The genesis of scientists' theoretical concepts on early schoolchildren's professionalization: historical, pedagogical, and interdisciplinary analysis

This article examines the evolution of theoretical concepts about the early professionalization of schoolchildren, starting from the first pedagogical concepts at the end of the 19th century to modern approaches. The article analyzes the contribution of leading scientists, the regulatory framework and practical aspects of the implementation of early professionalization in the educational process. The main attention is paid to the historical genesis of ideas, modern theoretical models and examples of their application in schools. The article demonstrates the transition from 19th century labor education to personality-oriented models of the 21st century integrating innovations such as VR simulations and dual learning. The article highlights the relevance of early professionalization in the modern labor market and the need for an integrated approach to the formation of professional identity among schoolchildren. This study is based on an analysis of Russian and foreign literature, regulatory documents and empirical data. Problems such as fragmented theory and lack of resources are discussed, as well as prospects for integration with neuropedagogy. The results obtained can contribute to the development of comprehensive models of early professionalization, integrating traditions and innovations to form sustainable motivation among schoolchildren in a rapidly changing world, and can be used to improve career guidance in educational institutions.