Plan of events for the celebration of “Tolerance Week” in the preparatory group

Plan of events for the celebration of “Tolerance Week” in the preparatory group

Goal: To instill in children respect for the national cultures of different peoples of Russia.

Tasks:

— to cultivate in children friendliness, the desire for self-help, the ability to rejoice in the successes of others, the development of empathy and compassion;

- create a positive emotional mood in children, a cheerful, cheerful mood, feel the joy of movement;

- develop motor skills: strength, agility, speed, flexibility, endurance, coordination, communication skills for children to communicate with each other;

- broadening the preschooler’s horizons, understanding the world around him;

- formation of a harmoniously developed active personality, combining spiritual wealth, moral purity and physical perfection;

- introducing children to different nationalities, their customs, traditions, culture, understanding and respecting the customs, views and traditions of other people.

Motto:

The main thing is together!

The main thing is to be friendly!

The main thing is with your heart burning in your chest!

We don't need indifferent people in our lives!

Drive anger and resentment out of kindergarten!

Tolerance project “We are so different”

Bibliographic description:

Starakorova, I. N. Project on tolerance “We are so different” / I. N. Starakorova. — Text: direct // Questions of preschool pedagogy. — 2021. — No. 3 (6). — P. 69-71. — URL: https://moluch.ru/th/1/archive/41/1239/ (access date: 11/21/2021).


A person with a huge reserve of patience and tolerance goes through life with a special degree of calm and tranquility. Such a person is not only happy and emotionally balanced, but he is also healthier and less susceptible to illness. He has a strong will, a good appetite, and it is easier for him to fall asleep, because his conscience is clear.

Dalai Lama XIV

Project abstract

The goal of this project is to develop and strengthen tolerant relationships among children of senior preschool age with representatives of different cultures and nationalities through familiarization with the cultural traditions of the peoples of Russia.

Project objectives:

1. To develop and implement into the practice of preschool educational institutions a plan-project for the formation of tolerant relationships among children of senior preschool age.
2. Teach children the rules of the games of the peoples of Russia and the ability to use them in independent activities.
3. To develop in children the skills of adequate, respectful and friendly behavior when interacting with representatives of different cultures.
4. To instill in children interest and respect for the traditions of other national cultures, by introducing children to the art of the peoples of Russia.

The project will allow organizing practical work on tolerant education of children of senior preschool age and developing a system of activities with parents and teachers of preschool educational institutions in this direction; the environment will be enriched and replenished, facilitating the development of skills of a tolerant attitude towards representatives of different nationalities and cultures.

Justification of the need for the project

Science has formulated the conceptual foundations of the concept of interethnic tolerance; The features of its manifestation in preschool age are analyzed. Tolerance is a personal or social characteristic that presupposes the awareness that the world and the social environment are multidimensional and, therefore, views on this world are different and cannot and should not be reduced to uniformity or in someone’s favor.

In relation to children of senior preschool age, interethnic tolerance is considered as an integrative personality quality that determines the child’s desire and ability to carry out social communications on the basis of a tactful and respectful attitude towards people around him, regardless of nationality.

Interethnic education is a process of purposeful interaction between a teacher and children with the aim of introducing them to the rich cultural heritage accumulated by humanity, forming friendly relationships, positive interethnic communication, showing friendliness and sympathy for one’s own and other peoples, tolerance and delicacy towards them.

Tolerance, being an integrative personal formation, does not arise out of nowhere and is not innate. Tolerance is subject to development, stimulation and correction. Preschool age is a period when initial moral values ​​and norms of behavior are formed, ideas about the importance of human dignity are formed, an understanding of the value of one’s own personality and other people is developed, respect for them, tolerance, a sense of solidarity and the desire for cooperation, and the ability to non-violently resolve conflict situations are developed. . Thanks to the plasticity of the nervous system, openness and influence of an adult, a child in preschool age intensively acquires various knowledge about the world, skills and abilities of its cognition, begins to actively assimilate the values ​​of society, and become familiar with social roles (Sh. Amonashvili, L. S. Vygotsky, A. V. Zaporozhets, N. N. Poddyakov, etc.). Thus, this is the most favorable time for developing in a child interest and respect for his native culture, accepting the diversity and specificity of other cultures, and cultivating a friendly attitude towards people, regardless of their nationality.

