We instill tolerance in children. Why is it so important to talk about racism and tolerance?

Recently, we have increasingly noticed manifestations of aggression, anger and cruelty in our children. And often they are directed against those who are somehow different from the main mass: have a different nationality or developmental characteristics, wear glasses or profess Islam.

Therefore, today we will talk about such an important topic as fostering tolerance among the younger generation. Why is this so important, is it worth talking to your child about the problems of racism and discrimination, and what should parents do if their son or daughter has become a victim of bullying based on their ethnicity?

What is tolerance?

In 1995, the General Conference of UNESCO approved the Declaration of Principles of Tolerance, which was signed by 185 countries, including Russia.

According to this document, tolerance is respect and acceptance of the diversity of cultures, peoples and customs . This is a rejection of violence and discrimination against people who differ from us in skin color, religion and other characteristics.

The basic principle of tolerance is: “I see that you are different and different from me, but I accept and respect it.”

To be tolerant does not mean to be indifferent and indifferent to what is happening in the world. There should be no tolerance for crime, rudeness, bullying and violence.

Tolerance is an active life position, recognition of the right to individuality. This is a desire to help people, to make the world a better place.

A tolerant person has such personality characteristics as mutual respect, goodwill, compliance and sociability.

The problem of tolerance in Russia and in the world

The issue of tolerance and respect is now one of the most discussed in the world. This is not surprising, since national and religious differences are increasingly becoming the cause of conflicts between people living in the same territory.

In Europe, for example, due to the large flow of migrants from the Middle East, cases of attacks on refugees by radical indigenous people who oppose the “Islamization” of their countries have become more frequent.

And Muslim migrants, in turn, also provoke conflicts with their disdain for European traditions and shrines.

In Russia, the problem of tolerance has always been relevant. Since our country is multinational, a large number of different peoples with their own traditions and customs have long coexisted on its territory.

The division “us and them”, “us and foe” has always existed. Representatives of different cultures tried to stay apart, defending their ethnic views, often through bloody wars.

But times are changing, and people, fortunately, have begun to understand that “different” views and customs do not mean “bad.” That every person has the right to his own worldview and his own values. And this right must be respected.

Development and implementation of Tolerance Week events

from 12 to 16 November

Reading fairy tales of the peoples of the world during the week.

November 12 release of leaflets for parents “Recommendations for parents on tolerant upbringing of children”

Wall newspaper "November 16 - World Tolerance Day"

(responsible: educators)

November 13 “Kids Help Day” - making souvenirs and crafts for children of the first and second junior groups (middle, senior, preparatory groups; responsible: teachers)

November 14 campaign (senior, preparatory group; responsible: educational psychologist)

November 15 Sports festival “Games of different nations”

(responsible: physical education instructor)

Exhibition of children's drawings "My Friends"

(senior and preparatory groups; responsible: educators)

Photo exhibition “We and our little brothers”

(junior, middle groups; responsible: educators).

November 16 Performance “Fly-Tsokotukha” for children of all ages.

Joint holding of events on tolerant mutual understanding with tea drinking “We are different, but we are friendly” (children and parents; in groups;

responsible: educators).

Why is it so important to talk about this with children?

In 2004, an incident that was striking in its cruelty occurred in St. Petersburg. A native of Tajikistan was returning from the skating rink with his 8-year-old daughter and nephew. Suddenly a group of armed teenagers jumped out at them shouting “Russia is for the Russians!” started beating the family. As a result, the man received a closed head injury, his nephew received knife wounds, and the girl could not be saved - she died from loss of blood.

This story is far from isolated. Hatred towards representatives of other nationalities begins almost from kindergarten, when migrant children are mocked not only by children, but also by teachers.

The same atmosphere reigns in schools: Tajik and Uzbek schoolchildren are subject to bullying and violence, especially if they have language problems and difficulties with adaptation.

This is evidenced by data from a sociological study conducted in September 2021 among students of Russian schools. 33.6% of respondents confirmed that they faced humiliation and ridicule from classmates because of their national characteristics.

