Ethnocultural education in preschool institutions: traditions and innovative search

Ethnocultural education in preschool institutions: traditions and innovative search

Patsukova N.N. Ethnocultural education in a preschool institution: traditions and innovative search // Sovushka. 2021. N1 (15). URL: https://kssovushka.ru/zhurnal/15/ (access date: 11/21/2021).

Order No. 254539

Key words: ethnocultural education, preschool educational institution, traditions, Ob-Ugric people, personality.

Annotation. The article presents the experience of a preschool educational institution in implementing the ethnocultural component in educational activities.

The Yugra region is the original place of residence of the Ob-Ugric peoples, who always share light, goodness, warmth and joy with others. Today we share them with each other. And we want to wish each of those present here light and goodness, warmth and family well-being.

According to the “Law on Education of the Russian Federation”, the Regional Strategy of the State National Policy of the Russian Federation in the Khanty-Mansiysk Autonomous Okrug-Ugra for the period until 2025; One of the important tasks is “ensuring the historical continuity of generations, preserving, disseminating and developing national culture, fostering a caring attitude towards the historical and cultural heritage of the peoples of Russia, educating patriots with high morality.”

Our Ugra is a place of preservation of a rich cultural heritage and good traditions that are passed on from generation to generation.

Currently, the interest of preschool educational institutions in the issues of ethnocultural education and education of its role in moral, patriotic and civic education has increased.

In kindergarten, children discover their native land with the help of teachers. Therefore, the teacher himself must have rich knowledge of local history and a creative approach to transferring this knowledge to children. He must think over what is most appropriate to show and tell preschoolers, especially highlighting what is most characteristic of a given area or region.

Every year, the preschool institution hosts workshops, consultations, competitions, and promotions. Our teachers infect children with their love for their native land, talking with interest and admiration about its riches, famous people, and national holidays. Preschoolers learn from teachers to love their home district.

Children learn a lot of interesting things about their native land in the process of directly preparing and holding folk and calendar holidays of the peoples of the North.

1. Folk holidays occupy an important place in the upbringing of a child, as they combine folklore of different genres: song, dance, music, fairy tales. A folklore holiday for a child is always joy, fun, and celebration. The holiday enters the life of a child as a bright event and remains in the memory for many years. Organization of holidays, promotes the continuity of generations, where folklore is passed on from the older generation to the younger, it has become traditional to hold in our preschool institution: “Lingonberry Pie Festival”, “Wagtails”, “ Festival of grain animals”, “Fisherman’s Day”, “Birthday of Ugra” and others.

Surrounding objects have a great influence on the formation of a child’s mental qualities - they develop curiosity, cultivate a sense of beauty. Therefore, one of the projects of our preschool institution is the creation of “Local History Centers in Groups” in the kindergarten.

At the Local History Center, each group of children is surrounded by objects characteristic of the area in which they live: models of homes, illustrative material, postcards, photo albums to familiarize preschoolers with the city, district, their symbols, animals and plants.

Legends and traditions tell children about the past of the region, works of art about its present day. Paintings, drawings, illustrations, postcards provide rich ethnographic material.

We believe that a well-equipped, subject-rich developmental environment, which stimulates the child’s independent activity and creates optimal conditions for intensifying the course of self-development, is of no small importance in the development of children’s activity.

The main basis for mastering knowledge of ethnocultural education in our preschool institution is the local history classroom and museums . The idea of ​​creating museums arose for several reasons: our kindergarten is located far from the city center, so organizing excursions to museums and art galleries is very difficult. And exhibitions are not always designed for preschoolers; they are organized without taking into account age.

Currently, in connection with the intensification of patriotic work in preschool institutions and the introduction of local history as a regional component in the system of general and additional education, the revival of existing and the creation of new museums has become a priority.

“My Land-Yugra” museum in our preschool institution is a cultural center, a living, developing organism, an integral part of the subject-developing environment, which allows us to organize fruitful work on the environmental and ethnographic education of the younger generation already within the walls of the preschool educational institution. The museum contains exhibits of everyday objects, spiritual culture, giving an idea of ​​​​dwellings (“Taiga hut”), crafts (“Hunting trail. Using the example of the northern local culture, preschoolers have the opportunity to see the harmonious existence of man in nature. Pupils are surrounded by objects characteristic of the life of the indigenous of the peoples of the North, which allows children to fully feel themselves to be part of this people.

The Museum “Under the Sign of Pisces” includes visual aids - fish, created by the hands of employees, illustrations. Very high-quality fish exhibits that are close to the originals were made from available materials using special technology, which became the “highlight” of the museum. The Museum “Under the Sign of Pisces” is important component of the implementation of the educational program of a preschool institution and the “Tuesok” program for the development of children’s cognitive activity through the organization of work on local history.

The Museum “Visiting the Mistress of the Copper Mountain” is a direct communication with stones, which has a great influence on the formation of moral feelings in a child, contributes to the formation of an active vocabulary, develops imagination, and promotes the harmonious development of personality. Involving children in research activities is a means of developing their curiosity, interest and respect for natural resources .

In the long term: so that visitors to the small, but very cozy and educational museum can clearly see what beauty the hands of a master can create from seemingly inconspicuous stones, a separate rack will be dedicated to jewelry.