Interethnic education, starting from preschool age, should help ensure that, on the one hand, the child understands his roots and thereby can determine the place he occupies in the world, and on the other, instill in him respect for other cultures.

Having analyzed all of the above information, we came to the conclusion that it is necessary to develop an innovative project that is focused on developing tolerant relations among children of senior preschool age through familiarization with the cultural values ​​of different peoples.

Developed specially organized events make it possible to strengthen partnerships and enrich children with knowledge of the cultural traditions of different peoples (games, songs, dances, holidays, etc.). The project can be used in various activities of teachers and specialists in preschool institutions.

Long-term work plan for the project

Conclusion

Preschool childhood is a time of achievements and problems not only for one little person, but for the whole society as a whole. At this age, children develop the skills of respectful and friendly behavior during relationships with representatives of different cultures, the ability to perceive the environment as the result of cooperation between people of different nationalities and different ethnic origins. They have a positive effect on a person, transform him, elevate him, and return him to a more harmonious state.

Thus, nurturing in the younger generation the need and readiness for constructive interaction with people and groups of people, regardless of their national, social, religious affiliation, views, worldview, styles of thinking and behavior is a necessary condition for the formation of a child’s personality in modern society

Literature:

1. Astashova N. A. The problem of teaching tolerance in the system of educational institutions // Tolerant consciousness and the formation of tolerant relations (theory and practice): Collection. scientific method. Art. — 2nd ed., stereotype. - M.:, 2003. - P. 74–85.
2. Bondyreva S.K. Tolerance (introduction to the problem) / S.K. Bondyreva, D.V. Kolesov. - M.: Publishing house of the Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MODEK", 2003. - 240 p.
3. Declaration of Principles of Tolerance. Approved by resolution 5.61 of the UNESCO General Conference of November 16, 1995 // Century of Tolerance: scientific and journalistic bulletin. - M.: MSU, 2001.

Key terms
(automatically generated)
: senior preschool age, artistic creativity, preschool age, child, communication, cognition, tolerant attitude, friendly behavior, interethnic tolerance, interethnic education.

Formation of interethnic tolerance in preschool children

Methodological development

FORMATION OF TOLERANCE IN CHILDREN

PRESCHOOL AGE

The world community has chosen tolerance as the fundamental principle of morality, because The modern world is often cruel, and even children can become cruel.

The concept of tolerance has evolved over a long time, and this process continues to this day, since, accumulating diverse meanings, this concept will be filled with new meanings in accordance with reality, in which diverse manifestations of intolerance require new (adequate) means of overcoming it.

The word “tolerance” is used to denote the adaptive abilities of the body, allowing it to interact with others without disturbing the internal balance. Tolerance is a factor in the socialization of the individual.

In the scientific literature, tolerance is considered, first of all,

as respect for other people, recognition of their equality, rejection of domination and violence as recognition of the multidimensionality (diversity) of human culture, norms of behavior and refusal to reduce this diversity to the predominance of any one point of view.

It is obvious that many problems of modern society are projected onto the process of functioning of educational systems, starting from preschool education and upbringing and ending with postgraduate professional education.

A modern cultured person is distinguished not only by his level of education and self-esteem, but also by his sense of respect for others. Consequently, the most important task is to develop in the younger generation the ability to build relationships with others on the basis of cooperation and mutual understanding, a willingness to accept other people, their views, customs and habits as they are. The task of the kindergarten is to ensure that pupils emerge from its walls whose worldview is based on the principles of tolerance.