Our children do not live in a vacuum. They, like sponges, absorb all views, attitudes and moods in society. And they don't become violent on their own. They are driven to this by the indifference of their parents, uncontrolled access to information in the media that traumatizes children’s psyches, and ignorance of cases of bullying at school. According to a 2021 study conducted among students aged 11 to 17, 72% of respondents reported incidents of bullying to teachers and other adults, but the situation was never resolved.

All this awakens aggression and intolerance in children, which can subsequently develop into racism and nationalism.

Therefore, the task of parents is not just to tell their children about the existence of racial, religious and national differences between people, but also to teach them to accept and respect them.

Find out if your child is being bullied by peers or other adults when you are not around! Listen to what is happening around, see where the child is and call in any situation with the “Where are my children” application.

What should a child know about tolerance and respect for people?

Even for an adult, the topic of tolerance is quite difficult. It's even harder to talk about this with your own child.

But the longer parents put off such a conversation, the higher the likelihood that the child will form his own beliefs under the influence of society. And there is no guarantee that he will show tolerance and respect for people of other nationalities.

When starting to discuss the topic of tolerance with a child, mothers and fathers need to keep in mind the characteristics of age.

for babies to choose playmates with the same skin color as their own.

At the same time, at 3-4 years old they already begin to pay attention to racial differences. For example, a child on the street may say: “Mom, look, this boy is black!” Or: “Why does this girl have such narrow eyes?”

Advice for parents of preschoolers:

Read books and watch cartoons with your child on the topic of tolerance towards people who are somehow different from us

Discuss with your child how important it is not only to treat them with respect, but also not to be afraid to show it to others.

Here is a list of cartoons that you can watch with your preschooler.

Cartoons about racial differences:

1. "Zootopia" (2016, USA).
2. "Boniface's Vacation" (1965, USSR).
3. “At the Port” (1975, USSR).
4. “Friendship of Peoples” (2015, Russia).

Cartoons about a tolerant attitude towards children with special needs:

1. “A neat story” (2014, Russia).
2. “Gift” (2015, Germany).
3. “About Dima” (2016, Russia).
4. “Anatole’s Saucepan” (2014, France).
5. “Strings” (2014, Spain).
6. "Tamara" (2013, USA).
7. “The Unusual Little Brother” (1995, France).
8. “My brother from the moon” (2007, France).

If your child pays attention to the national or racial differences of other children, focus on this point

“Yes, this boy has really dark skin. The girl Masha from your group wears glasses, and our neighbor Asema has a narrow eye shape. We are all different, and that’s great!”

Just teach him not to speak out publicly and not to point fingers at people, this is uncivilized and impolite towards them.

It will be useful if you purchase for your child a set of dolls or figurines of different races and nationalities

And at the same time, tell us about their traditions and customs. You can also buy colorful books with pictures about the history of the peoples of the world.

Your main task is to introduce your child to a world where a huge number of people live, and they are all somehow different from each other. This will be the child’s first step on the path to kindness and a tolerant attitude towards everyone around him.

At primary school age, you can already talk with children not only about the differences between representatives of different nations and cultures, but also about the negative attitude of some people towards them - about racism and nationalism.

Advice for parents of schoolchildren:

Explain all concepts in a language that is accessible and understandable to the child.

For example:

• racism is when someone hates a person just because they have a different skin color;
• Nationalism is love for one's Motherland. But it can be both good and bad. It’s good when you are proud of your country, your people and culture, but bad is when you think that only your nation is the best and begin to hate representatives of other nations;
• Discrimination is an unfair treatment, humiliation of a person because he is somehow different from you.

Discuss the issue of tolerance and discrimination with your child in the form of an active dialogue

Ask if there are children of other nationalities or children with special needs in his class and how he feels about them. Find out whether these children are being ridiculed by their classmates and whether it is fair to humiliate people for being different from us.

Visit the festivals of national cultures taking place in your city with your son or daughter

Try traditional dishes, chat with representatives of different nations. Convey to your child that diversity makes our world richer and more amazing, and the centuries-old history of every people or culture is worthy of respect. This is what happened before us and will remain after us.

Watch movies together that focus on race.

Discuss with your child what solution he sees to this issue and whether it is worth fighting discrimination at all.

Movies for family viewing:

1. “Just Mercy” (2019, USA).
2. “Fences” (2016, USA).
3. “Alien Hate” (2018, USA).
4. "Green Book" (2018, USA).
5. "Skin" (2008, UK).

