TRAINING OF PRESCHOOL TEACHERS FOR POLY-ETHNIC KINDERGARTENS’ WORK
Alexandra Ulzytueva, Associate Prof. & Nadezhda Motorina, Zabaikalsky State Humanitarian Pedagogical University Chita (Russia)
The modern education system is concentrated on a human who is educated and develops in the poly-cultural area. The process of preschool age child elapses in the poly-cultural education space of preschool educational institutions, which is a socio-cultural space also, where the process of individual development takes place. A human understands special features of view of environment in the process of socialization. The preschool educational institution is a first step in persistent education system. It creates a foundation of individual development. Familiarization of preschool age children with the social reality, education of little citizen, who can live in the poly-cultural environment is the actual problem of modern preschool education system. The need of familiarization with their culture forms during poly-cultural education of modern preschooler, based on the forming of ethnic relations between people of different nationalities. When an individual accepts his own national and ethnic culture, it leads to the high level of national consciousness and education. The development of tolerance and ethno-tolerance is the one of actual socio-cultural and psycho-pedagogical problems. This fact can be explained by three reasons: social, political and pedagogical. Understanding of people of other nationality, attitude regardless of skin color, religion, world-view is formed by cultural values which child assimilates during his first seven years of life. In modern researches it is highlighted that attitude to the person of other ethnic group is formed from four years approximately. Parents and teachers have the most important role here. Teachers must decide ethno-tolerance, in-cultural process problems of preschoolers. The preschool teacher’s activity in poly-ethnic institution has some special features which are brought in first by poly-ethnicity and poly-culture (many kindergartens are attended by children of 4-6 nationalities). The main characteristics of poly-ethnic kindergarten teacher’s activity, as we suppose are the following: 1) High proportion of methodic work; that fact involves the necessity of change of form during the process of improvement of teacher’s methodic competence. 2) Culture-logical direction of all pedagogical activity, including didactic materials selection. This direction must take into account not only children’s nationalities, but other socio-cultural factors of kindergarten functioning also. 3) Considerable work and time costs during preparation before lessons, organization of children activity after lessons. Therefore, there is the necessity of improvement of training of preschool teachers for poly-ethnic kindergartens’ work. This is an actual problem for Zabaikalsky Kray.