Ethnocultural component in the upbringing of preschool children

annotation

The paper presents the rationale and results of creating a single space for physical education and ethno-cultural education with the aim of educating ethno-tolerance in older preschoolers. The possibilities of using the means of physical culture to familiarize preschoolers with the culture and national characteristics of other peoples (ethnic groups) are shown. The materials can be used outside of physical education work, in organizing and conducting physical education leisure and holidays, in the formed part of the educational activities of older preschoolers under the preschool development program.

The authors rely on the scientific research of the founder of ethnopedagogy of physical education of the indigenous peoples of the North, Siberia and the Far East Russian Federation Prokopenko Viktor Ivanovich

Relevance

The upbringing of a spiritual, morally high-grade, socially communicative, creatively active person who knows and loves his land is a particularly urgent task today. It cannot be successfully solved without a deep knowledge of the spiritual wealth of one's people.

In recent years, there has been a rethinking of the essence of patriotic education: the idea of ​​patriotism and citizenship education, acquiring an increasing social significance, is becoming a task of national importance.

With the enactment of the Law “On Education in the Russian Federation”, there have been significant changes in the development of the education system. One of the priorities was the acquaintance of children before school age with national and regional cultural heritage and history of the country, the small Motherland.

At preschool age, the formation of ideas about the history of the native land with its traditions, nature and culture begins, love for the small Motherland is brought up, a sense of patriotism develops.

The mission of preschool education - the preservation of the uniqueness and intrinsic value of preschool childhood (FSES) today more than ever echoes the tasks of patriotic education, contributes to self-identification as part of the nation.

Ethnocultural education of preschool children by means of physical culture

The project "Yamal - my native land!"

Project Passport:

Type of project: Short-term, creative, educational, open.

The purpose of the project: Ethno-cultural education of preschoolers by means of physical culture with the active participation of parents.

1. To develop interest in the life, culture, folklore, customs of the indigenous peoples of the North, a sense of pride in their native land.

2. Foster ethnic tolerance;

3. To form in children an idea of ​​\u200b\u200bthe national physical culture as part of a national culture and global physical culture.

4. Continue to form a healthy lifestyle through acquaintance with national sports and outdoor games.

Expected results:

1.Educational.

As a result of the project, children will gain knowledge:

· about the life, culture, folklore, customs of the indigenous peoples of the North.

· about the traditional sports and outdoor games of the indigenous peoples of the North.

2. Social.

The interaction of the kindergarten with the family, which will lead to the consolidation of parents and the educational community. In the process of project implementation, cooperation with the State Autonomous Educational Institution DOD YANO DYuSSh in national sports is envisaged.

3. Practicality.

This project can be implemented both at the institutional and municipal levels.

Prospects for further development of the project.

1. Creation of a long-term project.

2. Involvement in the project of participants from other kindergartens in the city of Salekhard.

3. Exit to the city holiday Day of the reindeer breeder.

Implementation period: from 1.02.2014. to 30.04.2014

Project participants: children of senior groups MBDOU No. 22 and MBDOU No. 8, parents, teachers.

Project implementation area: MBDOU No. 22 "Blue Bird", MBDOU No. 8 "Teremok".

Project relevance

1. The draft "National Doctrine of Education in the Russian Federation" emphasizes that "the education system is designed to ensure the education of patriots of Russia, citizens of a legal democratic state, respecting the rights and freedoms of the individual, possessing high morality." In the modern educational system, the center is the child, who is brought up and developed in a multicultural space. The sharp rise in national self-consciousness, the desire for ethnic and ethno-cultural self-identification determine the great interest of peoples not only in their national culture, but also in the culture of the peoples of the immediate and distant national environment. Introducing preschoolers to folk culture becomes a social order of society, which is reflected in directive state documents: "In the Law on Education", "Concepts of State National Policy". Ethnocultural education is a part of patriotic education. Only the understanding of the Motherland, as well as the “small motherland”, at preschool age is peculiar: it is closely connected with specific ideas about what is close and dear to him, with love for relatives, his home, and the surrounding nature.

The main pedagogical task here is to help children gain respect for the honor and dignity of every people, to prove that there is no people better or worse than another (L.M. Drobizheva, 1997).

2. The social order of the state, humanistic trends in education, the variability of the system of preschool education make it possible to use innovative approaches in moral and patriotic education.

For all the democratic nature of communication between an adult and a child, children get the experience of true tolerance in relationships only in dialogue with their peers. With peers, the child feels "equal among equals." At the same time, it should be noted that the full-fledged upbringing of a preschooler takes place under the conditions of the simultaneous influence of two institutions, which include the family and the preschool institution.

3. The formation of a person's ethnic identity can occur in any activity. The activity in the field of physical culture is no exception.

The use of folk games, competitions, original physical exercises under specially created ethnopedagogical conditions will significantly enrich the spiritual life of not only the Khanty peoples, but also other peoples of the North and Russia as a whole.

Only by giving the child this knowledge, we can create the necessary conditions for continuity, spiritual connection of generations, education in every child of a tolerant citizen, patriot.

Practical significance for OS:

Design of the exhibition of drawings "Crow's Day";

Replenishment of the kindergarten website with methodological developments;

Popularization of MBDOU in the media.

Project Intent: Preschool age is characterized by intensive entry into the social world, the formation of children's initial ideas about themselves and society, sensitivity and curiosity. With this in mind, we can conclude that there are favorable prospects and relevance for the formation of ethnocultural awareness among preschoolers. Therefore, the role of a teacher is to satisfy children's curiosity and give children elementary knowledge about the traditions and life of the peoples of their native land.

Targets:

Social and communicative development;

cognitive development;

Physical development.

Stages of activity

Project stages	Teacher activity	Activities of parents and children
1st stage-preparatory 1.02.2014-15.02.2014	Definition of goals and objectives. Collection and clarification of information-questionnaires of parents (questionnaire No. 1-app. No. 2) Drawing up an activity plan.	They accept the goals and objectives proposed by the teacher, supplement their own.
Stage 2 - practical activities to solve the problem 17.02.2014 - 12.04.2014	Organization of work through the NOD. Activity in regime moments 2-3 times a week.	Strengthen knowledge, skills, skills in free time. Participate in joint events, exhibitions, excursions. Participate in the preparation and implementation of the Festival of national sports and outdoor games.
Stage 3 - analysis project activities and evaluation of results. 15.04.-30.04.2014	Questioning of parents (questionnaire No. 2 - appendix No. 3). Analysis of the activities of children and the correlation of the results obtained with the tasks set.

Plan - project implementation schedule

	Event			Responsible
	Parent survey.	"Parent Interest".		Physical education instructor, educator.
	Excursion to the library of children's and family reading	The history of the holiday "Crow's Day" (according to the script of the librarian-methodologist).
	Reading Khanty legends and fairy tales.	“How the Crow Was Painted”, “The Seven-Beaked-Seven-Headed Raven” (as edited by R. Rugin); the story "Young Crow" (reader for preschool children) and others.		educator, parents.
	Acquaintance with outdoor games of the peoples of the North.	"Catching deer", "Catching fish" and others.
	Meeting with the champion and record holder of Russia in 2006. Rodion Taligin.	Acquaintance with national sports. Show "jumping over the sled"
	Acquaintance with national sports	Jumping over the sled, pulling a stick, throwing a tynzyan on a polecat, throwing an ax.		Physical education instructor.
	Festival of national sports and outdoor games.	"Raven Day" dedicated to the celebration of the national holiday of the Khanty people "Vurnga Hatl"		Physical education instructor, educator, parents.
	Exhibition of works	Children's drawings "Crow's day".		Educator, physical education instructor, parents.
	Parent survey	Are similar events needed in the future?		Educator, physical education instructor.
	Summarizing.

Project products for children:

1. Album "Our creativity";

2. Photo album "Raven Day-2014";

3. Commemorative magnet "Raven Day-2014".

Project products for teachers:

1. Questionnaires for parents;

2. Scenario "Festival of national sports and outdoor games "Raven's Day" for children aged 5-6 years."

3. Rules adapted to preschool age for competitions in sled jumping, "throwing a tynzyan on a polecat", throwing an axe.

Project products for parents:

Direct participation in the implementation of the project, participation in joint outdoor games.

Summarizing.

Work on the project "Yamal - my native land!" finished. Summing up, our creative team is very satisfied with the work done. The implementation of the project contributed to the expansion of elementary knowledge of children about the traditions and life of the indigenous peoples of the North, especially the traditions of the Khanty people on the basis of the Raven Day holiday. The results of the survey showed:

Literature:

1. Dudnikov N. Bear fun. Perm, publishing house "Knizhny Mir", 2000.

2. Zhuravel N. M. Local history of the Yamalo-Nenets Autonomous Okrug., Novy Urengoy: ZAO Center Print, 2003.

3. Krasilnikov V.P. Games and competitions in the traditional physical education of the Khanty. Ekaterinburg: Publishing House of the Russian State Prof. Pedagogical University, 2002. 121p.

4. Laptsui L. Edeiko. Salekhard, publishing house "Krasny Sever", 2004.

5. Okotetto E.N. Nenets outdoor games. St. Petersburg "Enlightenment", 2002

6. Prokopenko V.I. Games and national sports of the Severanivkh peoples: Scientific method. Rec. M., 1988.

7. Series: "Tales of Evrazhka". For preschool age. Nenets tales. Literary processing Menovshchikova G.A., Vasilyeva V.I. Publishing house "Kid", 1991.

8. Tales. Legends. My home is north. "Europe - Printing and Publishing" EOOD, Sofia LLP "Vilad" Moscow. 2001

9. Filippova S.O., Mitin A.E. Ethnocultural education of preschoolers in the process of classes exercise// Kindergarten of the future - innovations in the system of preschool education. - St. Petersburg: APO Publishing House, 2011. - S. 47-52.

10. Reader for children of senior preschool age. Comp. Zhukovskaya R.N. and Penkovskaya L.A. . M., "Enlightenment", 1976.

EXPERIMENTAL - EXPERIMENTAL WORK IN MBDOU KINDERGARTEN No. 41 OF COMBINED VIEW ON ETHNOCULTURAL EDUCATION OF CHILDREN THROUGH THE SYSTEM OF ADDITIONAL EDUCATION.

(district experimental site).

The theme of the experiment: "Ethno-cultural education of children through the system of additional education."

The nature of the experiment: Formative (educational).

Purpose pedagogical: Development of the spiritual and moral sphere through the inclusion of preschoolers in the system of additional education.

Tasks of ethnocultural education.

Create conditions for introducing children, educators, parents to the main ethno-cultural values ​​of Russian civilization.

To create conditions for the successful mastering of children's skills in visual, musical, artistic speech and theatrical activities, to promote the development of children's creativity.

To ensure the unity of the mental and emotional and moral development of the preschooler.

To create a single ethno-cultural aspect of education and communication in the preschool educational institution and the family, to improve the pedagogical culture of parents.

Include cultural institutions in the "kindergarten - family - school" system, which will lead to the creation of a community of people - carriers of the values ​​of national culture.

To provide educators with ethno-cultural tools that effectively develop the inner potential of the child.

Pilot site status: District.

Research goal: Development and experimental verification of the system of organizational and pedagogical conditions for a preschool educational institution that contribute to the development of the ethno-cultural sphere of preschoolers.

Object of study: educational and educational process in the group of preschool educational institutions using organizational forms and methods of teaching additional education that contribute to the education of ethnocultural ideas in children of senior preschool age.

Subject of study: Organizational and pedagogical conditions conducive to ethno-cultural education.

Hypothesis tested during the experiment:

Ethnocultural education of preschoolers will be more successful if the educational process is based on the system of additional education created and tested in the preschool educational institution, as well as on the system of interaction between teachers, parents and society (educational and cultural institutions).

Combination of traditional and gaming activities, individualization of educational procedures, focus on gaming activities, the use of methods that develop the spiritual and moral ideas of children, the use of non-traditional forms of organization of gaming and artistic activity, the inclusion of materials that have a developmental effect, combining play and experimentation, creating an environment for the ethno-cultural development of children - will contribute to the development of the basic foundations of personality.

The preparation of the team for the experiment, participation in the experiment will ensure an increase in the psychological and pedagogical competence of teachers.

