghazali's book for children's moral education, centering on values grounded in diverse principles such as knowledge, courage, self-preservation, justice, and wisdom. Imam Al-Ghazali's methods of character education encompass precision, guidance, narrative, and habituation, underscoring the importance of instilling ethical and moral values from a young age, avoiding unethical conduct, seeking closeness to the divine, and continual pursuit of knowledge

Although a theory of moral development is not itself a theory of moral education, it can have important implications for moral education. A case in point is the cognitive-developmental theory of Lawrence Kohlberg) Kohlberg and his followers have for several years been attempting to put into practice in classrooms and prisons the implications of this theory for moral education. His theory is being widely discussed by those interested in moral education, and it seems to be attracting an ever larger number of adherents. So, given the likelihood of its having significant impact on the moral education of children, it is important that attempts be made to see to what extent it can withstand critical scrutiny. A comprehensive critical examination would be a large undertaking. This paper has a more modest aim. It will consider Kohlberg's views on the relationship between cognition and affect in moral development. Kohlberg's theory is distinguished by its insistence that there is an invariant, and irreversible, order of stages of moral development. It is called a cognitivedevelopmental theory because, following Piaget, it maintains that each stage of moral development parallels a stage of cognitive development. For Kohlberg, there are 6 stages of moral development, and one cannot advance to a higher stage until one has gone through each of the preceding stages. The six stages can be divided into three levels: pre-conventional, conventional, and post-conventional (or autonomous). One of the most persistent criticisms of Kohlberg's theory is that it does not do justice to the affective aspects of moral development) Although he is aware of this criticism, Kohlberg remains steadfast in focusing primary attention on the cognitive aspects of moral development, with the affective aspects receiving secondary treatment. The aim of this paper is to show that, despite Kohlberg's numerous attempts to respond to this criticism, his critics are essentially right. The upshot will be, not only that he should attend more fully and carefully to the affective aspects of moral development, but also that his particular conception of moral stages is in need of serious reconsideration.

The subject of the article shows post-secular trends in the spiritual life of modern societies and prospects of education modernization. It also offers recommendations about the introduction of the positive experience of leading countries on the issues of cooperation between religious education and upbringing. To begin with, in a post-secular society where religious meanings begin to play a great role in guiding the spiritual life of society, education needs new impulses. In recent years in education gained some experience of usage and inter-confessional communication during preparation of modern specialists.Firstly, components of the moral and esthetic teaching of different confession have to find the full display in studying of the subjects of a social and humanitarian orientation. Especially it concerns Christian ethics which defines the direction to educational practice of education. It can be promoted by obligatory or facultative teaching religious disciplines in educational institutions, but teaching religious courses must be non-confession.Secondly, it’s necessary to refer to the experience of leading countries regarding religious education component including its implications on the civil or patriotic education and research opportunities to approach the main priorities of European education using educational standards and curriculum of future professionals.One should, however, not forget that, nowadays philosophical analysis of religious component of education and its impact on the education process is very important. Religion and culture for thousands of years served not only faith functions, they considerably influenced development of science, education and high spiritual culture. It formed the fundamental basis of educational doctrine, gained considerable potential in the education of the young generation. Furthermore, one should not forget that social changes of recent decades associated with the development of Ukraine as an independent state. The current nature of church-state relations and the free activity of religious organizations gained new development opportunities.Despite the differences in the interaction between the secular and religious education in the European area, there are three groups of countries to determine the role of religious education in general education system. The first group – the lack of such studying at school (France). The second group includes countries where religious education in schools usually state guaranteed (Germany, Finland, Italy, Poland) The third group includes the countries where available non-confessional education (Denmark, UK, Norway).To draw the conclusion, one can say that the phenomenon of civil religion holds a special place in consideration of a religious component of education. The place of religious component in education is quite important at all levels. What is more, we should not forget the basic rule: the basic value of democratic society it’s atheism. Secularism is one of the main factors for providing and guaranteeing liberty of conscience, including an education system, that is a social institute which is the most important aspect of socialization today. Thus, the principle of secularism in the legal framework of the state is a guarantee of autonomy and freedom of everyone to freely make decisions to define themselves in ideological-spiritual sphere without interference of the power factor. A secular state must ensure such a situation, in which no confession, and moreover, no power structure, would not impose someone certain religious-based moral, cultural and spiritual principles, some religious identity.Consequently, pupils and students of educational institutions should have a thorough scientific knowledge of religion, its denominational manifestations, direction, courses, know their history, the basic provisions of their teachings, moral guidance. Knowledge of religion in the education system must provide a «quality intellectual plant» for future professionals. It will help them to express opinions on religious issues freely, including ethical dimensions and effectively carry out work on teaching and educating representative of many faiths.

