PEDAGOGICAL MODEL OF FORMATION OF ETHNO-CULTURAL IDENTITY OF CHILDREN OF SENIOR PRESCHOOL AGE

Abstract

The article studies an actual problem of social and moral education of preschool children – the formation of their ethno-cultural identity. Ethno-cultural identity of a person is understood by the authors as an awareness and emotional acceptance of a person’s personal integrity and certainty on the basis of self-identification with the norms, values and samples of their native culture. The structure of ethno-cultural identity as a moral quality of a person includes cognitive, axiological and behavioral components. The authors substantiate the necessity and timeliness of addressing it, and present an attempt to consider the problem of forming an ethno-cultural identity in preschool children from the standpoint of systemic, cultural, personal, and environmental approaches through the creation of an ethno-cultural educational space. It is concluded that in the study of the ethno-cultural identity of the individual, a complex psychological and pedagogical phenomenon, the use of these approaches makes it possible to determine the general principles and strategy of the study. The combination of systemic, culturological, personal, and environmental approaches serves as a methodological basis for the design and implementation of a pedagogical structural and functional model for the formation of an ethno-cultural identity of preschool children. The developed model allows to visually display the process under study. It includes the following blocks: target, theoretical and methodological justification, content, design of the educational environment, technological, performance-evaluation, reflexive. Of particular interest is the content block of the model, built on the basis of the preschool education program “Russian world” (author – N.A. Karataeva). Each of the blocks is filled with content and implements a certain function: orientation, coordination, cognitive-transforming, epigenetic landscape function, translational, diagnostic-correctional, analytical. The result of the implementation of these blocks is the creation of pedagogical conditions for the formation of ethno-cultural identity of children. The article is published with the support of Ministry of education of Russian Federation under the Federal grant for the implementation of measures aimed at proper functioning and development of the Russian language, the departmental target program “Scientific and methodological, methodological and staffing support of teaching the Russian language and the languages of the peoples of the Russian Federation” of the subprogram “improving the management system of education” state program of the Russian Federation “Development of education”.