Expected results of mastering the pilot program by children:

the emergence in children of a stable positive interest in the aesthetic phenomena of the surrounding reality and in art;

the ability of children to give an aesthetic assessment of the surrounding phenomena, events, objects, moral - the behavior of people;

the ability of children to distinguish between types and genres of works of the main types of Russian folk art;

the presence of creative manifestations in visual, musical, artistic and speech and theatrical activities;

possession of knowledge about the historical and cultural traditions of Russia;

possession of communicative verbal and non-verbal skills.

Experiment base: a group of 10 - 15 children born in 2007.

Research methods and techniques:

1. Formative experiment.

2. Ascertaining experiment.

3. Observation.

4. Questioning of parents.

5. Testing

6. Control tasks

7. Sociometric studies in groups.

Levels of experimental work, composition and functions of participants.

An experiment of a formative nature on the topic indicated in this program.

Experiment leader – Berezina N.G. - Head of MDOU.

Scientific adviser: Brusova O.P., leading specialist of the education department.

Members:

Ovechkina N.R. Deputy Head for educational and methodological work;

Grigorieva I.I. - teacher of additional education, head of the choir studio, head of the ethno-cultural circle "Rodnichok";

Paturova Yu.F. - educational psychologist

Zueva L.A. - educator; head of the theater studio;

Smirnova S.V. - educator, head of the art studio;

Zubareva O.A. - educator.

Members: educators and specialists working in the children of the experimental group, pupils born in 2007, parents of pupils.

Main documents: Charter of MDOU, Program of experimental activities of MDOU, methodological manuals containing ethno-pedagogical technologies, annual plans for experimental work, curricula.

Methodological basis works: the provisions of the theory of L. S. Vygotsky on the development of the creative abilities of the child.

Reporting Forms: final analytical report to the Municipal Expert Council, reports at scientific and methodological conferences, seminars, boards, materials for pedagogical publications.

Implementation of the pilot project will take place in three stages:

organizational and preparatory (middle group - children 4-5 years old);

main (senior, preparatory groups - children 5-7 years old);

final (diagnostic - preparatory group - children 7 years old).

Experiment steps:

Diagnostic stage (2011-2012 academic year)

Prognostic stage (2011-2012 academic year)

Organizational stage (2011-2012 academic year)

Practical stage (2012-2014 academic year)

Generalizing stage (2013-2014 academic year)

I stage preparatory (organizational):

Studying the experience of Russian teachers in the experimental work "Ethno-cultural education of children through the system of additional education."

Determination of interests, representations of children with the help of certain diagnostic procedures and observations.

(An individual development map is created for each child. Based on diagnostic materials, the level of development of children, the level of creative manifestations, mental processes, anxiety, lability of nervous processes are determined

Questioning of parents (a survey is conducted about their vision of the child's stay in the experimental group. Questionnaires are analyzed in order to identify the level of literacy of parents, their ideas about the moral and spiritual development of children, their aesthetic development. Based on the results of the analysis, a joint work plan is developed, consultations on the history of Russia are drawn up thematic and educational stands, a "Parent's subscription" is issued (for home use).If necessary, teachers conduct individual conversations and classes with parents.

Drafting perspective plan work.

Development of class notes, entertaining, gaming and musical exercises, sketches, etc.

Preparation of didactic, demonstration and developmental material. Creating a sound and video library to accompany classes, auto-training, music minutes.

Formation of a developing environment (A developing environment in a group is created as a factor in the formation of good beauty in a growing person and includes: the interior of the group; light background; corners of children's creativity; theater and music centers; relaxation center.

Development of a system of interaction between specialists, teachers, preschool parents and social institutions to ensure a holistic pedagogical process.

IIstage (main) - senior, preparatory group):

The main stage includes the time of the direct educational process. The upbringing and development of children is aimed at solving the following problems:

Mastering the basics of ethno-cultural categories and values ​​by pupils, educators and parents.

Creation of conditions for the successful mastering of children's skills in visual, musical, artistic, speech and theatrical activities, the development of children's creativity

Development of communication skills (the ability to listen to each other, express their opinions, negotiate, come to an agreement, etc.).

Development of managerial abilities (the ability to make choices based on moral values, act purposefully and achieve results).

Development of speech interaction (increase in the number, volume of statements).

Development of motivation for communication in children and adults (increase in the number of positive contacts within the preschool educational institution and in the process of interaction with society).

Creation of prerequisites for the successful adaptation of the child in primary school, which is due to a unified system of socio-cultural values ​​and the universality of the pedagogical technologies used.

The integrated plan is based on the synthesis of the arts, which is used in three directions: art is included in the daily life of children as an integral part of the aesthetic environment; art is the content of education; art is used in various types of artistic activity, serves the development of children's creativity.

The educational process is aimed at the development of perception, the formation of the ability to observe, peer, listen, highlight harmony, character. Gradually, children will acquire the ability of a figurative emotional assessment of objects, the proportion of comprehension of works of art will increase - children master the content, form and expressive means. A personality-oriented approach and differentiation of education and upbringing of each child will be implemented.

Stage III(final):

Carrying out final diagnostics, which will reveal the level of ethno-cultural development of children based on a comparative analysis of the results of educational activities in the experimental and parallel groups of MDOU for all years.

Making maps of musical and psychomotor development.

Conducting a survey of parents in order to identify the degree of satisfaction with the work of teachers, the development of children. Based on the diagnostic data, conclusions are drawn about the effectiveness of the work carried out by teachers, the dynamics of the ethno-cultural development of children, the level of assimilation of knowledge, skills and abilities by them.

Identification of shortcomings, difficulties and problems in the work.

Conducting a musical theatrical performance, in which children, teachers, parents take part (creating a script, preparing costumes, scenery, selecting music, decorating a music hall, learning song, literary and choreographic material).

Description of the experience of experimental activities, presentation of the final analytical report to the municipal expert council, reports at scientific and methodological conferences, seminars, boards, materials for pedagogical publications.

Designing a program for further experimental activities of MDOU.

Basic conceptual provisions of the experiment program.

MDOU teachers are constantly looking for the most effective ways to organize work with children, focusing on a personal approach, which does not seem real without purposeful experimental work.

Work in an experimental mode involves the systematic improvement of the content and methods of education and training of preschoolers, advanced training of teachers, as well as the organization of psychological and pedagogical education of parents. The teacher, as a rule, passing the goals and objectives of the experiment through himself, discovers and invents something of his own. Experimental activity becomes a means of development and helps to attract intellectual and material resources to solve the problems of preschool education.

We see the key role of the experimental group in shaping the general culture of children, developing their physical and intellectual qualities, creating conditions for the formation of a harmonious, spiritually rich personality with aesthetic consciousness, the inclinations of artistic culture, and creative abilities for individual self-expression through various forms of artistic activity.

The ethno-cultural education of the younger generation is determined by socio-political and spiritual changes that have made the stabilizing mission of ethno-cultural education in the development of the future of Russia obvious. The pedagogical activity of our preschool educational institution is aimed at improving the educational process and using new approaches to raising and educating children, as well as updating the content of preschool education based on the system of spiritual and moral values ​​and ideals of the Russian people and introducing the most effective forms and methods of working with families pupils.

The purpose of ethnocultural education is the spiritual and moral development of children, the awakening of the desire for excellence through the knowledge of the values ​​of national culture, which in this experience goes through the ethnocultural orientation of education. In our experimental work, the spiritual and moral values ​​of Russian traditional culture underlie the pedagogical process and the artistic and creative activity of children, which contributes to the disclosure and development of the creative potential of the child's personality. In addition, ethno-artistic activity acts as a tool of social therapy that corrects the psycho-emotional and personal development of the child, helping him to lose his fears and complexes.

The historical aspect of the problem.

Ethnocultural education is a process in which the goals, objectives, content, technologies of education are focused on the development and socialization of the individual as a subject of an ethnic group and as a citizen of the multinational Russian state. Ethnocultural education is determined by the introduction into the educational process of knowledge of native folk culture, social norms of behavior, spiritual and moral values; acquaintance with the cultural achievements of other peoples; using the experience of folk education with the aim of developing children's interest in folk culture, fostering a friendly attitude towards people of different nationalities.

The need to organize the educational process in kindergartens on an ethno-cultural basis was recognized by domestic teachers from the very beginning of their creation in Russia. Since the “idea of ​​a kindergarten” came to us from Germany, the well-known Russian teacher P.F. Kapterev spoke about the inadmissibility of transferring a “German-special type” of a kindergarten to Russian soil. The cultural and historical experience of the people should determine the originality of educational work in kindergartens. National traits of character, the formation of which is aimed at educating children of any ethnic group, dictate their own special style of relationships between adults and pupils. Taking into account the traditions of the Russian people, the peculiarities of children's perception, the main subjects of study in Russian kindergartens, according to P.F. Kapterev, should be: the nature of the native land; native language; folklore; historical and ethnographic stories about one's own and other peoples, helping to develop children's ideas about the ethnic diversity of the world; foreign language.

The methodological basis of the ethnocultural education of preschool children in the second half of the 19th - early 20th century. in Russia was the idea of ​​nationality, justified by K. D. Ushinsky. The principle of nationality defined the native language as the basis of education, the study of native history, traditions and customs of the people.

In private kindergartens opened in large cities, plans for educational work included a fairly wide use of works of Russian folk art: fairy tales, folk songs, outdoor games, games with singing on the plots of Russian folk tales. There was also an introduction of preschoolers to the culture of other peoples, but mostly foreign ones: German, English, French. The children were read fairy tales by the Brothers Grimm, G.-H. Andersen, the music of French and German composers sounded at music lessons. In folk preschool institutions children were introduced mainly to Russian culture. However, where there was a need, the educators in organizing their work proceeded from the national composition of the children in the group. Educational work in national kindergartens was built on the basis of bilingualism, with extensive use of folk art and folk holidays. The means of ethnocultural education in the period under study include: children's publications (magazines, books), folk games, toys, didactic aids, excursions, and the study of foreign languages.

Content and approaches to ethnocultural education in Soviet period change in accordance with the new ideology. With a gradual increase in the socio-political influence on the educational process, the pedagogical terminology used in the educational process is changing. The term "moral education", as noted in the study by L. M. Kazaryan, did not meet the class objectives of education and was of an apolitical nature. In the 20s. 20th century the main attention is focused on social, socio-political education. This concept also included the education of ideology, certain moral qualities and behavioral skills, the principles of collectivism, internationalism, atheism and social activity. In this regard, the ethnocultural education of preschool children during this period can be viewed through the prism of international education, which began to occupy a leading place in the theory and practice of preschool education. The ethno-cultural component of the educational process in preschool institutions was revealed through such principles as:

the principle of connecting the kindergarten with the surrounding reality, which assumed the expansion of children's ideas in the process of getting acquainted with the life, culture of their people, with the cultural achievements of all mankind;

construction of educational work in kindergarten in the native language for children, the use of works of oral folk art;

the principle of studying the social environment surrounding the child, including the national one.

There is a tendency in continuity with the last century of means and forms of ethno-cultural education of children. However, their content component was determined by the solution of the problems of international education, the effective forms and means of which were recognized: a socio-political holiday (October or May Day), books, the number of which was relatively small (A. Barto "Brother"), and there was a clear need to create them ; communication of children of different nationalities, both direct and indirect through correspondence; bright events of the political life of the country: elections to the Supreme Soviet, labor activity of workers of different nationalities. During this period, travel games appeared in the practice of preschool institutions, in which the task was to clarify children's ideas about the life of peoples; dramatization games based on the content of children's books and stories that illuminated the life, work of different nationalities, national customs. Since the mid 1930s. new types of dolls began to be created, embodying international images; toys that introduced children to the history of their country. National dolls began to take pride of place in the play corners of preschool institutions. Ethnocultural education in this period was implemented through the use of musical and dance, oral folk art, which was part of everyday life, the life of a kindergarten.

Folk art in the 1940s–60s was considered in several aspects: both as a means of educating love for the Motherland, for one's people, and as a means of educating the moral qualities of a person, developing children's creativity, and as a means of familiarizing oneself with the culture of other peoples.

In the early 80s. 20th century society increasingly feels the need to reform the school, to humanize the educational process, which was associated with the introduction of ethno-cultural content into it.

Ethnopedagogization of education is largely due to the works

G. N. Volkov, who introduced the term “ethnopedagogy” into the scientific apparatus, singled out the humanistic foundations of folk pedagogy, outlined its problems, and singled out the factors and means of education.