Our museum “Birds of Ugra” is very young, it was organized at the beginning of this school year. The goal of the “Birds of Ugra” museum is to develop children’s interest in the diversity of the bird world on the territory of Ugra: wintering, migratory, and waterfowl. Through observations, games, conversations, reading fiction, productive creativity, we instill in children’s minds a sense of the world as a home, showing that the inhabitants of the house, planet Earth, get along and influence each other. Our task is to help preschoolers gain knowledge about nature and, on this basis, form a desire to preserve it. Forming in children a love for their native land is impossible without introducing them to cultural traditions.

Beading has been known since ancient times as a type of artistic craft. Its best traditions were passed on from generation to generation. In the “Bead Stream” circle, the leader is Svetlana Viktorovna Kuzmina, preschoolers make national toys and make jewelry from beads. The corridors are decorated with children's works.

Theater has enormous power to influence a child’s emotional world. There is a theater group “Northern Motifs” in the preschool institution. Pupils of the circle participate in puppet shows, fairy tales, skits, and perform at holidays.

On the territory of the preschool institution there is an open-air museum “Mansi Village”, where preschoolers can see sledges, a canopy, a lobaz, a machine for weaving mats, a bread oven (nyan kor), and a boat (oblas). This year a big plague appeared. A corner “Yugra’s Past” has been created on the territory of the preschool institution. In the garden and in the greenhouse, children observe the process of development of plants characteristic of our natural and climatic conditions. Pupils, teachers and parents are active participants in drawing competitions, crafts, and events. Success in working with children depends on the forms and methods of teaching and upbringing.

When choosing them, we give preference to those that are multifunctional in nature, contribute to the development of children’s cognitive activity and self-realization, and organically fit into the modern educational process. These forms include: cycles of classes, walks, excursions, hikes, observations.

A modern preschool educational institution cannot successfully implement its activities and develop without broad cooperation with society at the level of social partnership.

As part of the implementation of the regional component, the preschool educational institution actively cooperates with the “Natural Park, Kondinsky Lakes”, the local history museum “Malaya Sosva”, with representatives of the public organization “Saving Ugra” in Sovetsky, the Museum of History and Crafts, the district library, and city schools.

Parents of our students are active participants and helpers.

Being a Regional platform since 2021, we have created the following products:

2016-2017

1. Creation of “Local History Centers”, mini-museums in groups.
2. Equipped with a local history classroom “Tuesok” (Tuis)
3. Equipment for the museum “My Land Ugra” (Maatem Ugra)
4. Open-air museum “Mansi Village” (sledges, canopy, lobaz, machine for weaving mats, bread oven (nyan kor), boat (oblas))
5. The Gallery of Local Artists has been replenished.
6. Exhibition-presentation of models (dwellings, natural and flora,..)

2017-2018.

1. Creation of a didactic multifunctional screen “It all starts here, in my native Ugra!” (Tyn-you ovaltan olupsam, Yugrat samynpatne maatem!)
2. Methodical manual album “Yugra is my native land” (Yugra samynpatnya maatem).
3. Creation of the museum “Under the sign of fish” (Khulyngpal post), where the fish of the reservoirs of our district are presented.
4. Production of power transmission lines of beech trees with local history content.
5. The year was fruitful and productive; we entered the top 10 best RIPs and received a reward of 300,000 rubles.

By the beginning of the 2018-2019 academic year

1. Museum "Birds - Ugra"
2. “Visiting the Mistress of the Copper Mountain” - a museum of stones.
3. The open-air museum “Mansi Village”, a tent for holding events, and a fisherman’s corner have been replenished.

Pedagogical innovations in preschool education are a requirement of the times. The quality of educational and educational activities depends on how effectively innovations are mastered in preschool educational institutions.

The educational institution MADOU "Kindergarten "Romashka" works in an innovative mode on the topic "Development of cognitive activity of children through the organization of work on local history in preschool educational institutions." (November 1, 2016) implementing the Tuesok program. Examples of innovations characteristic of our preschool institution are developmental activities (musical, gaming, creative, etc.), holidays, and the creation of museums. The innovative work of our team is based on the deep conviction that a child should be immersed in the world from early childhood beauty and goodness, the world around us should be filled and saturated with this. Then culture naturally shapes the child’s consciousness, “grows” in him, as it were, and becomes a need. And at school age, visiting museums and exhibitions will arouse his interest, since he grew up in an atmosphere of creativity.

This year, the Tuesok program has been supplemented with long-term planning, a plan of entertainment and excursions to preschool educational institutions museums for children of primary and secondary groups. Thus, ethnocultural activities, implemented in all forms of the educational process, are the unifying system-forming element of our educational institution, leading this educational system to a state of sustainable development. This activity is multifaceted and diverse; it is interesting, meaningful and meets the requirements of our time. It is quite flexible, since it is based on the requests of educators, administration representatives, and the interest of children and parents.

The introduction of ethnocultural material into the practice of our preschool institution will provide an opportunity to enrich children’s knowledge about their native land, to educate them as true citizens and patriots.

Thus, the organization of ethnocultural activities is the introduction of a little person into the world of the small and large Motherland. The rich cultural heritage of our ancestors goes back centuries, to the everyday experience of creative work and wise, respectful development of the surrounding nature. Preservation of this heritage is a noble task that has fallen to our modern generation of teachers and parents.

