ACADEMIC TEXTS REPOSITORY

Summary

The article provides a comprehensive historical analysis of the aims and objectives of educational policy as the conceptual foundation of state influence on child development. The authors examine regulatory legal documents, educational concepts, and scholarly works from various periods, reflecting the evolution of state priorities in education and upbringing. Key trends in the transformation of educational policy aims and objectives are systematized in relation to the socio-political context, enabling a deeper understanding of how state strategies adapt to new challenges, societal needs, and emerging educational paradigms. Particular attention is given to recognizing the child as the central value-oriented benchmark of state educational strategy, emphasizing the child’s pivotal role in shaping the educational process. The study identifies the novel logic of continuity and transformation in educational goals, tracing the impact of state decisions on the formation of a child’s personality across historical stages. Dominant trends, value orientations, and mechanisms for implementing educational policy aimed at comprehensive personal development, social responsibility, civic engagement, and the capacity for self-improvement are analyzed. The study demonstrates that the effectiveness of educational policy depends on the systematic integration of regulatory principles, pedagogical practices, and value-based strategies that form a coherent model of learning and upbringing. The results of this analytical research provide a robust foundation for forecasting future directions in educational policy, particularly regarding restorative learning, the formation of value orientations, and effective adaptation to contemporary social, cultural, and educational challenges.