Ethnocultural education at the present stage is aimed at developing the ethnocultural competence of preschool children, at cultivating a culture of interethnic communication, at developing their ability to think in images and express their attitude to the environment in various types of artistic activity.

Means of ethnocultural education and upbringing of preschoolers.

Spiritual culture, and especially art, becomes the most valuable for the upbringing and education of the child. Works of different types of art are close to the emotional nature of the child, his ability to think in images and express his attitude to the environment in different types of artistic activity.

The most accessible of them for preschoolers are the following.

Folk gaming culture.

The child understands and is interested in such forms:

folk games of various types (outdoor games and competitions, plot, round dance, verbal);

folk toys;

national holidays;

folk theatre.

Traditionally, Russian folk play culture is considered as a means for a child to enter the space of his native culture. At the same time, the introduction of elements of Russian folk play culture into the pedagogical process of a kindergarten can help familiarize children with the history of Russia, foster a tolerant attitude towards different peoples, and cultural development of preschoolers.

Oral Russian folk art.

Its value lies in cognitive, aesthetic and educational values. Folklore tests are naturally included in various types of children's activities (game, visual, theatrical). The works of oral Russian folk art contain common archetypes, expressed in images, plots, and morality. Their development helps the preschooler to understand the commonality of moral and ethical universal values.

Decorative and applied art of the Russian people.

It reflects the cultural values ​​of the Russian people. Acquaintance with the specifics of Russian folk decorative crafts allows preschoolers to see and comprehend that their specificity depends on the external features of the life of an ethnic group (mainly habitat - the north, south of Russia, Siberia), and the commonality is determined by the unity of moral and aesthetic values, regardless of place of residence. The opportunity not only to observe, but also to participate in the creation of objects based on folk traditions, makes this process exciting and useful for the child.

Cultural space of the museum.

The museum, as a sociocultural phenomenon, has great potential for introducing preschoolers to Russian culture, thanks to the visually presented monuments and museum exhibits. Modern technologies make the process of introducing preschoolers to Russian culture accessible and interesting in the museum. In addition, it is possible to use elements of museum pedagogy in the preschool educational institution itself through the organization and activities of a children's mini-museum.

MBDOU kindergarten No. 5 "Teremok", Khakassia, p. Shira

Kokova E.I. Education of ethnic culture in the educational space of the preschool educational institution // Sovushka. 2016. No. 1..2016.n1-a/ZP15120029.html (date of access: 22.02.2019).

The main goals of education in modern Russia are seen in ensuring the historical continuity of generations, the preservation, dissemination and development of national culture; education of patriots, citizens of a legal, democratic, social state, respecting the rights and freedoms of the individual and possessing high morality; development of a culture of interethnic relations.
One of the trends in the development of the modern educational process has become its ethno-cultural orientation. Ethnocultural education involves the introduction of preschoolers to the ethnic culture of the peoples living in the region.
The development of ethnocultural experience contributes to the realization that the native culture is one of the forms of the cultural diversity of the world. At present, the ideas of ethnocultural education are widely introduced into the practice of preschool institutions.
In the modern world, we often forget our roots, our history. How much does the younger generation know the culture of our ancestors?
This gap needs to be filled directly as early as possible. It is necessary to awaken in the growing man the love for native land. And this work should begin at preschool age.
The upbringing of a citizen and a patriot who knows and loves his Motherland - a particularly urgent task today cannot be successfully solved without a deep knowledge of the spiritual wealth of his people, as well as the national culture, traditions, language of the indigenous population of the republic.
Transferring knowledge to children, it is necessary to take into account that they should have educational value, contribute to the formation of moral feelings. And today it is very important not to miss a grain of folk wisdom, folk traditions and customs; preserve, multiply and pass them on to future generations. The main task of work on ethnocultural education can be considered the formation of a spiritual and moral attitude to one's family, village, republic, country, to the nature of one's native land, to the cultural heritage of the people who have lived in the region since ancient times.
In our preschool institution, ethnocultural education of preschool children is carried out in an organized educational, independent activities, as well as through the circle.
Starting from the 2014-2015 school year, children of senior preschool age are introduced to the culture, life and language of the Khakass people.
The purpose of the work program of the circle "Olgan Aces":
- creation of conditions for familiarization of preschool children with the language and culture of the indigenous people of the Republic of Khakassia.
Tasks:
- To acquaint children of senior preschool age with the Khakas language.
- To acquaint preschool children with the cultural traditions of the Khakass people.
- To expand the ideas of preschoolers about the nature and fauna of the Republic of Khakassia.
- Create conditions for interest in the culture and language of the indigenous people of their small homeland and its nature.
The circle program is designed for 1 year of study for pupils of the group preparatory to school.
The classes are held in game form, with a change of different activities. The game is an accessible and effective form of activity in introducing children to oral Khakass speech, the culture of the indigenous people of Khakassia. In a playful way, children easily learn Khakass words, phrases, small sentences. The game helps children to get rid of the fear of speaking another language, leaves a vivid impression of the circle.
In my work, I rely on the program "From Generation to Generation" by S.I. Laletina. Grandfather Archool, grandmother Arina, girl Tarina, Sunny Bunny, Hynchan lamb, Barsik kitten come to visit the children. All of them are heroes of a fairy tale by S. Lomkina "Sunny Bunny".
Grandfather Archool and Tarina are dressed in the Khakas national costume, and grandmother Arina is in Russian. They help children get acquainted with the Khakas language and the traditions of the Khakas people.
In the classroom I use role-playing games ("Let's get acquainted"), Khakass folk games ("Hide the mitten", "Hide the ring", "Kite and chickens, etc.), mobile ("Build a yurt", etc.) and finger games ("Family", etc.), Tongue Twisters ("Min! n hell...", etc.), various game methods (sudden appearance of heroes, magic ball, etc.).
For a more conscious memorization of new words, children draw (national costume, dwelling, nature of Khakassia, etc.), sculpt animals that live in the region, create applications with elements of the Khakass national ornament (decoration of a mitten and a boot).
Of great importance in getting acquainted with the language and culture of the Khakass people are singing, listening to musical works, learning small poems. (starting with simple and easy for preschoolers). This contributes to the development of auditory perception of the language as a whole, develops the imagination, the desire to learn new words and phrases.
Children are happy to participate in the national holidays "Chir-Ine", "Chyl Pazy", which are held annually in our kindergarten.
During the year, when passing through the topics of the circle program, children gain knowledge about the traditions, culture and language of the indigenous population of Khakassia, which is an important factor for preserving the linguistic heritage of the people.

“There was not and is not a human being in the world that would be extra-ethnic,” said Lev Gumilyov. And before proceeding to the disclosure of the topic, let's analyze the etymology of the word "ethnos".

There are many definitions of ethnicity. One has only to start a conversation about ethnic groups, as a figure will surely appear that cannot be passed in silence: Lev Nikolaevich Gumilyov (1912-1992) with his theory of "ethnogenesis". The word "ethnos" in the Greek language had many meanings, including the one we take as a basis: "kind, breed"; in the modern sense, this is one or another historical community of people, large or small.

The last Tasmanian, while he was alive, represented an ethnic group, being the only individual. Belonging to one or another ethnic group is perceived by all people as something implied.

In mestizo forms, this is somewhat more complicated, but still remain - firstly, a sense of one's own and someone else's and, secondly, a stereotype of behavior characteristic of a particular ethnic group.

Both together are sufficient indicators to determine ethnicity, but, in addition, both reflect some kind of physical reality that exists beyond the gaze of the observer and his opinions or views. It is widely believed that "nationality" is a social form characteristic of the feudal formation, intermediate between a tribe and a nation. Therefore, we refuse to use the terms "nationality", "tribe", "nation" and introduce the term "ethnos", by which we mean all collectives of a certain type, given to us directly in sensation, like light, warmth, pain, etc. Any Of these sensations, it has a physical nature, such as photon vibrations, the movement of molecules, irritation of nerve endings, etc. But in order to reveal the content of sensations, there are natural sciences, including ethnology proposed here. Since it can be considered proven that the interaction of mankind with nature in the sphere of the geographical environment is carried out precisely through ethnic groups, the urgent task is to reveal our sense of ethnos as a phenomenon of the physical existence of the universe. For this, it is necessary to complex construction and empirical generalization of various facts. Gumilyov L.N. Ethnos and landscape: Historical geography as ethnology [Text] / L.N. Gumilyov// Reports of the Geographical Society of the USSR. - 1968.- issue 3.- p. 193-202. (with a footnote - published in the order of discussion. - Editorial of the journal Izv.VGO)

Academician Yu.V. Bromley believed that “an ethnos in the narrow sense of the word” is “a historically formed set of people in a certain territory who have common, relatively stable features of culture (including language) and the psyche, as well as a consciousness of their unity and difference from other similar formations. , i.e., self-consciousness.”

The term "ethnos" was introduced into scientific circulation in Russia by a scientist who ended up in exile after the October Revolution, Sergei Mikhailovich Shirokogorov Dugin A.G. Sociology of ethnos (Structural sociology). Lecture No. 7//Center for Conservative Research. - 2009. [Electronic resource] / URL: http://konservatizm.org/konservatizm/sociology/220409204809.xhtml (accessed 21.09.2012) (1887-1939). He owns the definition of "ethnos", which has become a classic.

"ethnos" is a group of people

Speaking the same language

Recognizing their common origin

Possessing a complex of customs, a way of life, preserved and consecrated by tradition and distinguished by it from those of other groups.

This definition emphasizes the linguistic commonality (which was placed in the first place not by chance), the common origin, the presence of customs and traditions (that is, culture), as well as the ability to clearly distinguish these traditions and customs from the customs and traditions of other ethnic groups (differentiation).

A similar definition of "ethnos" (more precisely, "ethnicity" - Ethnizitat) is given by Max Weber - "ethnicity is belonging to an ethnic group united by cultural homogeneity and belief in a common origin." Shirokogorov's definition is more complete, as it emphasizes the commonality of the language.

The most important thing in the concept of an ethnos is the assertion of its basic reality at the basis of the entire structure of society. Every person has a language, culture, knowledge about the origins and customs. And this complex varies significantly from society to society. The fundamental matrix of such a complex (that is, a combination of all elements - sometimes collectively called "culture") is the ethnos.

According to A.G. Kuts, an ethnos is a stable, naturally formed community of people that opposes itself to other similar communities, which is determined by a sense of complementarity (friend or foe), and is distinguished by a peculiar stereotype of behavior. Kuts A.K. Global Ethnosociology: Textbook / A.K. Kuts. - Omsk: OmGU. - 1997. -212 p.

There is also a definition from the "Small Encyclopedia of Ethnostate Studies": "An ethnos is a stable group of people that has developed as a result of natural development based on specific stereotypes of consciousness and behavior."

Having examined in detail the definition of an ethnos, we can safely say that one of the unifying features of an ethnos is culture, i.e. certain cultural traditions of a certain people, developing from century to century and transmitted from generation to generation. It is the cultural heritage that distinguishes one ethnic group from another. Based on the foregoing, we are moving on to the definition of such concepts as "ethnoculture" and "ethnocultural education".

Ethnic identity is a sense of belonging to a given ethnic group. Its important component is the idea of ​​the common origin of its members, i.e. joint historical practice of ancestors.

Ethnic culture includes language, folk art, customs, rituals, traditions, norms of behavior, habits passed down from generation to generation. But ethnic systems are not reduced to only one, albeit basic, element - the ethnos. There is, according to researchers (L. Gumilyov, V. Belyaev and others), an ethnic hierarchy that can be represented in the following sequence: superethnos, ethnos, subethnos, consortia, conviction. Superethnos - an integral group of ethnic groups that arose simultaneously in the same region, as a rule, with a common origin, culture, psychology (Slavs, Turks, etc.). Sub-ethnos - a subsystem of an ethnos with specifics in religion, language, culture, history, self-consciousness and self-name (in the ethnos "Russians" - Kamchadals, Pomors, Siberians, etc.; in the ethnos "Tatars" - Kryashens, Mishars, Kazan, Kasimov, Astrakhan Tatars and etc.). Consortia - a group of people with a common historical destiny (guilds, sects, etc.). Conviction - a group with a common life, a single-character way of life and family ties(suburbs, settlements, etc.).