Many psychologists (R.S. Nemov, A.V. Petrovsky, V.S. Mukhina, etc.)

note that in human development there are periods that are most favorable for the formation of certain personality qualities. In the preschool period, it is important to lay tolerance as one of the foundations of the child’s personality, to demonstrate and explain the importance of positive communication, cooperation, and to emphasize the importance of other people who are not like the child himself.

Respect for people of different nationalities is one of the key tasks. In this regard, raising preschool children in the spirit of friendship, harmony and peace is defined as one of the leading directions in the modern educational space.

In modern conditions, education is becoming one of the most effective means of forming new attitudes and norms of behavior, and in particular the formation of tolerant consciousness and behavior. Solving these problems requires new approaches to organizing the educational process, its focus on solving the problems of raising and developing a child who not only has knowledge, skills and abilities, but also is capable of broad communication, including in a multinational environment, in the spirit of humanistic traditions and ideas capable of showing understanding, ready to cooperate, tolerant of dissent. In modern conditions, the role of the education sector is increasing, recognized to develop a range of pedagogical conditions and methods for developing tolerance.

In the psychological and pedagogical literature and literature on tolerance, the following conditions for the formation of tolerance in a preschool institution have been formed:

1. Creation of a tolerant space in a preschool institution.

2. Teacher training that corresponds to the goals and objectives of tolerant education.

3. The use of pedagogical technologies focused on the development of tolerance in working with children.

4. Interaction between teachers and parents of children in promoting tolerance.

The first condition is the creation of a tolerant space in which every child, regardless of ethnicity, will feel comfortable, protected, and will be able to openly interact with the outside world. A significant role in creating such a space belongs to the entire teaching staff. It is necessary to create a favorable socio-psychological climate in the institution as the basis for the formation of a tolerant space. Self-esteem, self-esteem, respect for other people, regardless of their social background, nationality, race, religion, culture, are necessary for people who interact with the younger generation.

The teacher is often called “the soul of the educational process.” The effectiveness and productivity of communication and joint activities depends on his personal potential, professional knowledge and skills, on his beliefs, views, and worldview. It is difficult to imagine that a teacher who is intolerant of others will be able to instill in a child a tolerant attitude towards other people and other cultures. What qualities should a teacher who fosters tolerance have? The main ones are his loyalty to universal human values, spiritual wealth and democracy. The most important quality of a teacher when working with a group of children is empathy - the ability to understand and feel the child.

To summarize, what qualities should a teacher have:

1.Common national culture, culture of cooperation and interaction;

2. Deep knowledge of national culture, its manifestation in behavior;

3. Professional skills, mastering new work techniques;

4. Psychological attitude toward tolerance, ethnocultural communication;

5. Attitude towards the children's team as a free community of like-minded people;

6. The desire for introspection and self-development.

In addition, the teacher must have special technologies for interacting with the children's team. Such technologies include person-oriented technologies, such as dialogue, discussion, and cooperation.

In dialogue, individuality is revealed and the uniqueness of another person is comprehended, since it is dialogue interaction that implies equality of positions in communication.

The main goal of the discussion is the development of a communicative and discussion culture in the process of searching for truth. A skillfully organized discussion is the most important methodological form of developing tolerance.

The next pedagogical technology is cooperation, which implies joint determination of activity goals, joint planning, distribution of forces and resources based on the capabilities of each. The pedagogy of cooperation involves organizing business contacts, jointly setting tasks and analyzing the process of solving them. This style of interaction in the pedagogical process is associated with the humanization and democratization of society, the activation of people’s initiative and creativity, a more complete disclosure of the personal potential of each person, which fully contributes to the formation of tolerance.

The importance of the family in the formation of tolerant consciousness and behavior cannot be overestimated. Parents are the first and main educators of children, and it is impossible to develop tolerance in a child if they are not allies of teachers in solving this problem.

FORMATION OF TOLERANCE IN DIFFERENT AGE GROUPS.

It is known that children learn from what they see in the life around them: if a child encounters hostility, he begins to fight; if a child is constantly shamed, he becomes timid; and if a child is accepted and treated in a friendly manner, he learns to find love in this world.

