Тег: childhood

Аннотация: (English) The article presents a design-theoretic analysis of the HUM–MONT model, which integrates humane pedagogy and the Montessori method in the context of developing social and emotional competencies in early childhood. The study is conducted within humanistic and cognitive-developmental frameworks that combine evidence on mechanisms of self-regulation, emotional responsiveness, and the sensory organization of the educational environment. The theoretical foundations of humane pedagogy are rooted in the legacy of Shalva Amonashvili, whose method emphasizes the child’s inner dignity, dialogical communication, and the educator’s moral self-regulation. His principles of empathy-based learning and respect for individuality form the philosophical core of the HUM–MONT framework, linking humanistic values with the structured autonomy of Montessori practice. The work draws on a comparative synthesis of recent international studies focused on the development of executive functions, pedagogical empathy, and the effectiveness of professional development programs for early childhood educators in the field of social-emotional learning. Particular attention is given to substantiating HUM–MONT as a convergent model in which humane-oriented values are combined with the structural autonomy of the Montessori approach, forming a coherent system of micro-practices of emotional interaction. The article elaborates the principles of balancing the educator’s emotional flexibility with environmental orderliness, ensuring the development of self-awareness, responsibility, and a stable emotional climate in the group. The novelty of the study lies in the formulation of HUM–MONT as a normative framework of pedagogical self-regulation that integrates the value-based and operational mechanisms of humane education. The article will be of interest to researchers and practitioners in early childhood pedagogy, developmental psychology, and social-emotional learning programs.