I. N. Zhukov, a teacher who called soviet children pioneers

Introduction. The relevance of the article is determined by the desire to search for innovative working methods that can meet the requirements of our time and meet the needs of participants in the modern educational process at school. The purpose of the article is to refer to the practical pedagogical experience of a prominent Soviet teacher of the first half of the XX century. Innokenty Nikolaevich Zhukov (1875-1948), who vividly proved himself as an organizer of the scout and pioneer movement, the author of the idea of a long educational game, a children's writer and sculptor. Materials and methods. The author used the analysis of historical and pedagogical literature, biographical and memoir research methods, as well as value (axiological), formational and regional scientific and methodological approaches. Results. I. N. Zhukov acted as one of the first propagandists and organizers of the scout organization in pre Soviet Russia. He took an active part in the organization of the pioneer movement, and even suggested the very word "pioneer". He was the author of a significant number of publications on the education of children and adolescents, as well as useful, fascinating books for young people. He showed himself vividly as a sculptor. KEYWORDS Discussion. Prominent figures of culture and pedagogy, including O. Rodin, N. K. Krupskaya, L. N. Tolstoy, A.M. Gorky, A.V. Lunacharsky, S. T. Konenkov and others, highly appreciated I. N. Zhukov's contribution to Russian education and art as a teacher, sculptor and children's writer. In these areas, I. N. Zhukov proved himself to be an innovator who sought to activate the interest of children through the use of the game method. Conclusion. The fruitful, multifaceted activity of the teacher, writer and sculptor I. N. Zhukov is a vivid phenomenon in the history of Russian education in the first half of the XX century. The playful approach to the upbringing and education of children has found fruitful development in the works of the next generations of Russian teachers and undoubtedly deserves further study in the interests of modern theory and practice of education.