HOMEWORK IN PRIMARY SCHOOL: THEORETICAL AND PEDAGOGICAL ANALYSIS AND REFORM PROSPECTS
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Author(s): | Svechkarev V. G., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | The article examines the problem of abolishing homework for first-graders in the Russian Federation from September 1, 2026. The relevance of the study is due to the ambiguous reaction of the pedagogical community and the general public to this decision, as well as the lack of systematic scientific analysis of its potential consequences. The purpose of the study is to conduct a theoretical pedagogical analysis of the problem of homework in primary school and to substantiate the need for its transformation, taking into account the age and physiological characteristics of children. The work uses a set of theoretical methods: historical and pedagogical analysis of the works of classics (K. D. Ushinsky, V. A. Sukhomlinsky, L. S. Vygotsky) and innovative teachers (Sh. A. Amonashvili, V. F. Shatalov, B. P. Nikitin, M. P. Shchetinin, V. F. Bazarny, S. N. Lysenkova, E. N. Il`in); comparative analysis of various approaches; content analysis of scientific publications and survey results; generalization of pedagogical experience (the practice of the Smolensk region). The results show that the classics of pedagogy did not support either complete homework abolition or excessive academic load, while innovators demonstrated the possibility of transforming homework into voluntary, creative and personally meaningful work. The analysis of the Smolensk region experience (homework abolition since 2021) and the works of I. V. Uskova, E. Yu. Petryaeva, M. N. Fedorovskaya, L. V. Ageeva, G. A. Staselevich reveals a dual effect: excessive workload negatively affects the health of younger schoolchildren, but with reasonable organization, tasks retain educational and upbringing value. According to the Senatinform survey, 59% of Russian citizens and 75% of parents oppose complete homework abolition, which requires balanced solutions. The author concludes that it is advisable not to abandon homework, but to restructure it: replace compulsory written exercises with voluntary game-based and creative forms, adapt the volume and complexity, and introduce health-saving techniques (approaches of V. F. Bazarny and B. P. Nikitin). The proposed recommendations are addressed to practitioners and can be used in reforming primary school. | ||
| Keywords: | homework, primary school, educational reform, pedagogical heritage, zone of proximal development, cooperative pedagogy, health-saving techniques, academic load |
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| For citation: | Svechkarev V. G. Homework in primary school: theoretical and pedagogical analysis and reform prospects. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):273—282. DOI: 10.25683/VOLBI.2026.76.1702. |
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