Ethnocultural development of preschool children as an important factor in personal education

Bibliographic description:

Sinyakina, L. A. Ethnocultural development of preschool children as an important factor in personal education / L. A. Sinyakina, E. V. Chernyshova, M. E. Karelina, L. Yu. Borokhovich. — Text: direct // Education and upbringing. — 2021. — No. 2 (12). — P. 38-41. — URL: https://moluch.ru/th/4/archive/56/2174/ (access date: 11/21/2021).


In recent decades, the study of the problem of the relationship between culture and education has become more relevant. This is explained, first of all, by a radical change in the requirements for a person from the point of view of modern culture. The concept of “culture” is widely reflected in the life of not only an adult, but also a child.

Culture is a historically determined level of development of human creative powers and abilities, expressed in the types and forms of organization of people’s lives and activities, in their relationships, as well as in the material and spiritual values ​​they create.

Analyzing this definition, we understand that the cultural paradigm of modern preschool education presupposes a wide range of manifestations of the child’s personality, moral, cognitive freedom, aesthetic, creative independence and activity. To develop these manifestations, various methods, technologies, and means are used that contribute to the formation of the child’s subjective position, his self.

Researchers in the field of pedagogy and psychology consider education as a holistic process that has culture-forming functions. This vision of education presupposes “an understanding of education as a cultural process carried out in a culturally appropriate educational environment, all components of which are filled with human meanings and serve a person - his development, self-determination, self-realization.”

So, we can come to the conclusion that when raising a preschool child, it is necessary to take into account the child’s interest, his independent manifestations of himself, his interests, inclinations, characteristics in various types of activities in a formed environment that is filled with cultural components. These include historical, ethnocultural, environmental, and personal values. Taken together, all these values ​​can be united under a common principle - people's values. They can also include folk art (visual arts, music, dancing), which shape the life experience of a child; they impose a special social meaning on his upbringing, development and formation as an individual personality and a subject of society (Figure 1).

Rice. 1. Components of the ethnocultural development of a preschool child

Folk art, in our opinion, plays the role of a core that allows it to build and comprehend the content and forms of its life activity, including:

− experience of independent creative action, one’s own diverse activity based on one’s own choice;

− interaction (cooperation) with adults and children;

− emotions and feelings, attitude towards oneself and other people;

− the sphere of one’s own desires and interests;

− one’s own selfhood, uniqueness;

− determining your place in life;

− independence and autonomy, responsibility and dependence, giving the child the right to choose and ensuring self-determination.

An important role is played by the position of an adult as an assistant, friend, comrade.

The content of children's activities based on ethnocultural values ​​may look like this (Table 1).

Table 1

Characteristics of the content of children's activities

Ethnocultural values ​​can be safely used in various types of children's activities in accordance with the interests of children. Below are approximate forms of organizing children's activities for children of different ages.

table 2

Approximate forms of organizing children's activities based on ethnocultural values

Thus, ethnocultural values ​​are a powerful incentive to enrich children's development and upbringing. Folk art will expand the content of preschool education and help children grow up special, individual and happy.

Literature:

1. L. Yu. Borohovich, N. V. Alekseeva Taking into account regional characteristics as a means of forming a holistic picture of the world of a preschooler // Kindergarten from A to Z. 2021. No. 2 P. 54–63.
2. L. Yu. Borohovich Ways to develop initiative and independence in the cultural practices of childhood // Preschool educator. 2015. No. 11.
3. Sample basic educational program for preschool education with recommendations. M.: TC Sfera, 2021. - 96 p.

Key terms
(automatically generated)
: folk art, approximate form of organization, value, children's activity, children's activity, kindergarten, preschool age, various types of children's activities, child, content characteristics.

Nurturing ethnic culture in the educational space of preschool educational institutions

Nurturing ethnic culture in the educational space of preschool educational institutions

The main goals of education in modern Russia are seen as ensuring the historical continuity of generations, preserving, disseminating and developing 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 ethnocultural orientation. Ethnocultural education involves introducing preschool children to the ethnic culture of the peoples living in the region.

Mastering ethnocultural experience contributes to the understanding that native culture is one of the forms of cultural diversity in the world. Currently, the ideas of ethnocultural education are quite 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 about the culture of our ancestors?

This gap needs to be filled directly as early as possible. It is necessary to awaken in a growing person a love for his native land. And this work should begin in preschool age.

Raising a citizen and patriot who knows and loves his homeland is a particularly urgent task today cannot be successfully solved without a deep knowledge of the spiritual wealth of one’s people, as well as the national culture, traditions, and language of the indigenous population of the republic.

When passing on knowledge to children, it is necessary to take into account that it must have educational value and contribute to the formation of moral feelings. And today it is very important not to miss the grains of folk wisdom, folk traditions and customs; preserve, increase 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 towards one’s family, village, republic, country, towards the nature of one’s native land, towards 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 educational, joint activities, as well as through club groups.

Starting from the 2014-2015 school year, we introduce children of senior preschool age to the culture, life and language of the Khakass people.

The purpose of the work program of the Olgan Tuzy circle:

-creating conditions for familiarizing preschool children with the language and culture of the indigenous people of the Republic of Khakassia.

Tasks:

-Introduce senior preschool children to the Khakass language.