By adolescence, children begin to form their own beliefs and values, often under the influence of peers and public sentiment.

Unfortunately, many begin to hold discriminatory views regarding both national and other differences between people. Intolerance can develop into bullying and humiliation, and from here it is not far to nationalistic beliefs.

Tips for parents of teenagers:

1. Show your child your clear position on racism and nationalism.
2. Pay attention to your teenager's extracurricular life. As a rule, those children who have neither hobbies nor interests join nationalist groups.
3. Teach your son or daughter not to stand aside, help the weak, and be sure to report cases of violence and bullying to adults.

MAGAZINE Preschooler.RF

Prepared by: teacher Vanzha Irina Nikolaevna Nefteyugansk Municipal autonomous preschool educational institution of the city of Nefteyugansk “Kindergarten No. 20 “Cinderella”

Recently, discussions have often arisen about a tolerant world, the so-called world without violence and cruelty, in which the main value is the unique and inviolable human personality. Tolerance must be cultivated through the development of good habits, manners, a culture of interpersonal communication, and the art of living in a world of unlike people.

A modern cultured person is not only an educated person, but also one who has a sense of self-respect and is respected by others. It is important to develop in the younger generation the ability to build relationships in the process of interacting with others on the basis of cooperation and mutual understanding, willingness to accept other people, their views, customs and habits as they are. The task of a modern educational institution is to ensure that students emerge from its walls not only with a certain amount of knowledge, skills and abilities, but also independent people who have tolerance as the basis of their life position.

Tolerance is interpreted, first of all, as respect and recognition of equality, rejection of domination and violence, and the diversity of human culture, norms, and beliefs. Tolerance is the willingness to accept others as they are and to interact with them on the basis of agreement. First of all, it assumes reciprocity and an active position of all interested parties. Tolerance is an important component of the life position of a mature person, who has her own values ​​and interests and is ready, if necessary, to defend them, but at the same time respects the positions and values ​​of other people.

In preschool childhood, a child acquires the foundations of personal culture, its basis, corresponding to universal human spiritual values. The formation of the basis of personal culture means that the child becomes familiar with general human values, and not with what may be considered valuable by a certain circle of people in a certain region and at certain points in time, and becomes familiar with the universal means of human life.

Methodological developments for instilling in children such moral values ​​as respect for another culture and its bearers, which contribute to the development of mutual understanding, tolerance, openness and friendliness, are currently insufficient.

Let us take a brief look at the characteristics of preschool age.

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.

Preschool childhood is a very short period in a person’s life, only the first seven years. But they have lasting significance. During this period, development is more rapid and rapid than ever. From a completely helpless being who can do nothing, the baby turns into a relatively independent, active person. All aspects of the child’s psyche receive a certain development, thereby laying the foundation for further growth.

One of the main directions of mental development in preschool age is the formation of the foundations of personality. The child begins to become aware of his “I” , his activity, activity, and begins to objectively evaluate himself. A subordination of motives is formed: the ability to subordinate one’s immediate impulses to conscious goals. The child learns, within certain limits, to control his behavior and activities, anticipate its results and control its implementation. The emotional life of a preschooler becomes more complicated: the content of emotions is enriched, higher feelings are formed. A small child does not know how to control emotions. His feelings arise quickly and disappear just as quickly. With the development of the emotional sphere in a preschooler, feelings become more rational and subordinate to thinking. But this happens when the child learns moral standards and correlates his actions with them. The development of the emotional sphere is facilitated by all types of child activities and communication with adults and peers.

A preschooler learns to understand not only his own feelings, but also the experiences of other people. He begins to distinguish emotional states by their external manifestation, through facial expressions and pantomime. A child can empathize, sympathize with a literary character, act out, convey various emotional states in a role-playing game.

New objects that evoke vivid cognitive feelings in children are animals and birds.

It is necessary to study the development of the emotional sphere of a preschooler, which creates the basis for the meaningful assimilation of psychological and pedagogical knowledge, and subsequently will ensure the effectiveness of their application. The development of the emotional and sensory world of a preschool child, when he feels protected and free in his judgments, requires further improvement in the organization of the pedagogical process in a preschool institution. An adult helps the child create the necessary positive image of a future event; for example, a kindergarten teacher may ask to tidy up the room after playing or tell the children how pleased they will be to see their room clean.