The concept of ethnoculture developed at the turn of the 20th-21st centuries. and has become widely used as a verbal abbreviation of the concept of "ethnic culture", without having a clear definition. Therefore, this term is found mainly in modern studies.

The problem of ethno-cultural education and upbringing was reflected in a number of studies by theoretical scientists, practical teachers T.I. Baklanova, V.G. Volkova, L.I. Vasekha, E.V. Ershova, A.S. Kargina, M.Yu. Novitskaya, S.B. Seryakova, T.Ya. Shpikalova and others. The research experience of A.B. Afanasyeva, T.F. Babynina, E.S. Babunova, E.F. Vertyakova, G.I. Guba, A.P. Eliseeva, V.B. Mandzhieva, N.A. Minulina, V.V. Modorova, A.B. Pankina, O.N. Stepanova. The developed and implemented psychological and pedagogical methods are aimed at improving artistic education and education of students on the best traditions of folk culture.

So, for example, L.I. Vasekha believes that ethnoculture, being a complex and internally contradictory hierarchy of sacred and profane ideals, socializes people, consolidates their cumulative activities, representing a single whole.

Thus, ethnoculture forms a person not only as a skilled and intelligent being, but also as a bearer of religious, ethnic and international meaning. Problems of ethnology and ethnopedagogy: Sat. Art. and mat-lov [Text] / ed. L.I. Vasekha. //Novosibirsk: Publishing house of NGPU.- vol. 8. - 1999. - 183 p.

In the studies of E.F. Vertyakova, A.P. Eliseeva, V.B. Mandzhieva, N.A. Minulina, V.V. Modorova considers ethnoculture as the culture of a particular ethnic group, which finds its expression in a certain ethnic self-awareness of material and spiritual values, manifested in moral and ethical standards, lifestyle, clothing, housing, cuisine, social settings, etiquette, religion, language, folklore and psychological warehouse Zenkova L.G. Ethno-cultural environment as a psychological and pedagogical condition for ethno-cultural education of preschool children in a children's art school [Text] / L.G. Zenkova // Bulletin of the Tomsk Pedagogical University. - 2012. - issue. 4. - S. 195-197.

It can be stated that ethnoculture is the culture of a particular ethnic group, where local ethnic norms (material and spiritual values) are directly preserved. Personality as a subject of ethnic culture is not only its consumer, but also the bearer and creator of cultural values, which determines in its development quality characteristics reproduction of ethnic experience.

Thus, based on modern approaches in the definition of the concept of "ethnoculture", we can conclude that it is unchanged in its manifestations, since it is based on a tradition that is not subject to various changes taking place in our society, and is a stable form with well-established values, folk wisdom.

Folk art culture of all ethnic groups living on the territory of the Tver region determines the basis and content of the ethnocultural education of young people in the cultural and leisure institutions of the region using all its components: musical folklore, folk crafts and crafts, calendar and ritual holidays, folk games, domestic dances and round dances for the formation of holistic ideas about the ethno-cultural characteristics of their people. The relationship of gaming, concert, theatrical activities, corresponding age characteristics development of this age group (from 14 to 29 years old), is aimed at mastering folk art culture by young people and translating it into personal experience, achieving a positive result.

Based on the definition of the concepts of "ethnos", "ethnoculture", which were given by us at the beginning of paragraph 1.1 of this study, we considered it necessary to define the concept of "ethnocultural education" fundamental for our study in cultural and leisure institutions.

In the definition of the concept of "ethno-cultural education" we follow G.I. Guba, who understands it "as an activity aimed at raising ethnic awareness, forming the foundations of national self-consciousness and positive ethnic identity through the assimilation of the value orientations of their people and ensuring the child's successful entry into the context of world culture." Tyulenasova E.R. Formation of the ethno-cultural competence of preschool children: abstract of the dissertation of Cand. teacher. Sciences [Text] / E.R. Tyulenasov: GOU VPO "Chelyabinsk State Pedagogical University. - Chelyabinsk: 2011. No. 4841001

Also, ethnocultural education can be defined as a purposeful interaction of generations aimed at interethnic integration and contributing to the understanding of the common and special in the traditions of a number of living peoples, as a result of which the ethnocultural orientation of the individual is formed.

Ethnocultural education is a complex social pedagogical phenomenon. It is based on the fundamental foundations of folk pedagogy, the theory of ethnos, ethnopsychology, philosophy, cultural studies, socio-cultural activities and other frontier branches of scientific knowledge. The regional ethno-cultural educational component should be considered as a necessary structural element of the socio-cultural sphere.

Ethnocultural education can be interpreted in two ways:

Firstly, as a historically established and developing activity of an ethnos to create and develop its own culture (its own holidays, customs, rituals, original works of folk art), embodying ethnic self-consciousness, ethnic stereotypes and the character of the people;

Secondly, as the activities of various socio-cultural institutions, state and non-state structures, aimed at studying, preserving, developing traditional folk culture and broadcasting its works and values ​​into the modern socio-cultural space.

In our study, ethnocultural education is considered in the second interpretation of this concept, which corresponds to the topic of the study. Queen G.M. Ethnocultural activity in the regions: pedagogical design and implementation [Text]: abstract of the dissertation for the degree of Doctor of Pedagogical Sciences / L.G. Koroleva: Moscow State University for the Humanities. M.A. Sholokhov. - Moscow: 2011. - 19p.

Ethnocultural education provides, first of all, the development of ethnocultural values, the interaction of different cultures in a pluralistic cultural environment, and adaptation to other cultural values. Accordingly, in ethnocultural education, taking into account ethnic and national characteristics is fundamental, while international education is focused on the formation of a personality outside of ethnic culture. Gordienko N.V. "Ethnoculture of the Greeks". Creation of conditions for the preservation and study by school students of the ethnocultural heritage of the peoples of the Republic of Adygea [Electronic resource] /sch18.adygnet.ru/dok/gordien1.docx (accessed 12/29/2012).

Ethnocultural education eliminates the contradictions between the systems and norms of education of dominant nations, on the one hand, and ethnic minorities, on the other hand, and predetermines the adaptation of ethnic groups to each other; cultivates in a person the spirit of solidarity and mutual understanding in the name of peace and the preservation of the cultural identity of different peoples.

In recent years, the appeal to the idea of ​​ethnocultural education as a way to update the content educational activities takes on special significance. Ethnocultural education of the individual is the central problem of modern education. The deeper a person is familiar with his native culture, the easier it will be for him to understand and accept the culture of another people, and, therefore, to be more tolerant of other cultural traditions.

Ethnocultural education is a purposeful process of familiarization with folk art culture, contributing to the assimilation of traditions, customs, and the foundations of morality; development of the best features of a person, his creative potential; providing a positive emotional background development. Therefore, one of the psychological and pedagogical conditions for ethnocultural education in cultural and leisure institutions is the organization of an integral ethnocultural educational environment. Zenkova L.G. Ethnocultural education of preschoolers in the children's art school [Text]: abstract of the dissertation of the candidate of pedagogical sciences: 13.00.01 /L.G. Zenkova: Moscow. ped. state un-t. - Moscow, 2012.

Under the ethno-cultural education of youth, we mean a system of interrelated components (motivational-target, content-procedural and organizational-methodological) necessary for an organized and purposeful process of educating young people in the spirit of love for their native culture as an integral part of the world cultural community. The development of education and upbringing with a focus on national cultural traditions is comprehended by many researchers. So, V.K. Shapovalov defines the ethno-cultural orientation of education as a measure of the orientation of goals, objectives, content, technologies of education and training for the development and socialization of the individual as a citizen of a multi-ethnic state. Shapovalov Valery Kirillovich. Ethnocultural orientation Russian education[Text]: Dis. Dr. ped. Sciences: 13.00.01: Stavropol, 1997 311 p. RSL OD, 71:98-13/5-1

The social significance of ethnocultural education is emphasized in the studies of E.P. Belozertseva, T.I. Berezina, and A.B. Pankin believes that the education system, aimed at ethnic culture, ensures the preservation and development of ethnic constants of the central cultural theme of the ethnos. We are in solidarity with the opinion of teachers that understanding and preserving one's identity, integrity and independence, individual freedom can be achieved through understanding one's native culture. Ethnocultural education begins from the first days of a child's life and continues throughout life. It is through the native culture that multicultural education can be carried out. Ethnocultural education is closely linked with ethnocultural education. Studies related to ethno-cultural education have shown that ethno-cultural education is based on controlled knowledge of ethnic culture, the assimilation and living of traditions, customs and rituals reflected in the socio-historical experience of the people, mastering the experience of ethno-artistic activity. That is we are talking about ethno-cultural technologies that are quite common in socio-cultural activities, which are carried out through: national-cultural and cultural-educational centers, houses of folk art, Sunday schools, studios and amateur associations, decisive tasks cultural self-determination and self-development, preservation of ethnic and national cultures. These technologies are the basis for the revival of folk cultural traditions, folklore, arts and crafts, folk crafts and handicrafts.

At the same time, we must not forget that representatives of ethnic minorities and migrants among young people face many educational problems. They have different knowledge and values ​​(language, religion, cultural traditions), and this prevents them from realizing themselves within the pedagogical requirements built on the cultural and educational tradition of the majority. The neglect of the cultural tradition of the youth of ethnic groups often has a negative impact on them.

That is why special attention in cultural and leisure institutions is directed to ethno-cultural technologies, which are considered by socio-cultural activities as a tool for interethnic and cultural exchange and cooperation, coordination and implementation of interethnic programs for the development of culture and leisure, mutual exchange and contacts in the socio-cultural sphere, aimed at for the approval of the cultural identity of each people, providing an opportunity for a real polylogue of cultures and equal cultural dialogue between representatives of different countries and nationalities, providing opportunities for each national culture and tradition, ensuring the inclusion of a single individual in modern world, international, interethnic, general civilizational socio-cultural processes .

The education of tolerance is a factor necessary for the implementation of intercultural interaction in overcoming xenophobia among young people, since it is both a condition and a guarantee of successful interaction between representatives of different cultures. At present, there is no doubt that successful communication between ethnic groups is unthinkable without tolerance. Tolerance has become integral part democratic development of society, it is in the center of attention in the activities of various state and public structures, and teachers are also involved in the education of tolerance.

The category "tolerance" in Latin ("tolerantia") means "patience" and is interpreted as tolerance for other people's opinions and beliefs. Asmolov A.G., Soldatova G.U., Shaigerova L.A. On the meanings of the concept of "tolerance" [Text] // Century of Tolerance: Scientific and Journalistic Bulletin. - Moscow: Moscow State University, 2001. - P. 8-18. In Russian in the 19th century. the verb "endure" had many lexemes. He expressed various meanings: endure, suffer, strengthen, stand without exhaustion, wait for something, allow, relax, do not rush, do not drive, etc. Despite the ambiguity, the category of "tolerance" has a contemplative connotation, a passive orientation. The basis of this definition is such a human quality as tolerance. According to the Declaration of Principles on Tolerance, proclaimed and signed by UNESCO on November 16, 1995, "tolerance" is respect, acceptance and understanding of the rich diversity of cultures of our world, our forms of self-expression and ways of manifesting human individuality. UNESCO Declaration of Principles on Tolerance [Approved by resolution 5.61 of the UNESCO General Conference of November 16, 1995]/[Electronic resource]: URL: http://un.by/f/file/Tolerance%20declaration.pdf (Accessed 29.12.2012). Tolerance can manifest itself both at the level of political forces, expressing readiness to tolerate dissent, and at the level of life of an individual, expressed in the desire to convince with the help of arguments, and in recognizing the positions of the opposite side. In interethnic relations, tolerance is simply necessary.

Foreign experts in the field of ethnopsychology and ethnopedagogy have already made attempts to study the factors influencing tolerance (tolerance) and intolerance (intolerance) in interethnic relations, etc. In domestic science, certain aspects of tolerant education can be found in M.M. Akulich, M.T. Alieva, T.V. Bolotina, Yu.A. Krasin, G.F. Semigina and others. The problems of forming a tolerant culture are reflected in the works of M.S. Kagan, V.V. Makaeva, Z.D. Malkova, V.N. Myasishcheva, L.A. Petrovskaya, L.L. Suprunova, N.N. Yaroshenko. And although research into the problems of tolerance began to be carried out relatively recently, scientists have already made a significant contribution to the study of this problem. Particularly in this regard, one can single out works related to issues of ethnopsychology and the formation of tolerant thinking (V.V. Gritsenko, N.M. Lebedeva, V.N. Pavlenko, T.G. Stefanenko, G.U. Soldatova, etc.) . Apanasyuk L.A. Ethnocultural education in overcoming xenophobia among the youth of Russia [Electronic resource]. URL: http://www.rusnauka.com/29_NIOXXI_2012/Pedagogica/5_117083.doc.htm (accessed 12/29/2012).

