MBDOU No. 27
"Crane"
PRESCHOOL EDUCATION:
modern approach to the dialogue of cultures
It is known that the historical experience of coexistence and interaction of different cultures is based on the indispensable consideration of their real specifics, which makes it possible to determine the most preferred options for intercultural integration and the optimal forms of the process of intercultural exchange and interaction.
According to many culturologists, the positivity of the modern era lies in a clearly observed departure from a monocultural view of the surrounding reality.
The understanding of culture as a reflection of the sphere of human social consciousness has led to the construction of an advanced form of human relations - a dialogue of cultures and forms of intercultural interaction.
At present, when the population of almost all regions of Russia has lost its monoculturalism and monoethics, there is a need to design such an approach to the dialogue of cultures, which would involve not the interaction of subjects and programs within the framework of one educational institution, but the organization of the process of education and upbringing from preschool childhood to senior school age, based on the ideas of intercultural dialogue, cross-culturalism and personal interaction.
Since preschool age is the period when the basis of personal culture begins to form, this is the most favorable time for developing a child's interest in and respect for their native culture, accepting the diversity and specificity of ethnic cultures, and fostering a friendly attitude towards people regardless of their ethnicity.
Modern approaches to preschool education require the creation of conditions for familiarization with national values, the history of the native land, its orientation towards the dialogue of cultures of ethnic groups in a pedagogical multinational preschool institution. Of course, this is possible in the context of the implementation of the goals of the humanistic education system, the organization of the pedagogical process in accordance with the main directions of introducing children to various aspects
multinational culture, their modern development.
An attempt to standardize the content of preschool education and upbringing at a new modern level through the implementation of a dialogue of cultures, undertaken in the program "MULTICOLORED PLANET", distinguishes it from other modern preschool programs (typical and variable) and determines the special target orientation of the new program.
main strategic purpose program "MULTICOLORED PLANET" is the development of the child's personality on the basis of national and universal values.
Basic task The MULTICOLORED PLANET program is to provide every little Russian with equal conditions (an equal start) for mastering the cultural values of his native country.
To implement the program in the multicultural education of preschool children, we use a variety of means:
communication with representatives of different nationalities;
folklore;
fiction;
game, folk toy and national doll;
arts and crafts, painting;
music;
national dishes.
But the universal unit of organization of training and education in our work has become FAIRY TALE , which is being worked on in an interdisciplinary and communicative-cognitive manner.
Second teacher
junior group
Shilova I.V.
From work experience:
In my group, I adapted the educational and methodological complex with complications.
In 2014, I developed a series of classes under the general name "EBIEM SANDYGY" (GRANDMA'S CHEST).
In these classes, the main character is EBI (grandmother), to whom we love to visit.
Abi is an experienced elderly woman who knows a lot and has a lot to tell us. EBI has a magic chest, which contains many magical secrets.
In the classroom for the development of complete
gaming communication I use gaming
situations in which the EBI finds itself.
Through the game plot we get to know each other
with various new items
from the chest, we consider in detail
we study them , we play with them.
The game character provides an opportunity for me, the educator,
put the child in the position of the subject of cognitive activity.
Various characters can be in this chest
famous fairy tales with which we create dramatization games
and theatrical games...
The “Colorful Planet” program is designed to provide every child living in Russia with an equal start, which will allow him to successfully learn in the future both in Russian and in other languages of the peoples of the Russian Federation. The development of the child in the program is carried out integratively, through the organization of children's play activities based on a fairy tale; involves the implementation of a dialogue of cultures of the peoples of Russia, as well as a general acquaintance of children with world heritage. The bilingual and multicultural structure of the "Colorful Planet" program allows, if necessary, to include any native language in the educational and educational space, which makes the program unique.
Middle group teacher
Shafieva F.R.
