PRENATAL PEDAGOGY: RETROSPECTIVE ANALYSIS AND PROSPECTS

Abstract

The article analyzes definitions related to the pre- and perinatal periods of child ontogenesis. It presents a brief overview of prenatal education programs in Russia and abroad. It is noted that, in general, the issues of prenatal education are primarily addressed by psychology. Even if specialized courses in prenatal pedagogy appear in the pedagogical field, they are elective courses. Moreover, some authors even believe that a sort of expansion of psychology into the study of the perinatal period of the life of an individual and a family has taken shape today. Arguments are presented in favor of the necessity for the emergence within the pedagogical sphere of a new direction, “prenatal pedagogy,” and a new pedagogical specialty, “prenatal educator.” According to the author, until a new social role of the “prenatal educator” emerges in society – who will bear not only moral and professional responsibility, but also legal responsibility (which today is borne by both the doctor and the teacher) for the results of prenatal education by society as a whole and by pregnant women themselves – the sessions in prenatal schools will be perceived as something optional, incidental, and therefore not very effective. In the author’s opinion, prenatal pedagogy (“the pedagogy of prenatal motherhood and childhood”) is the scientific discipline whose practical application will lay a solid foundation for the health of the population of the Russian state. The material in the article may attract the professional community to the discussion on the problem of pedagogical support for prenatal childhood.