Correcting the mistakes of adults is not so easy; it is better not to make them.

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

At this time, the child, naturally, does not understand the semantic meaning of the forms of folk culture being transmitted to him, but at the same time he experiences great pleasure and delight from playing together with adults “Magpie-Crow”, “Horned Goat”, from the perception of nursery rhymes, palms, pestles. A child’s emotional positive response to vivid images of folk culture is the basis that can subsequently compete with the most voluminous information about the world around him.

By the age of three, it is necessary to give the child an emotional experience of communicating with a toy. Playing with a doll is an integral part of the spiritual and material culture of the people. With its help, the child joins the socio-cultural experience of the nation.

In 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 children master initial ideas about the structure of the home (floor, ceiling, walls, windows), its decoration, household items (stove, table, bench, cradle), household utensils, dishes (pot, samovar), toys ( matryoshka, horse), kitchen. At this age, a child, under the guidance of an adult, is actively involved in leading round dances, performing dances, songs, and reflects the received ideas 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 such topics as “Family” (conversations about family members, emphasizing their care for each other); “Kindergarten”, “Native Country”, etc.

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

In early preschool age, children form elementary ideas about kindness, responsiveness, mutual assistance, friendliness, attention to adults and peers, therefore the task of development and education of children of this age is to cultivate a friendly attitude towards others, emotional responsiveness, the ability to empathize, and communicate.

Fairy tales and other works allow children to expand their ideas about kindness, about people with a kind heart, and show their beauty. The Belarusian folk tales and tales of the peoples of the world offered for primary preschool age are varied in content, volume and dynamism. The uniqueness of the perception of literary works lies in the fact that when comprehending the text, they proceed from their immediate and still limited everyday experience.

In early preschool age, it is useful to introduce children to the rules of politeness and begin to develop in them the ability not to quarrel. It is advisable to cultivate a kind attitude towards people through games with dolls and other toys. In the kindergarten group, special play situations are created that promote the formation of goodwill, kindness, and friendliness. Gradually, children develop the experience of correctly assessing good and bad deeds.

This system of work regulates the relationships between children, promotes the development of a moral attitude towards others, the formation of humane ways of showing sympathy, understanding, acceptance, and empathy for peers, which is one of the fundamental aspects of the formation of tolerance.

The teacher organizes a variety of games with children of primary preschool age, with the help of which he helps the child understand his own feelings and experiences, encourages him to talk about them in order to show sympathy and support.

If a child of primary preschool age, with the help of games organized by adults, mastered his inner potential, recognized his capabilities and abilities to understand the world and himself, then children of middle preschool age are offered game activities and exercises that will help them understand that people can experience different feelings: joy, sadness, anger, fear. In the fifth year of life, new opportunities open up for further development of the ability to understand other people, show a friendly attitude towards them, and strive for tolerant interpersonal relationships. Kindergarten as a social institution should contribute to this upbringing of children in the spirit of tolerance. Being in the company of peers, the child must learn to establish friendly relations with them, and for this, the teacher teaches children to understand the reasons for their own actions and find ways to reconcile with friends. Thus, the task of the development and education of children of middle preschool age is the formation of humane relationships between children and friendly relationships in joint games and activities.

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

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

At this age, work continues to expand ideas about the family: conversations about mom (“What is mom’s name,” “What is she like,” “What is her favorite activity,” “What can I please her with,” “What is her favorite dish”), maintaining interest to her favorite activities; stories about fathers' professions. Children are given initial ideas about family relationships: 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 purpose, conversations with demonstrations of photographs, illustrations, and didactic games are used.

By the age of five (in 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 “Pochemuchki” group, seniors deepen their work on developing sympathy for their peers and organize conversations (for example, “What rules do we live by”), exercises, games: 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 Belarusian people: the desire and desire to take part in festive performances is fostered; a sense of involvement in the events that occur in kindergarten, family, and country is formed; love for loved ones and the Motherland is fostered.

