The article substantiates the urgency of the problem of health promotion through education and upbringing. The increased attention of scientists to the problems of the theory and practice of health pedagogy is revealed, the vectors of scientific researches in this sphere are determined. The need to use the positive elements of the experience of foreign countries in the theory and practice of domestic health education is emphasized. The purpose of the article is to highlight the content and some forms of implementation of health-oriented educational programs in the educational process of schools in the Republic of Poland. The research methods were aimed at describing the legislative basis of health care activities in Polish schools; analyzed a number of legislative documents of the Republic of Poland on health of children and youth – “National Health Program” (1990), the Law “On Education” (1991), the Law “On Physical Culture” (1996), the Law “On Reform Education System” (1999), Order of the Minister of National Education “On the Basic Curriculum of Preschool and General Education” (2008). The most important strategies and tactics of this process in this country are highlighted. A variety of methodological approaches have been used to provide the most objective and holistic view of the research problem. The analysis of health-preserving activity of 10 schools of the Republic of Poland is carried out: kindergarten-schools № 7 of Krakow, state primary school named after St. Kinga in Zhegochyn, state primary school № 11 named after Lviv Eagles in Opole, association of schools with integration departments (primary school № 13 and gymnasium № 3) in Myslowice, association of schools № 2 named after John Paul II in the village of Nazzym, Warmian-Masurian Voivodeship, primary school № 10 in Tarnowskie Gory, primary school in Nivka, primary school № 42 named after Stanisław Staszyc in Łód, primary school № 23 named after John Paul II in Rzeszów, primary school № 20 in Katowice. The diversity of health-oriented educational influences has been revealed. The author presents the content and forms of implementation of the following programs in schools: “My child goes to school”, “A glass of milk”, “Keep fit”, the National AIDS Program and HIV prevention, “Clean air around us”, “Fruit and vegetables at school”, “Healthy eating and physical activity in schools”, “Don't fall for me, please”. The author offers prospects for further research - a comparison of practical and methodological aspects of solving the problem of health of a growing individual in secondary schools in Poland and Ukraine.

Abstract. The article presents the results of educational research actions in preserving and promoting the health of children and youth in the Polish educational theory and practice. The author analyzes the progressive ideas in the field of health oriented educational technologies which dominated in Polish educational thought during XV -beginning of XX centuries. Rethinking of creative heritage of Polish scientists, educators and civic and educational leaders, opens up the new approaches and opportunities in implementing pedagogical aspects of healthkeeping of growing personality in Ukraine.

The article analyzes some historical and pedagogical works of Polish scholars on the formation and development of health education for students of Polish secondary schools, written after 1989. The study is based on the chronological-subject principle of historiographical analysis of sources. The opinion is expressed that the research of scientists of the analyzed period clearly shows a systematic and consistent interest in reflections on solving the problem of health care through education and upbringing.The names of historical and pedagogical investigations, the authors of which are announced Vanda Bobrovska-Novak (pol. Wanda Bobrowska-Nowak), Aneta Boldyriev (pol. Aneta Bołdyrew), Ryshard Vashtyl (pol. Ryszard Wasztyl), Elzhbieta Vientskovska (pol. Elżbieta Więckowska), Barbara Voinarovska (pol. Barbara Woynarowska), Matsiei Demel (pol. Maciej Demel), Zbihnei Domoslavskyi (pol. Zbigniew Domosławski), Kazymyr Drahanskyi (pol. Kazimierz Dragański), Bozhena Zavadska (pol. Bożena Zawadzka), Teresa Zolkovska (pol. Teresa Ziołkowska), Eva Elzhbieta Kalamatska (pol. Ewa Elżbieta Kałamacka), Barbara Luchynska (pol. Barbara Łuczyńska), Yoanna Maikhzhyk-Mikula (pol. Joanna Majchrzyk-Mikuła), Barbara Morashevska (pol. Barbara Moraczewska), Monika Navrot-Borovska (pol. Monika Nawrot-Borowska), Valdemar Nadolskyi (pol. Waldemar Nadolski), Barbara Niedzhvidzka (pol. Barbara Niedźwidzka), Yan Nosko (pol. Jan Nosko), Mahdalena Patsorek (pol. Paciorek Magdalena), Barbara Pendrashevska-Soltys (pol. Barbara Pędraszewska-Sołtys), Malhozhata Poslushna (pol. Małgorzata Posłuszna), Bohdan Rok (pol. Bogdan Rok), Potr Slavinskyi (pol. Piotr Sławiński), Yoanna Torovska (pol. Joanna Torowska), Bozhena Urbanek (pol. Bożena Urbanek), Andzhei Felkhner (pol. Andrzej Felchner), Mahdalena Florek-Lushchki (pol. Magdalena Florek-Łuszczki), Potr Stanislav Franashek (pol. Piotr Stanisław Franaszek), Anna Tsishinska (pol. Anna Cisińska), Marchin Sherlie (pol. Marcin Szerle), Anna Shyliar (pol. Anna Szylar), Leonard Shymanskyi (pol. Leonard Szymański), Beata Shchepanska (pol. Beata Szczepańska), Zyhmunt Yavorskyi (pol. Zygmunt Jaworski), Ivona Yanitska (pol. Iwona Janicka), etc. It is concluded that Polish scholars of the “modern” historiographical period systematically consider rather long periods (centuries or even more) of health-preserving education of secondary school students, turning to the philosophical principles of consideration and interpretation of pedagogical realities. trace the general tendencies of the specified pedagogical process, allocate cyclic, linear, spiral, stage, civilizational and paradigmatic character of its development.

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