Many new feelings arise in preschoolers in connection with new living conditions. This is, first of all, life in a kindergarten group, where the initial forms of collectivist relations develop between children. Children usually begin to realize the need to communicate with peers and the need to play together after the age of 4.

The need for joint activity, correctly used by the educator, can become the beginning of the formation of higher human feelings.

Research by A.I. Arzhanova, V.A. Gorbacheva, I.R. Klyuchareva, A.V. Bulatova, T.A. Repina, M.I. Timoshenko, N.I. Lysenko, contrary to the statements of some foreign psychologists (E. Baldwin, E. Claparède, J. Selli), show that a child under 7 years of age does not at all manifest himself as an egocentric person who is supposedly blind and deaf to the life and experiences of other children. Children 3-4 years old show touching care for their mother.

However, while wildly rejoicing at the arrival of their grandmother, children sometimes amaze adults with their callousness and callousness, not reacting to the grave grief that the whole family is experiencing.

Such inconsistency is typical of children’s unstable and not yet sufficiently substantiated feelings. Preschoolers cannot yet distinguish the degree of significance of events.

In preschool age, provided there is a well-organized children's team, the initial forms of truly comradely and friendly feelings arise. According to M.I. Timoshenko and A.V. Bulatova, friendships are established between many children of the older group. The child gets bored without a friend, helps him, shares toys and sweets with him, stands up for his friend if he is offended. By fixing children's attention on those who need help and care, the teacher encourages children to help people and develops sensitivity and caring as a character trait in six- and seven-year-old children. Among the moral feelings that begin to form in preschool age, cultivating a sense of patriotism is of particular importance. Acquaintance of preschool children with the life of their native country, with its heroes, inventors, commanders, and writers forms in the child a sense of pride and love for his country. Children do not immediately understand which concept is broader - a country or a city, but they develop a careful and vigilant attitude towards everything native, which is always the best and the most noble. But it is very difficult for a six- or seven-year-old child to understand the diverse phenomena of life.

By the end of preschool age, moral criteria become significant for children. A six- or seven-year-old child explains that one should not fight because it is a shame to offend a friend.

Thus, the basis of children's moral feelings is knowledge. However, as long as the evaluative attitude towards various facts and phenomena of reality remains at the level of the information acquired by the child about good and bad, it is still impossible to talk about any educated feelings. The specificity of feelings lies in the fact that the unity of reflection and a person’s relationship to reality is especially convincingly manifested in them. This unity is just beginning to form in preschool children.

No matter how good, understandable and colorful the stories that adults read to children are, no matter how ardently and sincerely the teacher expresses his evaluative attitude towards the good and bad actions of individual characters, the most significant thing in the formation of moral feelings is their direct manifestation in real practical actions and the actions of children. And the teacher finds many such things that are accessible to five- and seven-year-old children, useful to society and joyful for the children themselves. This includes helping adults in cleaning the territory of the kindergarten, caring for flowers, flower beds, trees and animals in the living area, decorating the room for the holiday, and helping younger brothers and sisters and parents around the house.

In the education of moral feelings, an organic connection is necessary between knowledge (correct ideas and concepts), evaluative attitudes (good, bad, noble) and practical actions, on the basis of which moral habits are developed: respectful and polite attitude towards people, careful handling of things, organized behavior. In the practice of daily activities and various interactions of a child with peers and adults, not only his knowledge is accumulated and assessments are formed. Children enrich their practical experience of communicating with people and experience of moral behavior.

The education of tolerance must begin in preschool age; it is this age that is sensitive for the formation and development of many moral qualities, primarily tolerance. The foundations of a tolerant culture for a preschool child are understood as a universal value that reflects the moral basis of children’s behavior in society, communication and interaction with people of different nationalities and cultural groups.

The leading goal of the general education program “From birth to school” (edited by N.E. Veraksa and others) is to create favorable conditions for a child to fully experience preschool childhood, form the foundations of basic personal culture, comprehensive development of mental and physical qualities in accordance with age and individual characteristics, preparation for life in modern society, for studying at school, ensuring the safety of life of a preschooler.

