Kherson State University

Recently, a delegation consisting of the Dean of the Faculty of Preschool and Primary Education at Kherson State University, Professor L.Ye. Petukhova, Associate Professor of the Department of Preschool and Primary Education, Coordinator of the F. Fröbel Educational Center, O.E. Anisimova, Lecturer of the Department of German and Romance Philology at the Faculty of Foreign Philology, N.V. Didenko, Head of the Preschool Education Department of the Kherson City Council’s Department of Education, T.I. Churilova, and Director of Kherson Kindergarten No. 33 named after F. Fröbel, A.A. Kovalchuk, visited Kassel, Germany. The purpose of the visit was to develop a strategy for further international cooperation, which has lasted for more than 15 years.

Discussions took place with the leadership of the Fröbel Seminar, representatives of the "Antonivka" Financial Support Fund, and the charitable foundation "Elisabeth Verein." Both sides affirmed the importance of the academic and scientific relations between the Faculty of Preschool and Primary Education and the Fröbel Seminar, expressing a desire to continue cooperation and explore new, effective areas and activities.

A roundtable was held with stakeholders to discuss in detail the co-founding agreement of the scientific-methodical almanac Modern Pedagogy. Let’s Live for Our Children! An agreement was reached for German partners to participate in the publication of the almanac.

The Ukrainian representatives were invited to visit Kassel’s childcare institutions, including the private Family Center of the Fröbel Seminar, the municipal kindergarten for families needing social support, and the Wiki kindergarten of the Wintershall oil company.

One of the most impressive observations was that in the Fröbel kindergarten (Child Center), parental involvement in the institution’s work is paramount. Parents actively participate in all events and take part in decision-making processes and discussions on various organizational and educational matters. In the afternoons, senior citizens, who are part of the University of the Third Age, can engage in their hobbies, such as yoga, painting, theatrical activities, political science, philosophy, and expressive reading of fairy tales. Some offer their time to work with children.

We observed many forms of work used by German colleagues. One example: after placing their photo on an information board to notify educators of their whereabouts, children can independently visit the sports complex, library, computer room, crafts room, or mini kitchen. Each group is staffed with five educators, ensuring that every child receives attention.

The kindergarten also has a parliament, where representatives from children’s groups, parents, educators, and students jointly discuss and decide on matters such as classroom design, playground arrangement, activities, excursions, and concert programs. Everyone’s opinion and suggestions are taken into account. This format of trust and independence helps develop a life-competent personality.

Germany has had an inclusive education system for over 80 years. The Family Center is attended by children with special needs, with specially equipped rooms, furniture, and an elevator for easy movement.

A visit to the municipal kindergarten, which supports citizens in need of local government assistance, left a different impression. It is attended by children from immigrant families and those unable to afford meals. The conditions there are less comfortable compared to private kindergartens.

Given that children from different countries speak various languages at home, a special communication method using symbols, photos, and cards has been developed and implemented. A new building is under construction, which will house a laboratory for children to explore natural phenomena. This experimental project was developed by the head of the institution, who was born in Kazakhstan and has lived in Germany for 20 years.

The departmental kindergarten Wiki, for children of parents working at the Wintershall oil company, is part of a complex with a school where graduates continue their education. The school offers three foreign languages and modern facilities for high-quality education. It was interesting to learn about the arrangement of rooms, playgrounds, laboratories, and crafts rooms, along with the availability of classrooms for educational games and lessons. Significant attention is given to preparing children for school, as the institution is interested in the high level of education of its future employees’ children. This focus on not just developing but also educating children is something we observed for the first time in German kindergartens.

The next day, the Kherson representatives attended classes at the Fröbel Seminar. A video greeting titled Greetings from Ukraine! was presented by the students and faculty. The students actively participate in interactive learning and have extensive practical experience working with children. Two students expressed interest in doing internships at kindergartens in Kherson, as provided by the international cooperation agreement.

The Fröbel Seminar is well-equipped with visual aids, teaching materials, and artistic resources. However, project-based methods are primarily used in educational activities, with few textbooks or manuals; instead, photocopied materials are provided, and the costs are included in the tuition fees.

Unfortunately, Ukrainian university diplomas are not recognized in Germany and cannot be validated. This is regrettable, as our graduates are often better prepared, and both our alumni and German colleagues share this sentiment. Sadly, our graduates must undergo retraining.

The Kherson delegation presented their own pedagogical experiences, which garnered interest from Fröbel Seminar lecturers and students.

Our ongoing integration into the European educational space requires a comparative analysis of the implementation of innovative ideas in our pedagogical system. Nevertheless, it’s important to consider the best aspects of our traditional system, which we take pride in and which our European colleagues value.

The information gathered during the visit provides a basis for reflection on the potential and effectiveness of using certain ideas within the Ukrainian education system. There is hope that familiarizing ourselves with the educational practices of European countries will positively influence Ukraine’s European integration processes.