From work experience:
Come
to us
Irina Lukyanova
Multicultural approach as a condition for introducing preschoolers to the dialogue of cultures
I. N. Lukyanova
MBDOU d / s No. 6 "Health", Stavropol
Annotation. The article considers the essence multicultural approach, its features in preschool education; presented conditions for introducing preschoolers to the dialogue of cultures through a multicultural approach.
abstract. In the article shows the essence of a multicultural approach, its features for pre-school education; it’s also represents the conditions of preschoolers initiation to the dialogue of cultures through a multicultural approach.
Keywords: multicultural approach, preschooler, preschool education, dialogue of cultures.
Keywords: multicultural approach, preschooler, preschool education, dialogue of cultures.
For our multinational region, issues related to educating the younger generation of a respectful attitude towards the human person, regardless of their ethnicity, race, should be considered in the context of strengthening statehood and uniting the state.
In the national doctrine of education in the Russian Federation, the strategic goals of education are closely linked with the problem of overcoming the spiritual crisis in society, with the preservation, dissemination and development of the national culture, with development in children culture interethnic communication. Giving the educational process an ethno-pedagogical orientation allows, on the one hand, to preserve and develop ethnocultural identity, to form ethnic identity; on the other hand, to cultivate a respectful attitude towards others, to understand otherness, to strengthen Russian society.
multicultural upbringing in general is understood as the upbringing of the child in culture of the peoples of the region where the baby lives the priority of the culture of his nationality. Revealing the essence multicultural education, E. R. Khakimov emphasizes that it is aimed at preserving and developing the diversity cultural property, norms and forms of activity that exist in a given society, and is based on the principles dialogue and interactions of different cultures.
Organization, forms and types multicultural education are necessarily implemented on the basis of the following principles [e.g., 3]: the principle polylingualism; the principle of differentiation and diversity; the principle of creativity; principle cultural integrity; volumetric principle (stereoscopic) pictures of the world; the principle of variability; principle of ethical relevance.
T. I. Kulikova notes that multicultural education is formed, functions and develops as an open system that helps to satisfy the interests of citizens belonging to different cultures. It is in this sense that through the goals, objectives and principles multicultural education structure is formed and implemented dialogue of cultures approach in the upbringing and education of the child.
Recently, in the course of discussions on the problems multicultural education, concepts and separate theoretical positions appear, which conditionally can be combined within the meaningful boundaries of the socio-psychological approach. It has not yet been fully formed in science, but at the same time, it is already possible to single out some of its distinguishing features, the most important of which is the consideration multicultural education as a special way of forming social-attitude and value-oriented predispositions, communicative and empathic skills that allow the child to carry out within the framework of tasks for his age intercultural interaction and understanding of others cultures, as well as tolerance towards their carriers.
Because the preschool age is the period when the basis of personal culture, culture communication and interaction with others, then this is the most favorable time for the child to develop interest in and respect for his native culture accepting the diversity and specificity of ethnic cultures, fostering a friendly attitude towards people regardless of their ethnicity .
Modern approaches to preschool education require conditions for initiation child to national values, to the history of his native land, his orientation to dialogue of cultures ethnic groups in a multinational preschool.
IN preschool educational process, we can distinguish approximate requirements for multicultural environment of the child, forming in children ideas about a person in history and culture, which can be replaced by the concept "subject-developing environment": there are collections of books and postcards, games and toys introducing history, culture, work and life of different peoples; there is a local history corner ( "hut", living room, etc.); there are examples of folk life; there are samples of national costumes (for dolls, children and adults); there is literature (tales and legends of the peoples of the region).
For implementation multicultural education and upbringing of children preschool age, a variety of facilities: communication with representatives of different nationalities; folklore; fiction; game, folk toy and national doll; arts and crafts, painting; music; ethnic mini-museums; national dishes.
Thus, multicultural approach in preschool education acts as condition to educate the child in the process of joining the dialogue of cultures. IN preschool educational organizations exist conditions for the implementation of the multicultural environment of the child, forming his ideas about a person in history and culture, is the consideration of a set of principles multicultural education, conditioning achieving the goal and solving relevant tasks, using a variety of forms and methods of working with children, having a system of interaction with parents and teachers of an educational institution.
