EDUCATION OF PEASANT CHILDREN IN UKRAINIAN FAMILIES BY GENDER DIFFERENCES (KHERSON GOVERNANCE 19th – FIRST QUARTER OF 20th CENTURY)
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Bibliographic record
Abstract
The publication reveals patterns and components of the process of gender-age education of children in a Ukrainian peasant family. The importance of studying folk pedagogy in terms of the objectively existing features of individual regions, which differ in their specifics of socio-pedagogical, economic and cultural development, is emphasized, among which the Kherson province occupies a prominent place. It is emphasized that the period of the 19th - the first quarter of the 20th century is of particular interest, which is represented by a variety of means and forms of education, reflected in folklore, folk traditions, customs, beliefs, folk games, etc. Among the regularities of gender-age education of children in the Ukrainian peasant family of the 19th - the first quarter of the 20th century the following things are singled out: dependence on a set of interconnected educational methods, means and forms; the results of the process of gender-age education were determined by the level of children's assimilation of specific knowledge, the formation of their views and beliefs about social roles and responsibilities of women and men; the effectiveness of gender-age education was achieved through the influence of parents on the world perception of children. Characteristic features of the process of gender-age education of children in the Ukrainian peasant family of the 19th – the first quarter of the 20th century. were: imitating, copying and reproducing the experience of relationships between a husband and a wife, father and mother with children, considering their gender; the unity of the purpose, methods and means of gender-age education of children; variability, consistency and continuity of parents' educational actions in the process of raising children from their birth till 14 years of age. The components of the gender-age education of children in the Ukrainian peasant family of the 19th and the first quarter of the 20th centuries are singled out: purpose, principles, tasks, organization of educational influence and specific results. The purpose of gender-age education was carried out by solving the tasks: helping the child to associate himself herself with one of the gender groups; the child's awareness of his\her own social role; mastering women's or men's spheres of activity through the transfer of labour knowledge , abilities, skills, getting used to managing and organizing a household, ensuring awareness in a certain craft or industry. The analysis of the sources made it possible to conclude that the transfer of specific knowledge, practical skills and social experience of the interaction of the genders to children was achieved through the use of parenting methods (persuasion, suggestion, example, habituation, demand, request, order, prohibition, public opinion) that highlighted the process of children correlating themselves with one of the gender groups and awareness of their own social roles and tasks in the main spheres of Ukrainian peasant life; revealed and actualized patterns of activity and behavior that were traditionally characteristic of men and women; contributed to the consolidation of practical knowledge, skills and behavioral patterns of children, considering their gender. In traditional society, family upbringing was carried out according to the principle of differentiation of genders, which is based on the socio-economic status of the family itself and the nature of family relationships.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it