— To introduce preschool children to the cultural traditions of the Khakass people.

-Expand preschoolers’ understanding of the nature and animal world 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 club program is designed for 1 year of study for students in the preparatory school group.

Club classes are conducted in a playful way, with a change of different types of activities. The game is an accessible and effective form of activity in introducing children to oral Khakassian speech and the culture of the indigenous people of Khakassia. In a playful way, children easily learn Khakass words, phrases, and small sentences. The game helps children free themselves from the fear of speaking another language and leaves a vivid impression of the club activity.

In my work I rely on the program “From Generation to Generation” by S.I. Laletina. Grandfather Archool, grandmother Arina, girl Tarina, Sunny Bunny, lamb Khynchan, kitten Barsik come to visit the children. All of them are heroes of S. Lomkina’s fairy tale.

Grandfather Archool and Tarina are dressed in Khakass national costume, and grandmother Arina is dressed in Russian. They help children get acquainted with the Khakass language and traditions of the Khakass people.

In the club’s classes I use role-playing games (“Let’s get to know each other”), Khakass folk games, outdoor games, various gaming techniques (the sudden appearance of heroes, a magic ball, etc.)

For more conscious memorization of new words, children draw (national costume, housing, the nature of Khakassia, etc.), sculpt animals living in the region, etc.

Singing, listening to music, and learning short poems (we start with simple and easy ones for preschoolers) are of great importance in becoming familiar with the language and culture of the Khakass people. This contributes to the development of auditory perception of the language as a whole, develops imagination, and the desire to learn new words and phrases.

Children enjoy participating in the national holidays “Chir-Ine” and “Chil Pazy”, which are held annually in our kindergarten.

Over the course of the year, when going 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.

Article:

It is impossible to imagine the culture of Russia without folk art, which reveals the origins of the spiritual life of the Russian people, clearly demonstrates their moral, aesthetic values, artistic taste and is part of their 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 that examples of mass culture from other countries are actively being introduced into the life, everyday life, and worldview of children. And if we talk about the opportunity for the younger generation to choose their life ideals, aesthetic values, and ideas, then we must also talk about providing children with the opportunity to know the origins of national culture and art. 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.) is a set of material and spiritual values ​​created by human society and characterizing a certain level of development of society.

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

In our present time, we must not forget about the nationality and national character of 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...” “Education created by the people themselves, based on popular principles, has that educational power that is not found in the best systems based on abstract ideas...” .

That is why at the present stage one of the important tasks of educational institutions is the restoration of their ethnocultural function. Preschool institutions provide for the development of the national-regional component as an integral part of the content of education, aimed at familiarizing all children with the basics of the ethnic culture of the indigenous population and, on this basis, nurturing tolerance and the formation of intercultural communication.

Enriching the spiritual world of the modern child (his moral and intellectual interests, the content of various forms of his activity (play, work, study) with the means of Mordovian culture is the target priority of education in the Republic of Mordovia.

There is a need to familiarize children with traditional dwellings and decorative and applied arts of Mordovia as an important part of the material and spiritual culture of the Mordovian people. This is especially relevant in connection with the increased interest of society in the origins of ethnic culture and art, the historical past of its people, the need to develop in children the ability to fully study works of art, master folk art, preserve and enhance the cultural heritage of the past and present.

Preschoolers’ mastery of elements of folk art occurs most successfully in activities. Of no small importance is the inclusion of elements of folk art accessible to children in the content of classes, in particular in visual arts and artistic design, as well as in the content of didactic games.

Didactic games are a universal means for children to learn about the world around them, to develop creatively and prepare for school, since they combine both a gaming and a learning task. In addition, the didactic game is a kind of intersection point between the teacher’s purposeful activities and the child’s needs. The versatility of the functions of the didactic game ensures its complex impact on the developing personality.

Numerous studies have shown the effectiveness of using didactic games in the mental (L. A. Venger, D. I. Tsikhvaya, E. F. Akulova) and environmental education of preschool children (L. Yu. Pavlova); in the development of children’s ideas about the surrounding reality (L. V. Artyomova); in the development of mathematical concepts (A. A. Smolentseva, creative abilities (O. V. Dybina, T. A. Kotlyakova), etc.

There are great opportunities for didactic games in the ethnocultural education of children. As a teaching method, a didactic game introduces preschoolers to the diversity of the world's peoples. The use of dolls in national costumes, folk toys, and arts and crafts items has an emotional impact on children and develops the sensory sphere. A didactic game as a form of learning helps directly in the process of playing to acquire knowledge, assimilate concepts, generalize, and compare. Didactic play as an independent activity implements the principle of awareness, develops children's creativity, enriches the content of games, fills them with ethnocultural color, and ensures the transfer of acquired knowledge to real life situations. A didactic game as a means of comprehensive personal development lays the foundations of morality and reveals personality and character traits. In the game, the child not only receives, refines and consolidates his knowledge, but also forms the experience of joint activities with peers, and again emotionally experiences familiar situations.

The didactic game as a means of introducing children to national traditions was created by the people themselves. Folk didactic games are characterized by cognitive content and a variety of game actions. By interacting with objects (stringing rings on a stick, assembling a pyramid, a matryoshka doll), the child learns, his sensory abilities and mental processes develop.