In the program, the tasks of introducing preschool children to moral standards are implemented from the age of 2 through play activities, in which the first interest in play activities of peers is manifested. Through familiarization with elementary generally accepted norms and rules of relationships with peers and adults, contribute to the accumulation of experience in friendly relationships with peers. The themes “I am a man in the world” , “My home” , “People’s toy” . Long-term planning in solving problems of social and personal development of children is manifested through the complication of topics in accordance with the age of the children. Thus, for children 3 years of age, the following topics are recommended: “Me and my family” , “My home, my city” , “Acquaintance with folk culture and traditions” .

In the program, an integrative approach to solving educational problems is the main one and is presented for each age period of preschool childhood. The tasks of the educational field “Socio-communicative development” are solved in all other areas. But the very concept of tolerance and interethnic tolerance is not included in the program.

In the general education program “From birth to school” (edited by N.E. Veraksa and others), an approximate comprehensive thematic planning for all age groups has been developed. Issues related to the formation of interethnic tolerance, I begin to consider with an acquaintance with the peoples inhabiting our planet, are offered in the preparatory group for school (6 - 7 years old) through the topic . ” It is planned to expand ideas about the art, traditions and customs of the peoples of Russia in the topic “Folk culture and traditions” . The topic “Acquaintance with folk culture and traditions” is presented in all age groups, but the authors of the program propose to introduce the concept of other peoples only in the preparatory school group.

The program is based on the approximate basic general education program “Childhood” by T.A. Babaeva, A.G. Gogoberidze, section “In play, a child develops, learns about the world, communicates” , “A child enters the world of social relations” , but modified taking into account the characteristics of the educational institution, the age and level of training of children, the non-standard nature of individual learning and upbringing results.

A distinctive feature of the program is the designed system for the formation of tolerance, which defines organizational and pedagogical conditions, ways and means of implementing complex educational activities, consisting of target (goals, objectives, principles, approaches, areas of activity), content (main and specific factors of formation tolerance), operational-effective (forms, methods, means, developing subject-spatial environment of education), evaluative-regulatory (levels and criteria for the formation of tolerance) components.

The program is designed for children 5-7 years old. The model of tolerant education was developed by the teaching staff; the content of the educational process is based on the use of innovative pedagogical technologies.

The basis of the modified educational program “I and the world around” is the program of V.I. Loginova “Childhood” , section “The senior preschooler enters the world of social relations”, but modified taking into account the characteristics of the educational institution, the age and level of training of children, the mode and time parameters of the activity, the non-standard of individual results of education and upbringing.

Presents one of the options for designing the content of the preschool level for the formation of tolerance, taking into account the state standard.

The program is provided with an approximate content plan with an appendix, which includes approximate lesson notes on cognitive development, a collection of outdoor games of the peoples of the world, a collection of communicative games, fairy tales of the peoples of the world, an approximate outline of a parent meeting, etc.

A special selection of literature will help the teacher deepen knowledge of the problem of developing tolerance in children of senior preschool age.

It is advisable to begin the formation of tolerance from senior preschool age, since it is this age that is sensitive for the education of morality and tolerance; it is at this age that the foundation is laid for the further development of the child’s personality.

A child begins to form his or her attitude toward a person of a different nationality from about 4 years of age, based on elementary manifestations of universal human feelings and unbiased knowledge, while the uniqueness of the national only emphasizes the significance of what is universal. Typically, children of older preschool age do not come into conflict with people of other nationalities. At the same time, manifestations of a different attitude were noticed: ridicule, mockery, fear, etc. They are based on the following factors:

– childlike spontaneity;

– limited life experience;

– childish tactlessness;

– lack of ideas about people of other nationalities and their culture, communication with them, etc.

In the formation of tolerance in preschool children, it is necessary to rely on playful methods of education, since play is the main activity of preschool children.

The foundations of tolerance are laid in preschoolers during work in the classroom, during leisure time, in independent play activities, and various excursions, in particular visiting city libraries, the museum of ecology and local history. And also - this is a huge daily work of teachers. One of the important links in instilling the basics of tolerance in preschoolers is the interaction between teachers and children’s parents. The importance of the family in the formation of a child’s 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, like any other quality, if they are not allies of teachers in solving this problem. The interaction between teachers and parents is based on the principles of mutual trust and respect, mutual support and assistance, patience and tolerance towards each other. The work of educators with parents to develop tolerance in children should be carried out taking into account the characteristics of family relationships.