In older preschool age, not only the general and characteristic accumulation of information of moral and value content occurs, but also its differentiation. The concepts of “good” and “evil” for a 5-6 year old child are abstract and require their concretization in order to be guided by them in everyday life.

Children's ideas about their native country, about state and national holidays (March 8, Defender of the Fatherland Day, Victory Day, New Year) are expanding; love for the Motherland and respect for the people inhabiting it are fostered.

Getting acquainted with the phenomena of social life, the teacher pays special attention to such topics as “Family”. Here the adult develops an interest in his ancestry; children are asked to draw all family members and talk about them. Effective forms of interaction between the teacher and children are conversations (“What is a family tree”, “My mom, dad”, “We relax with the whole family”, “My grandparents, what they are 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 photographs); games (“Find the similarity”, “Find the difference”, “Whose child am I, guess”, “Find a pair”) that help the child find external similarities with parents and other relatives; reviewing family albums, creating albums “Our sisters and brothers”, “Our grandparents”, “About different and very important mothers”, etc., producing a group newspaper “How I spent the summer”.

Along with the development of the “Family” theme, work continues on the “Kindergarten” theme. It is necessary to talk with children about why the kindergarten is called that (here children are cared for and cared for like plants in the garden); show social significance: parents work and do not worry when they go to work, since in their absence the kindergarten staff takes care of the children.

The concepts of “friendship” and “mutual assistance” are gradually revealed to older children. For this purpose, you can use reading such works of art as V. Oseev’s “Three Comrades”, L. Kuzmin’s “House with a Bell”, M. Fomin’s “Girlfriends”, etc., conversations on their content, as well as on the topics: “ Sensitivity and goodwill”, “About friendship and friends”, “Why we don’t like people who lie”, etc.

Children's ideas about their native country, state and national holidays are gradually expanding, and interest in their “small Motherland”, in the sights of their hometown, culture and traditions continues to develop. On walks, children examine public buildings and pay attention to architectural features; teachers conduct a series of classes on the topic “My City”, together with the students they create an album with views of the city or a model “Streets We Walk Along”.

Preschoolers of this age are already familiar with the flag, coat of arms and melody of the anthem of Belarus. Children reflect the ideas they receive in drawings. Concretizing ideas about Belarus, children are read works of art, books and albums are selected for independent examination of illustrations.

The teacher maintains interest in events taking place not only in the country, but also in the world, and develops a sense of pride in their native country. To generalize knowledge about Belarus, educational situations are created, including games and conversations. At this age, children can be more widely acquainted with national traditions, costumes, and customs.

From the age of 5-6, introducing children to the phenomena of social life, the theme “Our Planet” and the concept “Earth is our common home” are revealed for the first time. Teachers talk about the fact that there are many countries on Earth, and in special educational situations they encourage children to draw a conclusion: the globe is a scaled-down model of the Earth, each color on it has its own purpose; you need to be able to use a globe, a map, showing individual continents and countries.

The teacher draws the children's attention 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 systematic pedagogical work, “dreamers” gradually develop such personality qualities as responsiveness, fairness and modesty; volitional qualities develop: the ability to limit one’s desires, overcome obstacles that stand in the way of achieving a goal, obey the demands of adults and fulfill established norms of behavior, and follow a positive example in one’s actions.

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

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

The organization of work with older children, aimed at introducing them to other national cultures and developing a tolerant attitude towards their bearers, is carried out in conjunction with enriching 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 a tolerant environment and acceptance by city residents of the world in all its diversity!

In older preschool age, much attention is paid to the formation of a holistic idea of ​​themselves: the teacher encourages children to “listen” to their own feelings, talk about their feelings and experiences.

The joint activity of the teacher and children is aimed at each child finding his place in the society of his peers, highlighting his “I”, opposing himself to others, taking an active position in various social relationships, where his “I” acts on an equal basis with others. This provides the child with the development of a new level of self-awareness, solves the problems of social and moral development and education of preschool children. The child learns to understand that his acceptance by others depends on his acceptance by others. Self-knowledge and an adequate attitude towards oneself gives rise to the need for a value-based attitude towards the people around us.