The need for ethnocultural education is mentioned in a number of state documents: for example, the Law of the Russian Federation "On Education" in the tasks of education highlights the following: "introducing young people to the achievements of world and domestic culture; studying the history, traditions and customs, both of their own people and other peoples republics". Law on Education of the Russian Federation of 10.07. 1992 No. 3266-1 [President of the Russian Federation in 1992]

At present, the isolated existence of peoples and cultures is becoming impossible, since the intensification of migration and demographic processes, the increase in the number of ethnically mixed families, significantly expand the scope of interethnic interaction. People encounter a variety of cultural environments.

The integrity and future of Russia is largely associated with its multi-ethnicity. More than 150 nationalities live here, which belong to different ethnolinguistic families and groups, profess different religions, have their own original cultures, a complex and special history. And it is the system of leisure institutions that has unique opportunities to expand knowledge about other peoples and build mutual tolerance. Given the multi-ethnicity of the society in which the young generation of Russia is socializing today, the need to develop new strategies and approaches in the formation of ethno-cultural competence among young people becomes obvious. To be ethno-culturally competent means to recognize the principle of pluralism, to have knowledge about other peoples and their cultures, to understand their originality and value.

One of the tasks of culture is to foster a positive attitude towards ethno-cultural differences that ensure the progress of mankind and the conditions for its self-realization of the individual. Ethno-cultural competence implies a person's readiness for mutual understanding and interaction, based on knowledge and experience gained in real life and at cultural events aimed at his successful adaptation in a multi-ethnic environment.

The formation of ethnocultural competence involves the introduction young man initially to his own, and then to other cultures. An important task of specialists of cultural and leisure institutions is to teach a person to comprehend social processes, analyze knowledge about ethnic cultures, find and recognize common and different in them. The process of reflection should be based on the initial positive perception of all ethnic groups and a critical attitude towards incidents and conflicts on ethnic grounds. To do this, it is necessary for the specialist of the leisure institution to have an unbiased position in assessing the behavior of members of a multinational team, to be able to overcome his prejudices (if any).

On the one hand, one of the tasks of a leisure institution is to educate young people in positive attitudes and communication skills in a multinational and multi-confessional Russian society.

On the other hand, also of particular interest is the independent research activity of young people, aimed at collecting, studying, analyzing and using materials that reveal the characteristics of culture, history, traditions, way of life, lifestyle, psychology of their people, as well as other peoples living in its territory. small homeland.

Thus, young people gradually in the practice of real communication discover similarities and differences with other peoples, get acquainted with different ethnic cultures, learn to live in a society where new cultural conglomerates are formed.

familiarization with the history and traditions of their own people;

acquaintance with the history and traditions of the peoples that make up the ethno-cultural environment;

Revival of traditional trades and crafts;

popularization of creativity, the study of rituals and games of peoples;

· analysis and identification of the common, particular and special in the culture, traditions and history of peoples living in a single territory.

The search for effective ways of ethnic orientation of the individual led to the definition of the essential role of the educational system in general and the system of education in school in particular. Models of ethno-cultural adaptability of a personality, its harmonization with the outside world are built on the principles of ethno-cultural influence, which is organized in a higher educational institution by developing and implementing ethno-cultural pedagogical technologies.

The content essence of the work is determined by ethno-pedagogical education and the use of customs and traditions of educational experience, acquaintance with handicrafts and artistic, visual, oral folk art. On this ethnic platform, students are not isolated in a selected fragment of ethnic culture: ethno-pedagogical mechanisms and methods of mastering the skills and abilities of traditional culture are designed to demonstrate to them the possibilities of using them in the modern socio-cultural process. This is facilitated by:

Game principle of mastering information, appeal to theatricalization;

Conscious adherence to the principles of oral folk art: collectivity, improvisation, variability and syncretism;

Creation of a positive psychological response based on taking into account the age and individual characteristics of young people;

Regulation of ongoing activities by the laws of calendar-agricultural and family-household cyclization;

Work on the awareness and development of not only the timing of the event, but also its moral and aesthetic value and practical conditionality;

The openness of the ethnic aesthetic model, which implies reliance on modern scientific fields - cultural studies, sociology, ethnography. Zhibraeva K. Ethnocultural approach to education [Text]// No. 3 (76).- 2010

The ethnocultural education of young people is built in accordance with the gender and age characteristics of this age group and provides for the use of the totality of the educational potential of the traditions of the Russian people and other peoples living in the Tver region in the most appropriate forms, methods in various fields life of youth, including in cultural and leisure institutions.

Successful implementation of the process of ethno-cultural education of youth depends on the creation of optimal socio-pedagogical conditions associated with consistency in the educational activities of the family, school and, of course, cultural and leisure institutions; using the variety of traditional national forms of educational work; creative participation in folk holidays, and the participation of craftsmen and craftsmen in the work of groups of arts and crafts in national types of crafts and sports sections; preparation of parents for the ethno-cultural education of adolescents in the family. Bozhedonova A.P. Ethnocultural education of schoolchildren on the traditions of the Yakut rural society [Text]: Ph.D. ped. Nauk / A.P. Bozhedonova: RSL OD. - Moscow. -2006.- 172 p. 61:07-13/833

Educational tasks of ethnoculture. Bondareva N.A. Technology of ethnocultural education // School, 2001.-№5.-p.38-41.

Table No. 1

Human values	outlook	Goals of education
Character traits for becoming as an "ideal"	Traits of character for becoming as "anti-ideal"
LABOR - the basis of human existence, which most fully characterizes the essence of man	I am a hard worker and with my creative work I ensure the well-being of the family and the Motherland.	diligence, diligence, discipline, responsibility, reliability, organization, purposefulness, perseverance, initiative, diligence, efficiency, professional pride, respect for mastery	laziness, irresponsibility; indolence, carelessness, passivity, indecisiveness
BEAUTY is a factor of well-being in the world, the result of natural conformity and reasonable spiritual activity of a person, a means of his creative development	I am a connoisseur and creator of beauty, which I understand as the highest spiritual value and a factor of well-being in the world.	aesthetic perception of nature and man, aesthetics of behavior, the ability to understand harmony and beauty, susceptibility to beauty in life, rejection of the ugly, admiration for beauty	acceptance and admiration for the disharmony of the world, indifference, indifference to the ugly
MAN is an absolute value, “the measure of all things”, the goal, means and result of education	I am a worthy person engaged in my spiritual development.	optimism, organization, self-discipline, perseverance, self-confidence, self-education, self-improvement, self-criticism, concern for mental and physical health, neatness	pessimism, carelessness, weakness of character, confusion, stupidity, indifference, bias, slovenliness, indifference to one's health
KNOWLEDGE is the result of diverse, and, above all, creative work. The knowledge of the student is the criterion of the work of the teacher	I am an educated person striving for varied, constructive and, above all, creative mental and physical labor	intelligence, curiosity, diligence, perseverance, initiative, self-development, originality of thinking, enthusiasm, general awareness, cognitive interest	slow-wittedness, indecisiveness, passivity, banality of thinking, stupidity, distraction, frivolity, indifference
CULTURE - the great wealth accumulated by mankind, both in the material, and especially in the spiritual life of people	I - man of culture and it means good knowledgeable of history of their Fatherland, the culture of the people	delicacy, sensitivity, politeness, good breeding, generosity, tact, neatness, responsiveness, education, intelligence, goodwill, hospitality, sincerity, patience	stinginess, greed, tactlessness, carelessness, indifference, hypocrisy malice, deceit
FATHERLAND is the only Motherland, unique for each person, given to him by fate, bequeathed by his ancestors	I am a Russian, a patriot of my Motherland, its defender, and I will try my good work to benefit the Fatherland.	patriotism, sense of duty, activity, decency, nobility, courage, courage, modesty, love of freedom, practicality, efficiency, responsibility, democracy, pride, dignity, courage	meanness, betrayal, cowardice, boastfulness, arrogance, vanity, servility, timidity, femininity (in boys), tyranny, carelessness, helpfulness
FAMILY - the initial structural unit of society, the natural environment	I am a family man, a successor to the progressive traditions of my ancestors, a keeper of the ethno-cultural values ​​of my family family.	femininity (for girls), tenderness, honesty, generosity, thriftiness, sincerity, collectivism, hospitality, goodwill, caring, diligence	stinginess, greed, hypocrisy, cunning, selfishness, severity (in girls), aggressiveness, rudeness, slovenliness, selfishness
EARTH is the common home of humanity entering a new civilization of the 21st century The earth of people and wildlife	I am an earthling, a keeper and protector of the land of people, my relatives and wildlife.	caring, attentiveness, concern, thrift, decency, nobility, morality, spirituality	indifference irresponsibility, carelessness, callousness, shortsightedness
PEACE - peace and harmony between people, peoples, states, the main condition for the existence of the Earth and mankind	I am a peace-loving person, striving for peace and harmony between people, peoples and states.	peacefulness, the ability to compromise, benevolence, patience, kindness, sincerity, compassion, empathy, responsiveness, delicacy, tact, good breeding, honesty, justice	captiousness, pettiness, viciousness, deceit, callousness, inattention, tactlessness, immorality

Having considered all aspects of ethnocultural education, we can draw the following conclusions: ethnocultural education is a process in which the goals, objectives, content, and technologies of education are focused on the development and socialization of the individual as a subject of an ethnic group and as a citizen of the multinational Russian state.

Figure 1 Structural and functional model of ethno-cultural education of youth in cultural and leisure institutions through national holidays

Ethnocultural education is determined by the introduction into the educational process of knowledge of native folk culture, social norms of behavior, spiritual and moral values; acquaintance with the cultural achievements of other peoples; using the experience of folk education with the aim of developing young people's interest in folk culture, fostering friendly relations with people of different nationalities.

Ethnocultural education and development of preschool children, means and methods of ethnocultural education.

Educator MAU TsDOD SIB

Lopatinskaya T.Yu.

CONTENT

Introduction

Conclusion

Bibliography

Introduction

The culture of Russia cannot be imagined without folk art, which reveals the origins of the spiritual life of the Russian people, clearly demonstrates its moral, aesthetic values, artistic taste and is part of its history. Oral folk art, musical folklore, folk arts and crafts should be more reflected in the content of education and upbringing of the younger generation now, when samples of mass culture from other countries are actively being introduced into the life, life, worldview of children. And if we talk about the possibility of choosing their life ideals, aesthetic values, ideas by the younger generation, then we must also talk about giving children the opportunity to know the origins of national culture and art.

The relevance of the work lies in the fact that didactic game in preschool age is one of the main means of child development. And it is by means of a didactic game that ethno-cultural values ​​can be instilled in a child.

Didactic game as a socio-cultural phenomenon has its own history and is passed down from generation to generation. Didactic games were created and are being created by adults for the development of children, taking into account their needs, interests and abilities. Children receive the content of the game in finished form and master it as an element of culture.

key point assessing the success of the development of a preschooler becomes the concept of preserving the ideals of national culture and language, which is the basis of ethnic psychology and ethnic pedagogy, its structural component, humanistic orientation through the traditions of educating the modern generation.

In the process of studying the problem of intellectual development of younger schoolchildren and diagnosing it, it is logical to note that the behavior and motivation of the activities of the examined children has its own specifics, due to ethno-cultural characteristics.

The problems of the intellectual development of the personality of a preschooler in psychology and pedagogy are studied as the main models of the intellect of the individual: the models of Ch. Spearman, L. Thurstone, J. Gilford, R. Cattell; hierarchical (S. Barth, D. Wexler, F. Vernom, L. Humphreys); monometric (G.Yu. Aizenk, L.T. Yampolsky and others), cognitive (R. Sternberg, X. Gardner, A. Demetriou, A. Efklidis, M. Plachidov and others), the concept of mental experience M.A. . Cold and others.