The problem of educating the younger generation in the spirit of tolerance is more relevant now than ever, since it is due to changes in recent decades in the economic, political, and cultural life of the country.

In older preschool age, one should develop knowledge about state symbols (flag, coat of arms, anthem), introduce the concept of “Motherland” (the place where a person was born, where his relatives live), “capital” (the main city of the state, the seat of government), “state” (territory; border that shows where the state ends; people, their language; army for protection from enemies during war; culture; money); origin of the name of our country.

Children develop the idea that all people on Earth are one family, and the Earth itself is our common home.

In order for the work on developing tolerance in preschoolers to be fruitful, it is necessary to involve a wide range of events and different types of activities for preschoolers:

1. holding holidays and other mass forms in order to introduce children to the culture and traditions of their people and the peoples of the world; theatrical activities of preschoolers according to scenarios based on fairy tales of the peoples of the world;
2. role-playing games for preschoolers, the main goal of which is the development and practical application by children of methods of tolerant interaction;
3. Russian folk outdoor games, such as “Burn, Burn Clearly” , “Boyars” and others;
4. holding holidays, such as Maslenitsa Christmas , in accordance with the folk calendar;
5. study of folk holidays of the closest neighboring countries, Scandinavian folk holidays; holidays of the peoples of the East and Muslim countries;
6. introducing children to the traditions of peoples of different countries;

7) acquaintance with the traditions of celebrating the New Year, May 1, April 1 in different countries;

games-activities created on materials from various fairy tales in order to solve problems of interpersonal interaction in fairy-tale situations;

9) composing fairy tales and stories by the children themselves; fairy tale dramatizations.

If we take all the programs together, we can identify the main criteria for assessing tolerance, which includes the following parameters:

• the presence of ideas about the family, family and kinship relationships;
• availability of knowledge about Russian and foreign writers, poets, composers; knowledge of fairy tales of different nations;
• presence of ideas about the diversity of peoples of the world; about some features of their appearance, national clothing, typical activities;
• level of knowledge about the history of the city in which one lives, attractions, main streets;
• the level of knowledge about the origin of man on Earth, about countries, people inhabiting them, traditions, games, about great people of the world;
• knows how to analyze different situations of communication and interaction between children and adults (in life, in pictures, in books). Shows respect for elders, sensitivity, politeness, compassion;
• level of ability to manage your feelings and mood;
• knows how to help another person; negotiate, establish non-conflict relationships with peers; be friends, do not offend peers and younger children, accept them as they are;
• understands and accepts another culture; shows interest in the life events of children of different nations;
• the level of speech activity in the process of expressing thoughts about your dreams, plans for the future, how to prepare for school; stories about your achievements, comparing results; analyzing your own actions and the actions of other people.

To determine the level of development of tolerance, you can carry out, for example, the game diagnostic technique of M.I. Lisina; use observations, test exercises “Fairy Tale” (K. Taylor), “Secret” (Ya. L. Kolominsky); study children's creative works, etc., at the beginning of the year, at the end of the year, and determine the percentage for each criterion (high, medium, low).

Thus, the problem of tolerance can be classified as educational and it is necessary to begin work in this direction from preschool age, since it is then that the value foundations of the worldview are laid, namely:

• ability to empathize
• moral standards
• moral criteria
• initial forms of comradely and friendly feelings.

So, the education of tolerance in children of senior preschool age will be carried out most successfully if the following pedagogical conditions are implemented in the educational process of a preschool educational organization:

• use of various forms and methods of teaching with elements of communication technologies
• construction of a subject-spatial environment of the group, allowing the application of existing ideas about methods of communication and behavior in various life situations
• cooperation between teachers and parents, taking into account the educational potential of the family.

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“My son is a nationalist, what should I do?”

Case from practice. The mother of 13-year-old Dima came for a consultation with a psychologist. Barely holding back tears, she told the following story:

“My husband and I have always tried to raise our son correctly, the way he should. He, of course, knew from childhood that all people in the world are different. We watched cartoons with him and read books about the history of nations.