In preschool age, the role of emotional experiences that a child receives as a result of living in a moral situation and making a moral choice is very important. The teacher creates conditions for the formation of experience of moral activity in the older preschooler.

The task of development and education of children of senior preschool age is to foster a culture of friendly communication.

As a result, kindergarten graduates know that all people differ from each other in appearance and behavior, but also have similar traits (body structure, emotions); they are familiar with the ways of emotional support from a peer, an adult; they understand that the causes of conflict can be opposing interests, feelings, views, and have an idea of ​​​​possible ways to resolve conflicts. Children can understand each other, realize their own value and the value of other people; show empathy and tolerance; be aware of how others feel about their actions; express your feelings and understand the feelings of others; find a constructive solution to the conflict. In this way, tolerant attitudes are fostered.

Games that promote tolerance in preschool children

"Magic Lake"

For the exercise you will need a box in which a small round mirror has been placed in advance.

All participants in a circle close their eyes.

We give the box to a friend. Everyone who receives this box opens their eyes and looks inside. There, in the “little magical lake”, you will see the most unique and inimitable person in the world. Smile at him.

After everyone looks into the box:

-Who is the most unique and inimitable person in the world?

- How did this person respond to your smile?

— How do you understand the meaning of the word “unique”?

"How are we alike"

Children sit in a circle. The host invites one of the participants into the circle based on any real or imagined similarity with himself.

For example: “Sveta, please come out to me, because you and I have the same hair color (or we are similar in that we are inhabitants of the Earth, or we are the same height, etc.)” Sveta comes out into the circle and invites you to come out any of the participants in the same way. The game continues until then. Until all the children are in a circle.

It is necessary to draw children's attention to the fact that we are all similar in some way, we always have something in common with others.

"Labyrinth"

Children are divided into pairs, one plays the role of the leader, the other - the follower, he is blindfolded. The leader must guide the follower, taking care of him, along a route built from a soft construction set, a tunnel, a dry pool, a slide, etc. Then the children change roles.

"Teach me to speak"

All participants (children and adults) take on the role of people with communication difficulties who do not speak (we communicate using gestures, signs, special symbols)

"Dancing with your hands"

Classes to music (different in tempo and mood - relaxing, active, sad, etc.) in pairs. One child's body becomes a dance floor for another's hands.

"Compliments"

The children stand in a circle, throw the ball to each other and take turns saying something nice to one of the participants in the game. The neighbor's name is pronounced in an affectionate manner and they say what they like about him. (For example, “Lenochka has beautiful long hair”, “Nadyusha draws beautifully”, “Dimochka is a good friend”, “Alyonushka is very kind”)

"Hello!"

Children stand in a circle. The teacher passes the toy to the person standing next to him, with the words: “Hello, Olenka!” , and the children all repeat the affectionate name: “Hello, Olenka!” and so on. The game ends when the teacher has the toy again.

Leisure scenario for Tolerance Day for children of the second junior group

Lyudmila Osipova

Leisure scenario for Tolerance Day for children of the second junior group

Day in the second junior group Romashka .

Goal: To develop in children a love of peace , acceptance and understanding of other people, and the ability to interact positively with them.

Objectives: to evoke active thought, to help broaden horizons, to improve all mental processes, to clarify ideas about the world around us, to develop the child’s physical strength.

Planning Tolerance Week in kindergarten

The implementation of Tolerance Week is discussed and approved by pedagogical councils, usually in 2 stages:

Traditionally, Tolerance Week is held in kindergartens and schools in November - before the International Day of Tolerance (November 16).

Tolerance Week in kindergarten involves unusual activities and events:

As part of the Tolerance Week, child-parent events are held at the preschool educational institution

Table: example of planning for Tolerance Week

There may be several festive events (concerts) planned - for younger, middle and older pupils. This organization gives each group the opportunity to express themselves creatively and invite parents as spectators.

Source