Interest in the use of didactic games in familiarizing preschoolers with the surrounding ethnocultural reality does not decrease even today.

Many researchers (M. I. Bogomolova, E. K. Suslova, etc.) considered didactic games as the most important means and form of organizing national and international education of children. Thus, E.K. Suslova noted that such games contain great opportunities for instilling in children an emotionally positive attitude towards people of different nationalities and developing communication skills. M. V. Stepanova considers the didactic game as a means of introducing older preschool children to the culture of different nations.

The system of didactic games with ethnocultural content, in my opinion, should be focused on familiarizing children with national specifics; to consolidate, clarify, differentiate knowledge; filling the emotional sphere of children with positive moments when meeting elements of folk culture; for creative development. These games should provide processes of simple and comparative analysis, generalizing comparisons of elements of national cultures, and developing interest in understanding the culture of one’s own and other peoples.

It is necessary to remember that didactic games of ethnocultural content should not be an end in themselves; their content, game actions, and game tasks are primarily aimed at the development of personality, cognitive, emotional-volitional sphere, and the development of ethnocultural competence of preschoolers.

The content of didactic games is of great importance. Experiencing the world around us in all its diversity, the child gains ideas about reality and acquires a value-based attitude towards it. The content of games with an ethnocultural orientation is determined by the interdependent components of the ethnic group: language, national clothing, rituals, traditions, folk art.

Didactic games easily integrate the diverse content of ethnoculture. They can be included in classes or used in individual work with preschoolers.

The fact that acquaintance with the elements of ethnoculture is carried out in the form of a game, and not in a dry didactic lesson, ensures the inclusion of voluntary and involuntary processes of perception, attention, and memory.

Preschoolers of the senior and preparatory school groups make didactic games that are simple in content and methods of execution themselves under the guidance of a teacher. For example, children can make elements of the games “Whose House?”, “Whose Ornament?”, “Museum of Folk Toys” using the appliqué technique from various materials. Some games are given to children, while others are played by themselves. Games made by children have special meaning for them. By participating in the process of creating a game, preschoolers actively learn and reflect elements of ethnoculture. In the process of making games, and then in the game itself, children develop aesthetic taste, aesthetic perception, imaginative thinking, and imagination. The relationship between visual and constructive activities and play creates in children a motive for activity that is personally significant for each child, and this in turn ensures its effectiveness. The result of the activity will be higher, since the child does not just draw, cut out and paste, but conveys images of the game in images, creates games, which contributes to the development of his creativity.

The following requirements apply to didactic games with ethnic content:

• The content of didactic games is the folk applied art of Mordovia, namely traditional dwellings, household items and utensils.

• The content of the games is selected in accordance with the age and individual characteristics of the children.

• Didactic games are educational and developmental in nature.

• The content of didactic games is built on a variable basis with a gradual complication of the content and rules of the game.

• When making educational games, it is necessary to use not only cardboard and paper, but also traditional craft materials (birch bark, suede, leather, fur).

• Didactic games must meet aesthetic requirements and evoke aesthetic feelings in children.

• Preschoolers six to seven years old are actively involved in the process of making didactic games.

I bring to your attention didactic games, the content of which includes elements of objects of traditional architecture and examples of decorative and applied art. This didactic material can be successfully used as one of the available ways to present educational ethnographic material to children.

The system of such games can be represented by several complexes.

The first group may include games with the help of which the reproduction and further systematization of knowledge acquired earlier in classes about the national diversity of peoples, the commonality of their historical past, territory, elements of national culture (language, costume, way of life, creativity, etc.) .). The nature of game actions is associated mainly with description, story, guessing, and reproduction. I will give examples of didactic games from this group.

1. “Find the named object”

Didactic task: to encourage children to find an object according to the description, to expand knowledge about everyday objects.

Game actions: guessing.

Materials: subject pictures depicting national clothes, dishes, folk toys.

2. “Traveling through fairy tales”

Didactic task: to consolidate children’s knowledge about folk tales, national heroes and their moral characteristics; cultivate a desire to be like them.

Game actions: with the help of a famous fairy-tale character (for example, Dunno), introduce children to the game, inviting them to help recognize the heroes of their favorite folk tales from the pictures and talk about what they are like (characterize their actions). The teacher gives a chip to the child who correctly named the hero, fairy tale and told about him.

Materials: pictures with images of famous characters from folk tales, Dunno doll, chips.

3. “Guess where I came from”

Didactic task: to consolidate and expand children’s knowledge about different peoples.

Game task: guess where the guests came from.

Game action: the appearance of children in folk costumes, their stories about the places where they “live”, about the main attractions, about national heroes; answers to questions from children receiving guests.

Game rule: express your guesses only after the guest has spoken, do not interrupt him, politely and clearly ask questions for clarification.

4. “Whose ornament?”

Didactic task: name the elements of national ornament.

Game action: match the image of a fragment of an ornament on a small card with its full image on a large card.

Game rule: at the direction of the host, guess which nation’s ornament is depicted on the card. The child who answers correctly receives a card and covers the corresponding area on the large card with it.

Materials: six large cards depicting national patterns and the same number of small ones representing fragments of ornaments.

5. “Museum of Folk Toys”

Didactic task: to systematize children’s knowledge about folk crafts; cultivate interest in folk culture and develop creativity.