The purpose of the study: to determine the features of the ethno-cultural development of preschoolers by means of a didactic game.

The object of the research is the process of ethno-cultural development of a child in a preschool educational institution.

The subject of the research is a didactic game as a means of ethno-cultural development of preschoolers.

Work tasks:

1. To give an analysis of priority approaches to ethnoculture as a psychological and pedagogical phenomenon;

2. Reveal the specifics of the forms of ethnic culture of preschoolers;

3. To study the educational and developmental functions of the didactic game;

4. Conduct an experimental study on the formation of the ethnic culture of preschoolers by means of a didactic game;

Research methods: analysis of psychological, pedagogical, methodological, and other scientific literature, observation of the productivity of children's activities, questioning.

Experimental base: MDOU No. 27, Sochi, 40 preschoolers 5-6 years old.

1. The development of the ethnoculture of a preschooler as a psychological and pedagogical problem

1.1 Analysis of theoretical approaches to ethnoculture in the development of a preschooler

Inclusion of the child in different kinds artistic activity, based on the material of folk art, is one of the main conditions for the full-fledged aesthetic education of the child and the development of his artistic and creative abilities.

Emphasizing the importance of art for the versatile development of a person (and folk art is its integral part), the famous psychologist B.M. Teplov wrote: Art very widely and deeply captures various aspects of the human psyche, not only imagination and feeling, which is taken for granted, but also thoughts and will. Hence its great importance in the development of consciousness and self-awareness, in the education of moral feelings and the formation of a worldview. That is why artistic education is one of the most powerful means of contributing to the comprehensive and harmonious development of the individual. “There is no universal culture that is the same for everyone. Since all ethnic groups have a different landscape and a different past, each has its own special vision of the world. This entails peculiarities in training and education, and therefore requires the creation of its own national philosophy of education.

All the highest spiritual needs of a person - in knowledge, self-affirmation, self-expression, security, self-determination, self-actualization - are the desire for development, self-improvement In order for a person to satisfy his needs, it is necessary to create appropriate conditions for him: freedom of will, space for creative activity, social comfort.

There will be social comfort in society if the need for one's native language and culture is satisfied. Ethnoculture - from the words "ethnos", which means "people", and culture (lat.) the totality of material and spiritual values ​​created by human society and characterizing a certain level of development of society, distinguish between material and spiritual culture: in a narrower sense, the term "culture" belong to the sphere of spiritual life of people.

Currently, much attention has been paid to the education of folk traditions, spreading the ideas of ethnopedagogy, introducing children to the treasures of folk cultures in order to revive, preserve and develop an inexhaustible source of wisdom and historical experience of the people, the formation of national self-consciousness of children and youth - worthy representatives of their ethnic group, bearers of their national culture.

In our present time, we must not forget about the nationality and national character education, which is one of the main principles of its development. K. Ushinsky wrote: “Education, if it does not want to be powerless, must be popular ...”, he highly appreciated the educational potential of folk pedagogy. “Education, created by the people themselves, based on popular principles,” he wrote, “has that educational power that is not found in the best systems based on abstract ideas ...” .

“National education is public education. Throughout history, man has been and remains the object and subject of education. The experience of education accumulated over the centuries, combined with empirical knowledge tested in practice, forms the core of folk pedagogy. However, it should be taken into account that the pedagogical outlook of the people, formed without professional pedagogical training, on the basis of only empirical knowledge, was to a certain extent spontaneous.

The very process of upbringing, everyday pedagogical contact with children was not always conscious. Under these conditions, the ability of the people to select bit by bit all the best, reasonable, corresponding to the people's ideal in educating a real person is amazing.

From these positions, folk pedagogy can be viewed as a synthesis of nationwide pedagogical creativity, as the result of a kind of historical folk pedagogical experiment. Until now, the techniques and methods of labor, moral, mental, physical and aesthetic education developed by folk educators are still an instructive, inspiring example.

Folk pedagogy has every reason to supplement modern pedagogical theory, strengthening in it folk, universal, humanistic ideas. Under these conditions, not only the direct line, but also Feedback. The modern theory of pedagogy, enriched with folk experience in education, makes it possible to significantly improve the pedagogical culture of the people, to make sure that the masses play an active role in the development of pedagogical thought as an integral part of human culture.

Satisfaction of a particular need occurs in the process of activity. The development of the child is non-linear and simultaneously in all directions. Non-linear due to various reasons, but to a large extent from the lack or lack of knowledge and skills of the child in the relevant area of ​​self-improvement. To feel and comprehend the importance of observing ethical rules, to determine one's moral position will help the purposeful activity of the educator, which can be organized systematically.

But back to the above mentioned needs. The mechanism for meeting these needs is knowledge, testing and realization of one's capabilities. The need directs this activity, literally looking for opportunities (objects and ways) of its satisfaction. It is in these processes of satisfaction of needs that the appropriation of experience of activity takes place - socialization, self-development of the individual. The processes of self-development occur spontaneously, spontaneously (accidentally).

As noted by L.S. Vygotsky "All education is ultimately self-education" Educational influence represents the external part of the pedagogical process - the organization and functioning of educational means, forms, methods, and techniques. And self-education is the second, inner part of the process - subjective mental activity child; it occurs at the intrapersonal level and is a perception, a certain processing and appropriation by a person of external influences.

This is the process of self-development. Self-education, self-management, self-education, self-determination, etc. They represent, firstly, the satisfaction of the needs of the individual. Secondly, they occur on the basis of certain experiences and qualities acquired in the course of a person's life activity. And third: they can occur on the unconscious and conscious levels. A person begins to consciously, freely and independently choose the goals and means of activity, manage his activity, simultaneously improving and developing his abilities for its implementation, changing, educating (improving) himself.

This fact is the most important for pedagogy. Its essence is that the development of a person goes not only according to the hereditary program laid down in him (biogenic factors) and depends not only on sociogenic (pedagogical) influences, but is also guided by accumulated life experience and emerging qualities (psychogenic factors).

A feature of the preschool period of development is the predominance of the emotional component of the self-concept in the child - a direct and rapid connection between emotions and behavior. R. Berne identifies three leading emotions in the emotional component of the I-concept: a sense of success, confidence in social recognition, in impressing other people (I like)

Confidence in the ability to perform certain activities (I am able)

a sense of significance, security in one's social circle, self-respect (I mean).

At preschool age, it is necessary to organize such a dominant in the formation of the foundations of socialization in the formation and development of the child's personality. And at the moment, in our opinion, the dominant will be the ethnocultural education of preschool children, since the educator, an adult who has missed this moment in education, will become a person in adult life who does not have beginnings, the basis of his nature.

“It is necessary to teach young people the culture of interethnic relations, relying on knowledge, showing wisdom and tact, and folk pedagogy can provide invaluable assistance in this, everything progressive, advanced in folk pedagogy crosses its national borders, becomes the property of other peoples, thereby the pedagogical treasures of each nation more and more enriched by creations that acquire an international character.

Folk pedagogy, as one of the manifestations of spiritual culture, developed under the influence of historical, socio-economic, cultural and demographic conditions of life of each people. Therefore, already early age it is necessary to lay the foundations of ethnocultural education in the formation and development of the child's personality.

1.2 Didactic game as a means of education and development of preschoolers

The main feature of didactic games is determined by their name: these are educational games. They are created by adults for the purpose of educating and educating children. But for playing children, the educational and educational value of the didactic game does not appear openly, but is realized through the game task, game actions, rules.

Didactic games belong to the "frontier games", representing a transitional form to the non-game activity that they prepare. These games help develop cognitive activity, intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of a task of an educational nature - a learning task. Adults are guided by it, creating this or that didactic game, but clothe it in an entertaining form for children. Here are examples of learning tasks: to teach children to distinguish and correctly name colors (“Salute”, “Colored rugs”) or geometric figures("Ice drift"), to clarify ideas about tableware ("Katya's doll is having lunch") or clothes ("Katya's doll goes for a walk"), to form the ability to compare objects by external signs, location in space ("What has changed", paired pictures) , develop eye and coordination small movements("Catch a Fish", "Flying Caps"). The learning task is embodied by the creators of the game in the appropriate content, is realized with the help of game actions that children perform.

The child is attracted to the game not by the learning task that is inherent in it, but by the opportunity to be active, perform game actions, achieve results, win. However, if the participant in the game does not master the knowledge, mental operations that are determined by the learning task; he will not be able to successfully perform game actions, achieve results. For example, in the didactic game "Colored Backgrounds", each player must place toys and objects of the same color on a rug of a certain color. Successful performance of play actions is related to whether the child has learned to distinguish colors, to find objects in the environment on this basis.

Thus, active participation, especially winning in a didactic game, depends on how much the child has mastered the knowledge and skills that are dictated by her teaching task. This encourages the child to be attentive, memorize, compare, classify, clarify their knowledge. Thus, the didactic game will help him learn something in an easy, relaxed way. This unintentional learning has been called autodidacticism.

The ability to teach young children through active activities that are interesting to them is a distinctive feature of didactic games. However, it should be noted that the knowledge and skills acquired by the players are for them a by-product of activity, since the main interest is not the learning task (as is the case in the classroom), but game actions for children of early and younger preschool age, and the solution of the game task , winnings - for children of older preschool age).

The tradition of widespread use of didactic games for the purpose of educating and educating children has been developed in the works of scientists and in the practical activities of many teachers. In essence, in every pedagogical system of preschool education, didactic games have occupied and continue to occupy a special place.

The author of one of the first pedagogical systems of preschool education, Friedrich Fröbel, was convinced that the task of primary education is not teaching in the ordinary sense of the word, but organizing the game. While remaining a game, it must be permeated with a lesson. F. Frebel developed a system of didactic games, which is the basis of educational work with children in kindergarten. This system included didactic games with different toys, materials (ball, cubes, balls, cylinders, torches, etc.), arranged strictly sequentially according to the principle of increasing complexity of learning tasks and game actions. An obligatory element of most didactic games were poems, songs, rhyming sayings written by F. Fröbel and his students in order to enhance the educational impact of games.

To help kindergarteners (educators), manuals were published with a detailed description of F. Frebel's didactic games, with illustrative material that visually represents the entire sequence of game actions, with texts and notes of verbal and song accompaniment.

F. Fröbel himself, his students and followers, first in Germany and then in other countries, highly appreciated the system of didactic games he proposed. But the rigid regulation of the child's activity, the assimilation of knowledge to the detriment of entertainment; the methodology for conducting games, based on the imitation of children's actions, the words of the gardener - all this caused criticism from well-known teachers who got acquainted with the work of Frebel kindergartens.

Another world-famous system of didactic games, authored by Maria Montessori, also received mixed reviews. By definition of the place of the game in the educational process of the kindergarten, M. Montessori is close to the position of F. Frebel: the game must be educational, otherwise it is an “empty game” that does not affect the development of the child. For educational games-activities, she created interesting didactic materials for sensory education. The latter, according to Montessori, is the basis of teaching a child of preschool and primary school age. These materials (keyboards, number bars, frames with fasteners, insert cubes, etc.) were arranged so that the child could independently detect and correct his mistakes, while developing will and patience, observation and self-discipline, acquiring knowledge and, most the main thing is to exercise your activity.

The author of one of the first domestic pedagogical systems of preschool education, E. I. Tikheeva, announced a new approach to didactic games. According to Tikheeva, they are only one of the components of educational work with children, along with reading, conversation, drawing, singing, gymnastics, labor.

The effectiveness of didactic games in the upbringing and education of children was directly dependent on how they are in tune with the interests of the child, give him joy, allow him to show his activity, independence. The learning tasks in the games proposed by E. I. Tikheeva go beyond the scope of the exercise of the child’s external senses and sensory. They provide for the formation of mental operations (comparison, classification, generalize), the improvement of speech (enrichment of the dictionary, description of objects, making riddles), the development of the ability to navigate in distance, time, space. The solution of these and a number of other tasks (development of memory, attention, communication skills) required a change in the content of games, an expansion of the arsenal of didactic materials. The content of didactic games was the surrounding life with all the richness of the natural world, social connections, man-made objects. E. I. Tikheeva developed didactic materials, printed board games, which are still used in preschool institutions today. This didactic doll with a set of seasonal clothes and household items (dishes, furniture, etc.), board games arranged according to the principle of paired pictures, geometric mosaics.