And then, imagine, I accidentally came across his correspondence on VKontakte (he, as usual, forgot to close his page), and there was such horror... It turned out that my son and two other children were bullying an Azerbaijani boy who joined their class this year. And they call him a chump, and they write all sorts of threats to him...

To say that I was shocked is to say nothing. I told my husband everything, in the evening they gave Dima a beating, and he responded: “So what’s wrong? He really is a fool! Hate him! Let him return to his village, but he has nothing to do here!”

My hands just gave up. Tell me what we did wrong? Why did our son become like this?

Typically, discriminatory attitudes in children start small. With offensive jokes towards a classmate who is unlike others. From disrespect and mockery of other people's traditions and customs. And if parents and teachers do not intervene in the situation in time, the son or daughter may join radical nationalism.

You should sound the alarm if your child:

1. He began to move away from family and friends and spends a lot of time alone.
2. He often watches videos on the Internet with extremist content or promoting Nazi ideas.
3. Drastically changes his clothing style and appearance.
4. I began to often talk about political and social topics. Expresses signs of intolerance with cliched, as if pre-prepared phrases.
5. Experiences bouts of anger and uncontrollable aggression towards persons of another nationality.

What should parents do:

1. Do not harshly condemn the teenager’s behavior; try to find out in a calm, confidential conversation the reason why your son or daughter supports these views. Be prepared for the fact that the situation will not change in one conversation.
2. Assess your feelings: “It’s very painful and unpleasant for me that you do this.”
3. If possible, limit your child’s interactions with people who have a negative influence on him.
4. Seek help from a child psychologist.

The sooner a child realizes that “different, not like me” does not mean “bad,” the less likely it is that in the future he will turn into an aggressor, capable of humiliating and bullying people who are somehow different from him.

A child is a victim of discrimination

According to a study conducted by the All-Russian Center for the Study of Public Opinion in 2021, almost a third of parents try to limit their children’s communication with the children of migrants, and also allow themselves to make negative statements about them. Therefore, it is not at all surprising that both preschoolers and teenagers adopt this behavior.

What to do if your child in kindergarten, school or on the street faces disdain or ridicule because of his nationality:

1. First of all, explain to the child that what happened is not his fault, and those who allow themselves to behave like this are wrong.
2. Children should know that they have the right to be proud of their nationality and their culture. Introduce your child to ancient customs, ask grandparents to tell about the history of your people.
3. Teach your child to protect himself from attacks. In response to offensive words, he may say: “Stop it. I do not like it. I am proud that I am Armenian/Georgian/Uzbek, etc.”
4. Contact your teacher or class teacher for help. Ask to organize an event at the children's institution dedicated to getting to know different peoples and their traditions.
5. If the bullying continues and the teacher ignores the situation, contact the institution’s management. Your child should not suffer from the indifference of adults and the cruelty of children.

Implementation of the project in educational areas:

Children's Day

(socialization, communication, artistic creativity, cognition, work, safety)

Promotion “Sending Greetings”

(socialization, communication, cognition, artistic creativity, labor)

Sports festival

"Games of different nations"

(physical culture, health, cognition, communication, socialization, safety)

Reading fairy tales of the peoples of the world, works of Russian and foreign writers

(fiction, cognition, socialization, communication)

Exhibition of children's drawings "My Friends"

(artistic creativity, communication)

Photo exhibition “We and our little brothers”

(artistic creativity, socialization, communication, cognition, safety)

Performances “Fly-Tsokotukha”, “Kolobok in a new way”

(socialization, communication, cognition, fiction)

Preparation of the performance

“The New Adventures of Little Red Riding Hood” and the festival of theatrical mini-productions “Theatrical Kaleidoscope”

Conducting workshops for teachers “Issues of developing tolerance in preschool practice”

Working with parents:

Production of folders “Rights and Responsibilities of Adults and Children”, brochures, wall newspapers, memos and recommendations for cultivating a tolerant attitude towards the world around us.

Meeting and conversation with Father Vladimir, a minister of the Alexander Nevsky Church.

Organization of joint activities, tea parties with parents.

III : Presentation of the project.