The following paper deals with the patriotic education system modeling at students of the university with the Cossack component. The concepts of patriotism and patriotic education are defined on the historical and philosophical basis of existing definitions. It was established that effective means for the formation of students’ patriotism is the cultural and historical values of the Cossacks in Russia and its best traditions, as this phenomenon gives a university a high potential for patriotic education of youth. The authors present an efficient model of the system of patriotic education of university students with the Cossack component in which methodological approaches such as system, activity, axiological ones are implemented. Their essential characteristics are described. The constructed model is designed to provide a comprehensive solution to many social and educational problems: the formation of professional readiness of graduates, healthy lifestyles, strengthening of civil-patriotic education, physical training, the formation of readiness to serve in the army. At the same time the effectiveness of education of patriotism among students is achieved by the unity of teaching and educational activity.

Введение. В статье представлены результаты исследовательской и проектной работы поопределению образовательных результатов подготовки педагоговпсихологов к одной изактуальных и вызывающих затруднения функций профессиональной деятельности психологопедагогическому сопровождению семьи в духовнонравственном развитии детей. Цель статьи раскрыть основные источники и методы проектирования результатов осваиваемой образовательной программы, обеспечивающие их востребованность и практикоориентированность. Материалы и методы. Для достижения цели были использованы такие методы каканализ научной литературы, опрос участников исследования, ранжирование, метод декомпозиции (профессиональных компетенций), процедура формулирования целейрезультатов на основе таксономии Б. Блума, SMARTпланирование. Результаты. На основе системнодеятельностного подхода сформулированы образовательные результаты освоения модуля магистерской программы, отвечающие требованиям конкретности, диагностичности, достижимости. Использование их перечня дляпроектирования содержания модулей и учебных дисциплин обеспечит практикоориентированный характер профессиональной подготовки. Обсуждение. Отмечается, что при формулировании образовательных результатов вариативных дисциплин магистерской программы Психологопедагогическое сопровождение семьи необходимо использовать результаты систематического изучения потребностей родителей в психологопедагогической поддержке семьи в духовнонравственном воспитании детей. Заключение. Основными источниками определения образовательных результатов подготовки педагоговпсихологов к психологопедагогическому сопровождению семьи ввопросах духовнонравственного воспитания детей являются требования ФГОС ВО кпланируемым результатам освоения основной образовательной программы, требования Профстандарта педагогапсихолога к трудовым действиям, особенности процесса духовнонравственного воспитания личности как предмета сопровождения, потребности родителей в его содержании и формах. Основные положения: изучены мнения родителей о духовнонравственном воспитании детей в семье, онеобходимости психологопедагогического сопровождения или поддержки этого процесса состороны педагогов установлено наличие разных приоритетов родителей в выборе форм психологопедагогической поддержки семьи в зависимости от принадлежности к той или иной социальной, территориальной, возрастной и т.п. группам сформулированы образовательные результаты вариативных дисциплин магистерской программы Психологопедагогическое сопровождение семьи . Introduction. The article presents the results of research and design work to determine the educational results of the training of teacherspsychologists to one of the most relevant and challenging functions of professional activity psychological and pedagogical support of the family in the spiritual and moral development of children. The purpose of the article is to reveal the main sources and methods of designing the results of the educational program, ensuring their relevance and practice oriented. Materials and methods. To achieve the goal, such methods as the analysis of scientific literature, survey of research participants, ranking, method of decomposition (professional competencies), the procedure for formulating the goals and results based on the taxonomy of B. bloom, SMARTplanning were used. Results. On the basis of the systemactivity approach the educational results of development of the module of the masters program meeting the requirements of specificity, diagnostic, achievability are formulated. The use of their list for the design of the content of modules and disciplines will ensure a practiceoriented nature of training. Discussion. It is noted that in the formulation of educational results of variable disciplines of the masters program Psychological and pedagogical support of the family it is necessary to use the results of systematic study of the needs of parents in psychological and pedagogical support of the family in the spiritual and moral education of children. Conclusion. The main sources of determining the educational results of the training of teacherspsychologists for psychological and pedagogical support of the family in matters of spiritual and moral education of children are the requirements of the FSES TO the planned results of the development of the basic educational program, the requirements of the professional Standard of the teacherpsychologist to labor actions, the process of spiritual and moral education of the individual as a subject of support, the needs of parents in its content and forms. Keywords: psychological and pedagogical support of the family in matters of spiritual and moral education of children, educational results of professional training of teacherspsychologists to psychological and pedagogical support of the family in matters of spiritual and moral education of children. Highlights: The opinions of parents about the spiritual and moral education of children in the family, the need for psychological and pedagogical support or support of this process by teachers are studied The presence of different priorities of parents in the choice of forms of psychological and pedagogical support of the family, depending on the belonging to a particular social, territorial, age, etc. The educational results of various disciplines of the masters program Psychological and pedagogical support of the familyare formulated.