Bibliography:
1. Bakunova I. V. Interpersonal communication in children preschool age with speech underdevelopment // Education. The science. Scientific personnel. - 2015. - No. 5. - S. 219-220.
2. Bashmakova N. I., Ryzhova N. I. multicultural educational Wednesday: genesis and definition of the concept // Modern problems of science and education. - 2014. - No. 2. Mode access: http://www.science-education.ru/ru/article/view?id=12635.
3. Dialogue of cultures: social, political and valuable Aspects: Materials of the Moscow Forum. - M., 2015. - 616 p.
4. Kulikova T. I. Structural-content model multicultural educational environment. [Electronic resource] // Applied psychology and psychoanalysis: electron. scientific magazine - 2015. - No. 3. URL: http://ppip.idnk.ru
5. Khakimov E. R. Essence multicultural Education // Bulletin of IzhGTU, 2009. - No. 3. - P. 189-191.
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Image Library:
Bibler Vladimir Solomonovich - scientist-philosopher of the Russian University for the Humanities, Moscow.
Kurganov Sergey Yurievich - teacher-experimenter, Kurgan.
The problem of dialogue in education and upbringing is not new, but in a number of technologies it comes down to the problem of communication, actualization of the meaning of the reflexive and other personality functions. In the "Dialogue of Cultures" technology, the dialogue itself appears not only as a means of learning, but as an essential characteristic of the technology, which determines both its purpose and content.
The technology of the Dialogue of Cultures is based on the ideas of M.M. Bakhtin "on culture as a dialogue", the ideas of "inner speech" L.S. Vygotsky and the provisions of the “philosophical logic of culture” by V.S. Bibler.
Dialogue as a two-way information semantic connection is the most important component of the learning process. It is possible to single out a personal dialogue within, a dialogue as a speech communication of people and a dialogue of cultural meanings, on which the technology of the dialogue of cultures is built.
Technology classification parameters:
By application level: general pedagogical.
On a philosophical basis: dialectical.
According to the main factor of development: sociogenic + psychogenic.
According to the concept of assimilation: associative-reflex.
By the nature of the content: teaching, secular, humanitarian, general education, didactocentric.
By organizational form: traditional class-lesson with group elements.
Approach to the child: cooperation pedagogy.
According to the prevailing method: explanatory-illustrative + problematic.
Target Orientations:
Formation of dialogic consciousness and thinking, its liberation from flat rationalism, monophilia of culture.
Renewal of the subject content, conjugation in it of various cultures, forms of activity, semantic spectra that are not reducible to each other.
Concept ideas:
Dialogue, dialogue is an integral component of the inner content of the personality.
Dialogue is the positive content of individual freedom, since it reflects a polyphonic hearing in relation to the surrounding world.
Dialogue is not a manifestation of contradictions, but the coexistence and interaction of consciousnesses that are never brought together into a single whole.
Modern thinking is built according to the schematism of culture, when the "highest" achievements of human thinking, consciousness, being enter into dialogical communication with previous forms of culture.
In the “Dialogue of Cultures” technology, dialogue has two functions:
1. Form of organization of training.
2. The principle of organizing the very content of science:
a) dialogue - the definition of the very essence and meaning of assimilated and creatively formed concepts;
b) the dialogue of cultures in the context of modern culture unfolds around the main questions of being, the main points of surprise;
Content organization features:
1. Projection onto the entire learning process of the characteristics of the culture and thinking of the epochs:
Ancient thinking is eidetic;
Medieval - communion thinking;
New time - rationalistic thinking, reason - everything;
The modern era is relativism, the absence of a unified picture of the world; the return of thinking to the original principles is characteristic.
2. Education is based on a cross-cutting dialogue between two main areas of the educational process: the speech element of Russian speech and the historical sequence of the main forms of European culture.