Game actions: playing the role of a guide, each child talks about the folk toy he liked, explaining why exactly he liked it.

The goal of the second group of didactic games with ethnocultural content is the development of mental operations: comparative generalization, highlighting the characteristic and specific. As a result, the child consolidates his ideas about reality, begins to relate himself to a specific ethnic group, and finds identity and difference in national cultures, which characterizes a certain stage in the development of national self-awareness.

1. “We welcome guests”

Didactic task: to consolidate children’s knowledge about traditional folk culture; differentiate ideas about different ethnic communities, about the rules of national etiquette; cultivate a culture of communication.

Game actions: depending on the ethnicity of the guest, greet him in his native language, set the table, treat him with traditional national dishes.

Materials: dolls in national costumes, dishes, models of national dishes.

2. “Who knows more “magic” words in...

Didactic task: to consolidate skills in one’s native (national) language using “magic” words: thank you, please, hello, etc., to cultivate a culture of communication.

Game actions: passing the ball around a circle, children say polite words in different languages: the first circle - in Russian, the second - in Tatar, the third - in Ukrainian, etc.

3. "Clothing store"

Didactic task: to teach children to recognize the national costume by its elements (skullcap, sundress, boots, etc.) and color; correlate the costume with a national holiday (Sabantuy, Akatuy, Maslenitsa); cultivate interest in folk culture.

Game actions: children-buyers, using cards that depict elements of national costumes, ask a group of children-sellers to select for them the remaining details of the national costume. Then buyers tell what holiday they are going to.

Materials: cards depicting details of national costumes.

4. "Things Got Lost"

Didactic task: to consolidate children’s skills in identifying the elements of a national costume and relating it to a specific people.

Game actions: match the clothing elements with the national costume and cover the extra element.

Materials: sheets with various elements of national costumes drawn on them, among which one element does not correspond to the costume of a given people (for example: sundress, kokoshnik, skullcap).

5. “Whose house?”

Didactic task: to show children the diversity of the material culture of the peoples of the world based on their homes; develop cognitive interest.

Game actions: correlation.

Materials: two types of cards - with images of dwellings (chum, hut, igloo, wigwam, etc.) and people in national clothes (Eskimo, Indian, Ukrainian, etc.).

6. "North - South"

Didactic task: to teach children to correlate representatives of the flora and fauna with their habitat; develop collaboration skills.

Game actions: children are divided into two teams “South” and “North” and, based on a verbal signal (“Cold”, “Warm”), choose cards with images of animals and plants and place them on their map.

Materials: schematic maps of the north and south of Russia, small cards depicting flora and fauna.

It is important to remember that the basis of the culture of interethnic communication is the general culture of a person: the culture of behavior, speech, etc., therefore it is very important to teach children the skills of interaction and cooperation.

The third group includes games that ensure children are involved in the process of building relationships with each other and in joint creative activities. These are games that involve the creative transformation of acquired knowledge, joint action skills (the ability to agree, distribute actions) to solve a joint problem.

1. “Folk Costume Theater”

Didactic task: to consolidate children’s knowledge about the elements of folk costume; develop joint action skills and creative abilities.

Game activities: children are divided into three groups - creative laboratories. Each group determines which national costume they will “sew” and present at the show, select its details, create and demonstrate it to the accompaniment of national music, and comment on it.

Materials: elements of folk costumes, additional decorations, musical accompaniment.

2. “Fairy Tale-Riddle”

Didactic task: to consolidate children’s knowledge about folk tales; cultivate interest in oral folk art; develop initiative and the ability to coordinate one’s actions with other children.

Game actions: the child takes from the box any envelope containing pictures of fairy-tale characters, invites a friend to play with him in pairs, and together they come up with and make a riddle about the character or fairy tale from which he is taken. The rest of the children must guess and name the hero of the fairy tale.

Thus, as a result of teaching didactic folk games to preschoolers, an increase in the ethnocultural level of these children is noted.

Literature

1. Didactic games of ethnocultural content / Comp. L. M. Zakharova, I. G. Sayfutdinova, N. U. Gladilina. – Ulyanovsk, 2008. – 50 p.

2. Dybina, O. V. Game technologies for introducing preschoolers to the objective world: a practice-oriented monograph / O. V. Dybina. – M.: Pedagogical Society of Russia, 2007. – 128 p.

3. Kotlyakova, T. A. Didactic games of artistic content for older preschoolers: method. village / T. A. Kotlyakova. – Ulyanovsk: Promotion Technologies Corporation, 2006. – 52 p.

4. Solomennikova O. A. The joy of creativity. Introducing folk art to children aged 5-7 years. M.: Mozaika-Sintez, 2005.

1 . "Flag of Mordovia "

(junior-middle preschool age)

Purpose of the game: to introduce preschool children to the flag

Republic of Mordovia.

Equipment: sample flag; white field for laying out elements, elements of the flag of the Republic of Moldova.

Game task: using a sample, children lay out elements of the flag of the Republic of Mordovia on a white field.

2. Dominoes “Clay toys of Mordovian craftsmen ”

(senior preschool age)

Purpose of the game: to introduce children of senior preschool age to a variety of folk craft items of the Mordovian people.

Equipment: cards for playing dominoes with images of clay toys made in different villages of Mordovia; cards with descriptive stories about each type of toy.