Research objectives and problems: This article presents a comparative analysis of legal regulations in 21 European countries regarding parents’ rights and obligations towards their children’s religious education and upbringing. The author seeks answers to the following questions: Does religious upbringing and education of the child fall under parental rights and duties? What is the legal basis for this right and duty? Does a child have the right to choose his or her religion? Research methods: The author carries out legal analysis of reports from 21 countries concerning parental responsibility, submitted to the Commission on European Family Law. Structure of the article: By analyzing the provisions in the internal legislation of 21 European countries, based on reports submitted to the Commission on European Family Law, the author presents the legal solutions regulating issues of children’s religious upbringing. Research findings and their impact on the development of educational sciences: The analysis indicates that in each of the 21 legal systems examined, religious upbringing of the child is considered an element of parental responsibility. The most common legal sources for parental rights to a child’s religious upbringing are constitutions, civil codes, and legal acts on family/children’s rights, education, and freedom of religion. National legislation typically grants parents the exclusive right to decide on their child’s religious upbringing for younger children. As the child matures, their right to self-determination in religious matters increases. The study shows that, despite national cultural and ideological differences, European countries have more in common than divides them regarding religious education of children within the context of parental responsibility. This study expands our understanding of the shared European belief among legislators about the appropriateness of entrusting such an important task as the religious upbringing of a child to the child’s parents. Conclusions and/ or recommendations: The presented considerations offer a general overview of the regulations in individual countries and serve as an introduction to a more in-depth analysis of the issue of religious upbringing of the child. Further research is needed to examine other aspects of religious upbringing, such as religious education in schools and possible legal remedies in case of conflicts between parents, parents and children, or families and the state.

Стаття присвячена проблематиці розвитку теоретичної думки польських вчених, лікарів та суспільних діячів у галузі фізичного виховання дітей і молоді в другій половині ХІХ та початку ХХ ст. Проаналізовано основні концепції фізичного виховання в системі дошкільної та шкільної освіти на польських землях в цей історичний період. В основному, увага польських дослідників того часу зосереджувалася на впровадженні систематичних занять з фізичного виховання у всіх типах польських шкіл, застосування рухових ігор і забав у навчальному процесі, популяризації фізичної культури в закладах дошкільної освіти, залучення батьків у процес фізичного виховання дітей у родині, фаховій підготовці вчителів фізичної культури та ін. Мета дослідження. Визначити основні напрямки та тенденції розвитку теоретичної думки польських вчених, лікарів та суспільних діячів в другій половині ХІХ та початку ХХ ст. у галузі фізичного виховання дітей і молоді. Методи дослідження. Вивчення літературних джерел, документальних матеріалів, теоретичний аналіз і синтез отриманих даних. Результати дослідження. У другій половині ХІХ − початку ХХ ст. проблематика фізичного виховання стала інтегральним елементом програм педагогічних з’їздів польських вчителів на яких зверталась увага на надзвичайно суттєву роль фізичного виховання в освіті молодого покоління, а також у покращенню стану здоров’я населення загалом. Польські вчені, педагоги лікарі приймали активну участь в ряді євро­пейських конгресів та форумів, що відбувалися на початку ХХ ст., на яких розглядалися проблеми фізичного виховання, здоров’я та гігієни дітей і молоді. Значну роль у популяризації в польському суспільстві питань фізичного виховання дітей та молоді відіграв ІХ з’їзд польських лікарів і біологів, який відбувся у 1900 році в Кракові. Вперше під час проведення таких форумів було організовано спеціальну секцію з проблематики фізичного виховання дітей і молоді. Висновки. Проведений аналіз літературних джерел та архівних документів дозволяє стверджувати, що незважаючи на чисельні труднощі у процесі організації фізичного виховання в дошкільній та шкільній освіті на польських землях у цей історичний період (слабка матеріальна база для проведення занять з фізичного виховання; відсутність підготовлених вчителів з цього предмету; консерватизм керівництва частини шкіл) теоретичний та практичний розвиток фізичного виховання підростаючих поколінь осягнув значного прогресу у порівнянні з попередніми десятиріччями.