3. The sequence of classes corresponds to the sequence of the main historical cultures that succeeded each other in European history - ancient, medieval, modern - how these cultures are reproduced in the problems of modern culture of the 20th century.
Grades I-II: Points of surprise are "knots" of understanding that will become the main subjects of development, heteroglossia, dialogues in subsequent classes. Examples: word riddle; number riddle; the mystery of natural phenomena; mystery of the moment of history; the riddle of consciousness; the riddle of the subject tool.
III-IV: Antique culture.
V-VI: Culture of the Middle Ages.
VII-VIII: Culture of the New Age, Renaissance.
IX-X: The culture of modernity.
XI: The class is specifically dialogic.
4. Education in each educational cycle is built on the basis of an internal dialogue tied around the main "points of surprise" - the initial mysteries of being and thinking, concentrated already in the primary grades of our school.
5. Education is built not on the basis of a textbook, but on the basis of indigenous, real texts of a given culture and texts that reproduce the thoughts of the main interlocutors of this culture. The results, the results of the student's work, his communication with people of other cultures are realized in each educational cycle also in the form of author's student texts-works created in the internal dialogue of this culture and in intercultural dialogue.
6. The author of the programs for each class is a teacher. Each author-teacher, together with the children of each new first grade, discovers a kind of cross-cutting "problem-funnel" that can become - in this case - the basis of a ten-year training program. Such a funnel, such a special focus of surprises - unique, unrepeatable, unpredictable for each small group of the new generation - gradually draws into itself all problems, objects, ages, cultures - in their integral dialogic conjugation.
And this, the school-finishing state of the eve of activity, of a holistic point of wonder, should - by design - be preserved and deepened throughout human life.
Features of the technique:
Creating a dialogue situation. According to V.V. Serikov, the introduction of a dialogue into a situation involves the use of such elements of technology:
1) diagnosing students' readiness for dialogical communication - basic knowledge, communicative experience, attitudes towards the presentation itself and the perception of other points of view;
2) search for supporting motives, i.e. those questions and problems that concern students, thanks to which their own meaning of the material being studied can be effectively formed;
3) the processing of educational material into a system of problem-conflict issues and tasks, which implies a deliberate exacerbation of conflicts, their elevation to "eternal" human problems;
4) thinking through various options for the development of plot lines of dialogue;
5) designing ways of interaction between participants in the discussion, their possible roles and conditions for their acceptance by students;
6) hypothetical identification of zones of improvisation, i.e. situations of dialogue for which it is difficult to foresee the behavior of its participants in advance.
Points of surprise, mysteries of life.
By them are meant those nodules in the consciousness of the modern child, in which the formation of the basic objects of school, learning understanding can be realized. In these "points" there is a fixing of the initial shuttles of the psychological and logical mutual transformation of consciousness - into thinking, thinking - into consciousness. There is a braking and inventing into the strangeness of these knots. These mysterious proverbial knots in the shuttle "consciousness - thinking - consciousness", these initial objects of surprise should become the "disputes" of the dispute ... in all subsequent classes - ages - cultures.
A. Word riddles. The teacher should be attentive - "ears on top" - to such childish discoveries and difficulties: the word as a moment of utterance - in different "speech genres", the word as - at the same time - the moment of a sentence in a rigid system of grammatical rules, the word - in its originality, in it within the speech unity and inseparability. Accordingly - the word and the language itself - as the basis of communication, information in a dispute with the idea of a word, language, speech, in its self-listening sense, as the basis of reflection, self-removal, in a dispute, further, with the poetic, figurative, "conjuring" power of the word and speech.
B. Number riddles. The birth of the idea of number, the mathematical relationship to the world, to Popper's "third world", in conjugation and dialogue of processes 1) measurements, 2) counting discrete, single, indivisible things, "atoms", "monads", and finally, 3) tension - temperature, muscular effort, etc. The number is like an impossible combination, a crossroads of these, at least, "three" forms of idealization.