The developing effect of the didactic game lies in itself. Its figurative and symbolic nature contributes to the development of imagination, visual-figurative and intuitive thinking.

In the modern practice of the work of preschool educational institutions, the game is identified with the exercise. The learning process can be carried out with the help of a specially organized subject environment that helps the deployment of independent cognitive activity, as well as by selecting didactic game materials, stimulating the active activity of children and their interaction with adults and peers.

Didactic game contributes to the formation of the child as a subject of knowledge: it develops curiosity, cognitive initiative and activity, the ability to find solutions to new problems, experimentation; forms a positive attitude to their capabilities, faith in their strength, self-esteem. As a rule, in the game the child uses his cognitive experience and knowledge obtained from various sources. The developmental effect of learning is determined primarily by how harmoniously the teacher manages to include the new experience of children in their existing experience of cognition.

1.3 Features of the formation of the ethnoculture of preschoolers in pedagogical process didactic game

Outdoor play is a natural companion of a child's life, a source joyful emotions with great educational power. Folk outdoor games are a traditional means of pedagogy. From time immemorial, they have clearly reflected the way of life of people, their way of life, work, national foundations, ideas of honor, courage, courage, the desire to possess strength, dexterity, endurance, speed and beauty of movements, to show ingenuity, endurance, creative invention, resourcefulness, will and desire to win. Even before the Great October Socialist Revolution, the leading representatives of culture (K. D. Ushinsky, E. A. Pokrovsky, D. A. Colozza, G. A. Vinogradov, etc.) to collect and describe folk games everywhere in order to convey to posterity the national flavor of customs, the originality of self-expression of a particular people, the originality of the language, form and content of colloquial texts.

From the very first years of Soviet power in our country, everywhere and steadily there has been a revival of ancient culture of all the peoples inhabiting the USSR, national traditions in art and literature are developing and improving, containing the richest folklore layers, which include folk games. In order to study, restore and systematize the precious folklore material, ethnographic expeditions are organized; he is given attention on the pages of the press, in radio and television broadcasts. This is how wonderful examples of multinational folk art come back to life. Folk games are an integral part of the international, artistic and physical education of preschoolers. The joy of movement is combined with the spiritual enrichment of children. They form a stable, interested, respectful attitude to the culture of their native country, create an emotionally positive basis for development patriotic feelings: love and devotion to the Motherland.

The use of didactic games in the conditions of collective educational activity makes it possible to form the skills and abilities of interpersonal interaction. The formation of the foundations of worldview in preschool children at the present stage includes the development of the main content components of national self-consciousness. This involves the formation of a cultural value orientation and the building of a personal positive attitude towards representatives of different ethnic groups, which is a vital need.

The first kind of culture to which a child is introduced as early as infancy is folk culture. Perceived by the child through maternal folklore (lullabies, pestles, nursery rhymes, jokes, dance songs), folk culture lays the foundation interpersonal relationships, communicates in an acceptable form the norms and rules of social coexistence, stimulates the manifestation of initial social emotions.

At this time, the baby, of course, does not understand the semantic meaning of the forms of folk culture broadcast to him, but at the same time he experiences great pleasure and delight from playing “Magpie-Crows”, “Horned Goats” with adults, from the perception of nursery rhymes, sweets, pestle. The emotional positive response of the child to the bright images of folk culture is the basis that can subsequently compete with the most voluminous information about the world around.

At the early preschool age, folk culture still remains the main meaningful form of introducing children to the world around them. The enrichment of its elements is carried out as the children master the initial ideas about the structure of the dwelling (floor, ceiling, walls, windows), its decoration, household items (oven, table, bench, cradle), household utensils, dishes (pot, samovar), toys ( matryoshka, horse), kitchen. At this age, the child, under the guidance of an adult, is actively involved in driving round dances, performing dances, songs, reflecting the ideas received in specially organized activities (visual, speech, play, music).

At this age, the teacher introduces children to the phenomena of social life. Particular attention is paid to topics such as "Family" (talks about family members, emphasizing their concern for each other); "Kindergarten", "Native Country", etc.

At preschool age, systematic work is carried out to familiarize preschoolers with Russian festive culture (folk holidays), public holidays, holidays of the national calendar. The teacher helps to create an atmosphere of general joy, good mood, the formation of a feeling of love for close adults, attachment to peers ..

Fairy tales and other works allow children to expand their ideas about kindness, about people with a good heart, and show their beauty. The Russian folk tales and fairy tales of the peoples of the world offered for younger preschool age are diverse in content, volume and dynamism. The peculiarity of perception literary works lies in the fact that when comprehending the text, they proceed from their direct and so far limited everyday experience.

Such a system of work regulates the relationship of children, promotes the development of a moral attitude towards another, the formation of humane ways of showing sympathy, understanding, acceptance, empathy with a peer, which is one of the fundamental aspects of ethnocultural development.

Modern preschool pedagogy and psychology links the main achievements of middle-aged children with the development of play activities; the emergence of role-playing and real interactions; with the development of visual activity; design by design, etc.

In the 5th year of life, children develop an interest in the history of the subject. For this purpose, travel games, tour games (for example, “Journey into the past of dishes, armchairs, forks, balls”) are held, which clearly show how the same object changed depending on the desire of a person to make it more useful, convenient , beautiful, etc. .

At this age, work continues to expand ideas about the family: conversations about mother (“What is the name of mother”, “What is she like”, “What is her favorite pastime”, “What can please her”, “What is her favorite dish”), maintaining interest in her favorite activities; stories about the professions of fathers. Children are given initial ideas about family relationships in the family: each child is simultaneously a son (daughter), grandson (granddaughter), brother (sister), and mom and dad are also the daughter and son of grandparents, etc. For this, conversations with a demonstration of photographs, illustrations, didactic games are used.

By the age of five (in the middle preschool age), children's ideas about various elements of folk culture are differentiated and supplemented with new information about folk holidays and traditional activities. In the middle group, work is carried out to cultivate sympathy for peers and conversations are organized (for example, “By what rules do we live”), exercises, games: to learn to be attentive, helpful, call peers by name, better affectionately, help each other.

At this age, work continues to introduce children to the festive culture of the Russian people: the desire and desire to take part in festive performances are brought up; a sense of belonging to the events that take place in kindergarten, family, country is formed; love for close people, the Motherland is brought up.

In the older preschool age, not only the general and characteristic for this period accumulation of information of moral and value content occurs, but also its differentiation. The concepts of "good" and "evil" in a child of 5-7 years old are abstract and their concretization is required in order to be guided by them in Everyday life.

children's understanding of home country, about state and folk holidays (March 8, Defender of the Fatherland Day, Victory Day, New Year); love for the Motherland and respect for the people inhabiting it are brought up.

Getting acquainted with the phenomena of social life, the teacher pays special attention to topics such as "Family". Here, an adult forms an interest in his pedigree, children are invited to draw all family members and talk about them. Effective forms of interaction between a teacher and children are conversations (“What is a family tree”, “My mom, dad”, “We have a rest with the whole family”, “My grandparents, what are they like”); meetings with close adults, for example, a grandmother comes to the children and the children tell her about life in kindergarten, she talks about herself, her hobbies, shows photos); games (“Find the Similarity”, “Find the Difference”, “Whose Child I Am, Guess”, “Find a Pair”) that help the child to find outward similarities with parents and other relatives; reviewing family albums, creating albums “Our sisters and brothers”, “Our grandparents”, “About different and very important mothers”, etc., making a group newspaper “How I spent the summer”.

Along with the disclosure of the theme "Family", work continues on the theme "Kindergarten". It is necessary to talk with children about why the kindergarten is called that (here children are taken care of and looked after like plants in the garden); show social significance: parents work and, leaving for work, do not worry, because in their absence the kindergarten employees take care of the children.

For older children, the concepts of "friendship", "mutual assistance" are gradually revealed. For this purpose, you can use the reading of such works of art as V. Oseev “Three Comrades”, L. Kuzmina “House with a Bell”, M. Fomin “Girlfriends”, etc., conversations on their content, as well as on topics: “ Sensitivity and goodwill”, “On friendship and friends”, “Why do we not like people who lie”, etc. Children's ideas about their native country, state and folk holidays are gradually expanding, interest in their "small Motherland", in the sights of their native city, culture and traditions continues to form. On walks, children examine public buildings, pay attention to the features of architecture; teachers conduct a series of classes on the topic “My city”, together with the pupils they make an album with views of the city or a layout “Streets we walk on”.

Preschoolers of this age are already familiar with the flag, coat of arms and the melody of the Russian anthem. The children's ideas are reflected in the drawings. Concretizing ideas about Russia, children are read works of art, select books and albums for independent examination of illustrations.

The educator maintains interest in events taking place not only in the country, but also in the world, forms a sense of pride in Russia. To generalize knowledge about Russia, educational situations including games, conversations. At this age, you can more widely acquaint children with national traditions, costumes, customs. The teacher draws the attention of children to the fact that many people of different races and nationalities live on Earth, they are both similar to each other and different from each other.

As a result of systemic pedagogical work in children of older preschool age, such personality traits as responsiveness, justice and modesty are gradually formed; volitional qualities develop: the ability to limit one's desires, overcome obstacles that stand in the way of achieving a goal, obey the requirements of adults and comply with established norms of behavior, follow a positive example in one's actions.

The desire of the child to learn the culture of his people is stimulated (through fairy tales, proverbs, sayings, works of folk decorative art). An important task remains the education of a respectful attitude of a preschooler to the culture of other peoples.

Folklore in its natural form, does not read morality, but unobtrusively teaches the child to be kind, hardworking, love nature, be proud of his native land. It is known that the main activity of children is the game. Through play, preschoolers learn the world. Russian folk games, as it were, were created in order to confirm this truth. Folk games are a kind of school for a child. They satisfy the thirst for action, provide abundant food for the work of the mind and imagination; the ability to overcome failures, survive them, stand up for oneself and justice is brought up. Calendar games are an invaluable national treasure. They are of interest not only as a genre of oral folk art. They contain information that gives an idea of ​​the daily life of our ancestors - their way of life, work, worldview. Many of them imitate serious activities of adults - hunting for animals, catching birds, caring for crops, etc. There are games in which the players are divided into teams. In order to avoid disputes, collusions were used: Whom do you choose? What do you choose? What will you take? Almost every game begins with the choice of a driver. Most often this happens with the help of a rhyme. The counting room reveals its ancient tradition. The habit of counting also comes from the everyday life of adults.

There is a lot of humor, jokes, competitive enthusiasm in folk games; the movements are precise and figurative, often accompanied by unexpected funny moments, tempting and beloved by children, counting rhymes, draws, and nursery rhymes. They retain their artistic charm, aesthetic value and constitute the most valuable, unique game folklore. So, for example, the beginnings, which, according to the definition of the Russian folklorist G. A. Vinogradov, are like a game prelude, make it possible to quickly organize the players, set them up for an objective choice of the leader, unconditional and precise implementation of the rules. This is facilitated by rhythm, melodiousness or the characteristic chanting of counting rhymes that precede the game:

Peas rolled on the dish,

You drive, but I won't.

* * *

I will buy myself a dudu

And I'll walk down the street

Louder, pipe, pipe:

We play, you drive.

* * *

The cuckoo walked past the net,

And behind her are small children,

Cuckoos are asked to drink,

Come out - you drive.

In addition to counting rhymes, there are draws, which also create an emotional mood and captivate the very process of the game. They are used in cases where children need to be divided into teams. For example, players first choose two children by counting, and they, having agreed on which of them will be called, stand in a pair and, raising their joined hands, form a gate. The rest, playing one after another, pass or run through these gates. The last gate is delayed: the players lower their hands and quietly ask:

preschooler ethnoculture didactic game

The black horse remained under the mountain.

Which horse do you choose?

Grey-haired or golden-maned?

The player stands behind the one he has chosen. In this way, all children are divided into two teams and the game begins. There may be shorter riddles in the draw:

“Red apple or golden saucer?”, “Thread or needle?” etc. In some folk games, funny songs are used before they start. For example, choosing a driver, all the players sit in a circle and singsongly say:

Who will laugh

The lip will twitch.

One two three four five,

From now on, be silent!

Everyone tries not to utter a word or laugh. The most self-possessed of the children becomes the leader. Gradually, Silence took on the form of an independent game. For example, before starting, everyone sits down and says in chorus:

Firstborns, bells,

Pigeons flew

By the fresh dew

In a different lane.