Game task: the teacher tells the children about clay toys made by folk craftsmen; children play dominoes according to the usual rules.

3. «Mordovian ornament»

(junior preschool age)

Purpose of the game: acquaintance with the elements of Mordovian ornament.

Equipment: cubes with individual parts of Mordovian ornamental elements.

Game task: by laying out the cubes in different positions, children get

various elements.

4. "City of the future"

(senior preschool age)

Purpose of the game: to develop an attentive attitude towards your hometown, a sense of pride in it; development of speech, fantasy.

Equipment: Lull rings rotating on pins from the pyramid. On the sectors of the rings there are pictures: street options; house options; landscaping options; types of transport; places of rest; People.

Game task: invent a city of the future.

The teacher invites the children to imagine how the city of Saransk will be transformed in a hundred years. Children spin rings. After stopping them, the resulting combinations of sectors are considered. Based on the images located on the same line, children compose a story about the city of Saransk in the future. All options are considered from a “good or bad” perspective. Unacceptable options are excluded by general agreement.

5. "Magic Cube: Sights of Saransk"

option: “Magic cube: famous people of Mordovia”

(senior preschool age)

Purpose of the game: to introduce preschool children to the historical and architectural monuments of Saransk.

Equipment: a cube with photographs of historical and architectural monuments of the city pasted on its sides; a folder with their description.

Game task: toss the cube, talk about fallen monuments or buildings (first with the help of the teacher, then independently).

6. «Map of Mordovia»

(senior preschool age)

Purpose of the game: to introduce preschool children to the regions and cities of Mordovia.

Equipment: map of Mordovia with highlighted areas (color, borders, cities.

Game task: the game is played as a “puzzle” game: individual areas are superimposed on the general map of Mordovia, called first by the teacher, then by the children; Large cities (Saransk, regional centers) are found and named.

7. "Clean River"

(senior preschool age)

Purpose of the game: to introduce preschool children to the historical and natural monuments of Saransk and the surrounding areas; fostering a sense of responsibility for the nature of the native land.

Equipment: playing field measuring 45 by 45 with the image of the Insar River; red and green circles are located along the riverbed; set of cards: drawings symbolizing pollution problems; a set of cards: images of the most interesting landscapes and memorable places located near the river; cube, chips.

Game task: walk along the river from source to mouth; find out what dangers threaten the reservoir and suggest protection options.

Forms and methods of developing children’s ethnocultural awareness

Preschool childhood is an important stage in the development of a person’s moral character. During these years, children lay the foundations of morality and form initial ethical ideas.

The preschooler intensively enters the social world, sensitive and inquisitive. Of great importance in the socialization of a preschooler is the cultivation of respect for the fundamentals of the culture of other peoples, in other words, ethnocultural awareness, or recognition of the diversity of the cultural heritage of other peoples as the norm.

I believe that the success of developing ethnocultural awareness depends on the forms and methods of training and education.

These forms include the following:

1. Cycles of integrated classes, including various types of activities: educational, artistic, visual, musical, gaming based on a single content. In accordance with the topic of the lesson, I determine the dominant type of activity: in one case it can be constructive activity, in another - musical, in the third - cognitive.

At the same time, there are topics where different types of activities are equivalent! For example, in a lesson on speech development on the topic “Holidays of the Peoples of the World,” children will learn what holidays different nations have and how they celebrate them. During the drawing and design class, holiday attributes are made and decorated. In music, they learn songs and round dance games. At physical education classes, they get acquainted with the outdoor games of different nations, and as a result, everything is included in the fun with the children.

2. I conduct cognitive, ethical, heuristic conversations in classes and in my free time, for example, during the morning reception of children or walks, based on:

• children's knowledge about life in the family, because each family has its own national way of life;
• observations, during excursions and leisure activities, which help to acquire knowledge in the field of culture of different peoples and interethnic communication.

3. I use video viewings in classes and in my free time in the afternoon. Video materials include specially created educational programs or recordings of popular television programs on relevant topics. Video viewings allow, firstly, children to create dynamic visual images of the life and activities of different peoples; secondly, to broaden their horizons - preschoolers gain ideas about those events, phenomena, objects that they cannot directly perceive: about historical facts, about the life and architecture of peoples living in different parts of the Earth, about the work of adults in their native land, etc.

4. Entertainment and holidays with ethnocultural and state themes give children a colossal emotional charge and sharpen observation and perception, enrich sensory experience, and therefore form a genuine interest in ethnocultural phenomena. Every year we spend with children: among the Russian people: Christmas, Maslenitsa, Easter; among the Tatar people: Navruz, Kurban Bayram, Sabantuy.

5. Folklore concerts and theatrical performances are organized with the participation of teachers, children and their parents, providing an opportunity to plunge into another ethnoculture, to be in the image of a representative of another nationality. Concerts in which songs, dances, and playing musical instruments can be dedicated to one topic (for example, celebrating calendar holidays), or can be combined (held at the end of the school year as a final concert). In turn, the scripts for theatrical performances are based on folk tales or original stories that reflect ethnocultural specifics. They can reproduce calendar and family holidays with accompanying folklore rituals, reflect certain ethnographic realities (for example, staging gatherings, receiving guests, work activities, etc.).

