Orphans and children left without parental care remain a pressing challenge for many countries. This paper deals with the topical subject which needs thorough consideration: peculiarities of psychological development of orphans and children left without parental care and training orphanage inmates for social interaction. The 7-months study was conducted on 15-16-year-old orphans at Elabuga, the Republic of Tatarstan, and Russian Federation. Data were collected with a designed questionnaire based on the Temperament and Character Inventory for personality traits devised by Robert Cloninger. 20 apparently healthy orphans and children left without parental care were selected using simple random sampling technique and allocated into two groups. Within the experiment the two groups of orphan children had separate Physical education classes in subgroups.

The paper is devoted to the issues of improving the methods of physical training. Currently, the method of teaching and training schoolchildren is developed mainly with a focus on a child's age, which does not always correspond to his or her biological maturity. These reasons together with the growing phenomenon of child acceleration reinforce the relevance of the research topic. The purpose of the study is to evaluate the impact of speed-strength exercises on the physical development and speed-strength qualities of schoolchildren aged 11-12. The authors used the measurements of anthropometric and physiometric indicators, as well as the tests that determine the level of development of speed and speed-strength qualities. The results of the research show that the physical indicators of the test group tend to increase, and during the school year, many indicators significantly change.

Современная система образования и педагогическая наука достигли определенных высот благодаря огромной научной и практической деятельности многих просветителей прошлого, среди которых и Газиз Салихович Губайдуллин . Критическое переосмысление деятельности и научно-творческого наследия просветителя с современной точки зрения позволит раскрыть суть и значение его трудов для истории образования и педагогической мысли. Следует отметить, что в свое время педагогическая мысль просветителей прошлого способствовала движению вперед науки, практики обучения и воспитания. Г. Губайдуллин, будучи историком по образованию, еще в студенческие годы выдвигал критические мысли о методах обучения в учебных заведениях старого типа, которые актуальны, как ни странно, и в настоящее время. Г. Губайдуллин является не только теоретиком образования, но и хорошим организатором и участником процесса преподавания и воспитания. Привлечение мыслей первого в истории татарского профессора Г. Губайдуллина в учебно-воспитательный процесс способствует расширению кругозора студентов, учителей, педагогической общественности о развитии образования, вооружает бесценным материалом, необходимым в ежедневной рутинной преподавательской деятельности. Г. Губайдуллин был не единственным просветителем начала ХХ в. Это целый пласт ученых-практиков, деятельность и педагогическое творчество которых ждут своей очереди исследования в различных архивах страны.

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The relevance of the study consists in the fact that pedagogical thought, experience of teaching and upbringing of many generations and of multinational people made it possible to create a modern education system in Russia. An appeal to the pedagogical thought of enlighteners of the past and a critical rethinking of the historical experience of organizing education will contribute to improving the quality of education and achieve better results in educating the young generation. Turning to the history of pedagogical thought and upbringing experience will reveal the pedagogical values that have been forgotten, but are relevant for modern education, which will expand our ideas about the great thinkers of the past. Modern education reforms actualize the need to refer to the past experience of organizing training and education, as well as pedagogical thought, which will prevent numerous mistakes in the education system. The pedagogical thought of the great enlighteners of the past has always been and remains relevant at all times, for their correctness has been proven by time. The pedagogical thought and practice of education during the period of historical changes in Russia in 1920-30-s are of particular relevance. During this period of historical development of social and political life, the education system is also radically changing, which is significant for its great thinkers and educators who are called upon to organize education, instill cultural values in the young generation, and reveal all the wealth and effectiveness of national education. The problem of the research is to study the pedagogical heritage and practical activities of the educators of the early 20th century, in particular, G. Gubaidullin, who left a bright trace in the history of Tatar pedagogical thought. The purpose of the research is to reveal the practical pedagogical activity of the Tatar educator G. Gubaidullin, which was later theoretically generalized and reflected in pedagogical essays. In the course of the research the following methods have been applied: study of archival materials, manuscripts, theoretical literature; comparison of the pedagogical heritage of the past and the modernity; analysis of practical activities and pedagogical heritage of the educator; induction and deduction. The research results and key conclusions are the following: the pedagogical idea and experience of educating the young generation at the beginning of the 20th century have been proposed on the example of creativity and activities of the Tatar educator and teacher G. Gubaidullin for studying pedagogical educational institutions, the history of Pedagogy and education, theory and methods of educational work in the direction of preparation of 44.03.01 «Pedagogical education».