There are cups, nuts,

honey, sugar,

Silent!

The one who cannot stand it and laughs is assigned a phantom and offered to perform a dance, sing a song, etc.

Pevalki also take place in the very content of folk games. For example, in the game "Corners" the driver approaches one of those standing in the "corner" (a circle outlined on the ground) and says:

Mouse, mouse,

sell a corner

For an awl

For soap

For a white towel

For a mirror!

After these words, all the players change corners (run across), and the driver tries to take a free corner.

In the game "Keys" the content of the game actions is similar: the driver approaches the player standing in a circle among the players and asks: "Where are the keys?" He answers, pointing the direction with his hand: “Knock there.” At this time, everyone changes places.

In the game "Zhmurki", the driver is blindfolded, and then the following dialogue occurs: "Cat, cat, what are you standing on?" Zhmurka: "On the kvass". "What's in the pot?" Zhmurka: "Kvass". "Catch the mice, not us." After that, the game begins: everyone scatters, the blind man's blind man catches. These clear counting rhymes, melodious and amusing chants, entertaining dialogues are quickly and firmly remembered and spoken with pleasure by children in their everyday games. Folklore is orally passed down from generation to generation and never gets old.

The main condition for the successful introduction of folk games into the life of preschoolers has always been and remains a deep knowledge and fluency in an extensive game repertoire, as well as the methodology of pedagogical guidance. The educator, creatively using the game as an emotional-figurative means of influencing children, awakens their interest, imagination, achieving active performance of game actions.

During the game, the teacher draws the attention of the children to its content, monitors the accuracy of movements that must comply with the rules, the dosage of physical activity, makes brief instructions, maintains and regulates the emotionally positive mood and relationships of the players, teaches them to deftly and quickly act in the created game room. situations, to provide comradely support, to achieve a common goal and at the same time experience joy. In a word, the task of the teacher is to teach children to play independently and with pleasure.

When explaining a new folk game in which there is a beginning (counting, singing or drawing), an adult should not first learn the text with the children, it is advisable to introduce it into the course of the game unexpectedly. This approach will give children great pleasure and save them from the boring stencil acquaintance with the game element. The guys, listening to the rhythmic combination of words, when repeating the game, easily remember the beginnings. Explanation new game may take place in different ways, depending on its type and content. So, a non-plot game is explained briefly, concisely, emotionally and expressively. The teacher gives an idea of ​​its content, the sequence of game actions, the location of the players and attributes, the rules of the game. He can ask one or two clarifying questions to make sure that the guys understood him correctly. Most of the time is given to specific play activities of children. At the end of the game, the actions of those guys who have shown certain qualities should be positively assessed: courage, dexterity, endurance, comradely mutual assistance.

The plot folk game can also be explained in different ways. For example, the educator first talks about the life of the people whose game they are to play, shows illustrations, household items and art, interested in national customs, folklore. Or you can figuratively but briefly talk about the plot of the game, explain the role of the driver, let you listen to the dialogue, if any (“Geese-swans”, “Radish”, “Poppy”, “Hawk and ducks”, etc.), and move on to the distribution of roles, which, in addition to the use of rhymes, sometimes goes through the appointment of a leader in accordance with pedagogical tasks (encourage and activate a shy child or, conversely, show by the example of an active one how important it is to be bold and dexterous; reject the request of a self-confident child and join in the game to the educator himself in order to show the responsibility of the role of the leader, on whose actions depends, for example, the correct orientation in space of all other players).

The teacher should remember that his main task is to teach children to play actively and independently. Only in this case do they learn to regulate the degree of attention and muscle tension in any game situation, adapt to changing environmental conditions, find a way out of a critical situation, quickly make a decision and implement it, take the initiative, i.e. preschoolers acquire important qualities they need in the future life.

So, folk games in combination with other educational means are the basis of the initial stage of the formation of a harmoniously developed, active personality, combining spiritual wealth, moral purity and physical perfection. When working with children, the teacher must remember that the impressions of childhood are deep and indelible in the memory of an adult. They form the foundation for the development of his moral feelings, consciousness and their further manifestation in socially useful and creative activities.

One of the leading directions in the work of a teacher with children of this age is the desire to teach to comprehend the culture of other peoples living on the territory of their state and beyond. Elements of culture accessible to the perception of the child (language, oral folk art, arts and crafts, musical art, etc.) constitute the substantive basis for the formation of ethnic tolerance.

Thus, having studied the psychological and pedagogical literature on the topic of the study, we made the following conclusions:

The organization of work with children at senior preschool age, aimed at familiarization with other national cultures and the formation of a tolerant attitude towards their carriers, is carried out in unity with the enrichment of information about their own national culture and in close cooperation with the family. Systematic work with children in this area will contribute to the creation of an ethno-cultural environment and the acceptance of the world by children in all its diversity.

2. Experimental work on the formation of the ethnoculture of preschoolers by means of a didactic game

2.1 Organization and conduct of the study

Experimental work was carried out on the basis of MDOU No. 27 in Sochi. Kindergarten operates under the program "Childhood". There are 6 groups in the kindergarten (2 nurseries: 1st nursery from 1.5 to 2.5 years old, 2nd nursery from 2.5 to 3 years old; one younger group from 3 to 4 years old; one middle one from 4 to 5 years old ; two seniors from 5 to 6 years; and two preparatory from 6 to 7 years).

There is one assembly hall in the preschool educational institution, where music and physical education classes are held, matinees and festive events are organized, the assembly hall is located on the first floor.

The experimental study took place in the senior preschool group. For the experiment, 40 children from two older groups were taken. The experimental group - 20 children from the "Chamomile" group, and the control group - 20 children from the "Cornflower" group.

Work hypothesis: Didactic game is effective tool ethnocultural development of preschool children.

The most complete acquaintance of preschoolers in the preschool educational institution occurs with arts and crafts. But the idea of ​​life, crafts, economic structure and the traditions and customs associated with it are not sufficiently systematized and deepened.

1. Conversation with children;

2. Observation and analysis of the level of musical development;

3. Experimental classes;

4. Description and analysis of the results of the ascertaining stage.

At the ascertaining stage of the study, the children were asked next questions:

1. Last name, first name, age, gender.

2. Nationality of parents.

3. What people do you consider yourself to be?

4. What language(s) do you know? Which one do you consider native? What language is spoken in the family, at home? In what language do you like to listen to fairy tales?

5. Are you familiar with national clothes, with its features?

6. What national holidays and customs and traditions did you meet?

7. Do you know folk songs and dances?

8. What proverbs and sayings do your native people have?

9. What fairy tales, heroes of fairy tales are you familiar with?

10. What famous countrymen (poets, writers, composers, scientists, etc.) do you know? Who is proud of the people to whom you consider yourself, and you yourself?

11. Are there any differences between your people and others? If yes, what are they?

In case of insufficient substantiation of the answers, the child was offered clarifying additional questions.

The analysis of the obtained results showed that children are not sufficiently familiar with national clothes, they do not know national holidays, songs and fairy tales well. The results of the ascertaining stage of the study in two groups of preschoolers - experimental and control, which we entered in Table 1.

Table 1. The results of the ascertaining experiment in the experimental and control groups.

Based on the data from the table, we built charts to visually evaluate the results of the study.

So, we see that the level of ethnocultural development in the two groups at the ascertaining stage of the study is practically the same.

2.2 Formative experiment

The purpose of further work with preschoolers: to study the influence of didactic games on the development of ethnocultural abilities of children. Classes were held with preschoolers of the older experimental group, 30-40 minutes 2 times a week and included 20 folk games with rules.

The purpose of the classes: to teach children folklore: songs, counting rhymes, sentences; to acquaint with folk customs, traditions, holidays, features of folk costumes.

During the game, the children got acquainted with the peculiarities of the games, the teachers talked about folk holidays and customs. Parents sewed folk costumes for children, in which preschoolers from the experimental group not only participated in games, but also walked in the preschool educational institution group. Games were both Russian and other nations. The group included children of Ukrainian and Dagestan nationality, so the games of these peoples were included in the curriculum.

The children really liked the classes, they enjoyed playing folk games, asked the teacher to play their favorite games. At home, preschoolers sang the songs learned during the game with pleasure and told their parents about folk customs. In total, preschoolers learned 20 folk games:

1. Geese-swans (Russian folk game);

2. Ordinary blind man's buff (Russian folk game);

3. At the bear in the forest (Russian folk game);

4. Lifesaver (Russian folk game);

5. Owl and birds (Russian folk game);

6. Fanta (Russian folk game);

7. Paints (Russian folk game);

8. Burners (Russian folk game);

9. Cat and mouse (Russian folk game);

10. Fifteen (Russian folk game);

11. Korshun (Russian folk game);

12. Geese (Russian folk game);

13. Molchanka (Russian folk game);

14. Bilyasha (Mari folk game - ball rolling);

15. We sell pots (Tatar folk game);

16. Predator in the sea (Chuvash folk game);

17. Circular (Mordovian folk game);

18. Get a hat (Dagestan folk game);

19. Copper stump (Bashkir folk game);

20. Pechki (Ukrainian folk game)

At the end of the game classes, preschoolers from the experimental group performed a concert in front of their parents at a matinee in the preschool educational institution, where they sang folk songs, nursery rhymes learned during the games.

At the end of the formative experiment, in April 2015. The final, control, stage of the study was carried out.

2.3 Control experiment

At this stage, the same diagnostic methods are used as in the ascertaining experiment. Purpose: to reveal the level of ethno-cultural development of children by means of a didactic game.

Research methods at this stage:

1. Conversation with children;

2. Observation, testing and analysis of the level of musical development;

3. Description and analysis of the results of the control stage.

In the process of observation and questioning, data were revealed that we entered in table 2.

Table 2. Results of the control experiment in the experimental and control groups.

So, from Table 2 we see that the level of ethnocultural development in the experimental group is higher than in the control group. Most of the children from the group have a high ethno-cultural level. Children demonstrated excellent knowledge of folklore, knowledge of national holidays, traditions and customs.

Then we placed in table 3 the results of the study in the experimental group on the ascertaining and control stages research.

Table 3. Results of ascertaining and control experiments in the experimental and group.

So, we see that as a result of classes with preschoolers from the experimental group with didactic folk games, there is an increase in the ethno-cultural level of these children.

Conclusion

Folk pedagogy can be regarded as a synthesis of nationwide pedagogical creativity, as the result of a kind of historical folk pedagogical experiment. Folk pedagogy, as one of the manifestations of spiritual culture, developed under the influence of historical, socio-economic, cultural and demographic conditions of life of each people. Therefore, from an early age it is necessary to lay the foundations of ethnocultural education in the formation and development of the child's personality.

Didactic game at preschool age is one of the main means of developing a child's personality and contributes to the formation of a child as a subject of knowledge: it develops curiosity, cognitive initiative and activity, the ability to find solutions to new problems, experimentation; forms a positive attitude to their capabilities, faith in their strength, self-esteem. As a rule, in the game the child uses his cognitive experience and knowledge obtained from various sources. The developmental effect of learning is determined primarily by how harmoniously the teacher manages to include the new experience of children in their existing experience of learning.

The organization of work with children at senior preschool age, aimed at familiarization with other national cultures and the formation of a tolerant attitude towards their carriers, is carried out in unity with the enrichment of information about their own national culture and in close cooperation with the family. Systematic work with children in this area will contribute to the creation of an ethno-cultural environment and the acceptance of the world by children in all its diversity.

We assumed that the didactic game is an effective means of ethnocultural development of preschoolers.

As a result of the study, we found that, according to the results of the ascertaining stage of the study, preschoolers from the experimental and control groups have the same level of ethnocultural development. Then we conducted a formative experiment in the experimental group for a month. As a result of a control study in two groups of preschoolers, we found that the level of ethno-cultural development of children in the experimental group is higher than in the control group. Most of the children from the group have a high ethno-cultural level. Children demonstrated excellent knowledge of folklore, knowledge of national holidays, traditions and customs. The level of ethnocultural development in the control group did not change.

Thus, as a result of classes with preschoolers from the experimental group with didactic folk games, there is an increase in the ethno-cultural level of these children. This confirms our hypothesis that the didactic game is an effective means of ethnocultural development of preschoolers.

The purpose of the work is achieved, the tasks are completed.

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