6. Targeted walks and excursions ensure that children get to know the social, cultural and natural diversity of their native land; we visit: libraries, a puppet theater, an art gallery, a museum, monuments, parks. The objectives of this type of activity are to activate existing knowledge, enrich experience, and help the child acquire objective ideas and knowledge about ethnic communities and their culture outside of class.

On walks, I invite children to check folk signs, guess a riddle, find confirmation of a saying, and focus on the features of the landscape, climate, and natural phenomena inherent in Tatarstan and its geographic latitude. This will allow children to get live impressions and acquire fairly generalized knowledge of local history.

Excursions, visits to exhibitions, museums and other cultural sites contribute not only to expanding knowledge about the local environment, but also to acquiring new information about the realities of other ethnic worlds and natural environments, about the peculiarities of the way of life and culture of other peoples.

Let us now dwell on the methods and techniques of intensifying the process of forming ethnocultural awareness of children:

1. Game methods and techniques arouse increased interest and positive emotions in children, promote concentration on the educational task, which becomes not imposed, but its own personal goal. Using various didactic, role-playing, active, and constructive games, we organically and purposefully introduce children to the world of folk culture and the ethics of human relations. Such games include: folk active and comic games with peers and adults, folk jokes and counting rhymes.

For example, to identify the level of awareness of children, we use games like “Edible - inedible”, “Antique - non-antique” (used in the past and in the present tense: bast shoes - shoes, braid - shirt, washboard - car, etc.) These games can be carried out as sedentary games (the teacher names the word, and the children, depending on what culture, what period of time, etc. it can be attributed to, crouch or clap their hands, catch or throw the ball) or as didactic games (by such as “Wonderful bag”, “Find the mistake”, “Select what you need”, etc.).

2. The method of imaginary situations (place, roles, equipment, actions) increases the degree of assimilation of cognitive material.

For example, I suggest imagining that children are in the forest, on a desert island, some kind of republic, etc.; imitate substitute things; They flew like birds, galloped like horsemen.

3. The game-travel method is used to clarify children's knowledge.

4. The surprise moment method helps to activate the emotionality of children. For example, a parcel arrived with gifts, performing various game actions (for example, playing a folk outdoor game), playing roles (the teacher appears in the image of the mistress of a Russian hut or in the image of a representative of another nationality), etc.

5. Verbal method.

• A valuable technique is comparison, which allows us to identify the general and special in the historical development and cultures of different peoples of the world, the reasons for these similarities and differences. So, children can be offered grouping and classification tasks. “Arrange the pictures into two groups: in one - everything that can be attributed to Russian culture (things, household items and art, culinary dishes, fairy-tale characters and other symbols), and in the other - everything related to Tatar culture.”

• Reception developmental questions. During such a conversation, I pose questions, encourage children - on the basis of observations, personal experience, ideas, previously acquired knowledge - to compare, contrast individual facts, phenomena inherent in ethnic cultures, and then, through reasoning, draw conclusions, highlighting something common, special or unique in the cultures of different peoples.

6. Modeling and design method combining verbal explanation, practical implementation and game motivation. This method is indispensable when working with the globe, with diagrams and maps. In addition, each child has a notebook-album in which, with the help of signs, symbols, drawings, he reflects everything that he learned in class, excursion and what he liked.

7. The project method involves organizing joint research activities of children and their parents in collecting, studying, analyzing, and then presenting materials that reveal the characteristics of traditions, lifestyles, household items, and art of different peoples.

Research topics are proposed by teachers in accordance with the thematic plan, or chosen independently by family members. Here are the topics of some research projects: “The image of Baba Yaga in Slavic fairy tales,” “The purpose of a towel in peasant life,” “Tea drinking ceremony,” “Genealogy of my family,” etc. All of the above methods are used by teachers in different organizational forms and types of activities.

The art of teachers lies in the skillful combination of methods and techniques, in their logical correlation with the form, place of use, age and individual characteristics of the pupils.

When introducing children to national heritage, parents play a huge role. It is in the family that children receive their first ideas about the culture of their people, and respect for representatives of other cultures and for these cultures themselves is formed.

Using the family's potential is carried out by:

• involving parents in conducting classes (introducing children to the customs of the peoples of which they themselves are representatives, or teaching them some craft or skill with ethnocultural specifics: embroidery, wicker weaving, wood burning, playing a folk musical instrument);
• participation of parents in exhibitions of family creativity;
• arranging presentations of national rarities and family traditions;
• provision by parents of photographs, albums, brochures, video materials of household items and art kept by the family or brought from travel.
• creating a mini-museum of family collections in a group room;
• parents conducting walks and excursions along routes proposed by the teacher;
• joint participation with children in a folklore concert, performance or entertainment with ethnocultural themes;
• conducting research activities with children (project method) with further presentation of its results in the educational process.

During the work, we introduced the children to their hometown and the peoples living in it; geographical location, history and folk applied art of the peoples of the Volga region.

As a result of this work, the children learned to love their city, their native nature, and treat it with care. Communication with nature and the origins of the culture of the peoples of the Volga region ennobles a person and allows him to more fully experience the beauty of life. Children became observant, inquisitive, their speech was enriched, their horizons expanded, and their relationships with their parents became closer.

In the future, we plan to continue the work we have begun in ethnocultural awareness of children.