IN. Mysteries of natural phenomena. A separate independent phenomenon and natural integrity - soil and air, and the sun, concentrated in a sprout, in grass, in a tree ... Infinite Universe and - Earth, planet ..., "a drop that absorbs everything", and - separate from her world ... The subject of nature is its part and - its beginning, possibility, source ... The subject is the image of the whole. The inseparability of what in the future course will become the basis of individual branches of natural science - mechanics, physics, biology, chemistry, etc., and - the predisposition of these discrepancies.
G. Riddles of I-consciousness. These riddles have a special meaning in the entire structure of the curriculum for grades 1-2. Here the main subject of learning in our school is formed, takes root and becomes strange to himself.
If a seven-eight-year-old person does not become strange to himself, does not surprise himself - by nature, word, number, and most importantly - by his own image as a student, that is, something painfully ignorant, more precisely - not understanding, but terribly desiring to understand - if all this will not happen, then the whole idea of our school is doomed to failure.
D. Mysteries of the moment of history. Now - not only personal memory, but the memory of what was before me and without me and the correlation of this memory with the memory of what happened to me, which is the edge of my Self ... "Heredity". The vector of the passage of irrevocable moments and lives and the closure to the phenomenon of culture. Time and eternity. types of historicism. interest in genealogy. History and its monuments. The accumulation of "knowledge, skills" in the Movement of History and, on the other hand, the development of the ability to grow "roots up", to rewrite one's past. History and - culture. The riddle of two forms of historical understanding: "how it was ..." and "how could it be ...". The points of birth and death are the points of junction of the riddles of the “I-consciousness” and the riddles of history. Calendars, their range and "additionality".
Game hubs:
The main meaning of these centers is the method of "physical actions", which in its own way prepares the student for his role as the subject of educational activity. This is a new line between consciousness and thinking, a line along the line: the game is a cultural activity. The following centers are expected:
A. Physical games, gymnastics with a special development of independent forms of rhythm as one of the essential sources, poles of music.
B. Word games with elements of poetics and with special attention to the intonational component of speech.
b. The artistic image is in the subjective centers of the eye and hand, in the objective embodiment on the canvas, in clay, stone, in the graphic rhythm of lines, in the rudiments of architectural vision. Image. Imagination.
G. Elements of manual labor, crafts.
D. Music is born in the conjugation of rhythm and intonation - melody, musical instrument and singing, performance and improvisation.
E. Theater. Ordinary theatrical performance. Deepening into the theatricality of being. School is like theater.
Methodological features of the lesson-dialogue.
Redefining a common learning problem for each student. The generation of his question as a riddle, a difficulty that awakens thought, and does not remove problems.
The meaning is in the constant reproduction of the situation of "scientific ignorance", in the thickening of one's vision of the problem, one's unremovable question - a paradox.
Performing mental experiments in the space of the image built by the student. The goal is not to solve the problem, but to deepen it, to bring it to the eternal problems of being.
The position of the teacher. When posing a learning problem, the teacher listens to all options and redefinitions. The teacher helps to manifest various forms of logic of different cultures, helps to bring out the point of view and is supported by cultural concepts.
Student position. The student in the educational dialogue finds himself in the gap of cultures. Conjugation requires the child to hold his own vision of the world before the act. In elementary school, the presence of numerous monster constructions is necessary.
Note. The dialogue of cultures as a technology has several published instrumental options: a) teaching in the dialogue mode of the course "World Artistic Culture"; b) interconnected teaching of literature and history; c) teaching in four subject synchronized software package.
Dialogue of cultures in a multinational educational environment
People in their purest form are always represented by children.
When the national dies in children, this means the beginning of the death of the nation.
G.N. Volkov
The dialogue of cultures is a situation of collision of "cultures of thinking, different forms of understanding" that are fundamentally irreducible to each other.
This concept is laid down in programs and curricula, in the concept of the development of education, voiced in lecture courses for teaching staff during advanced training. It can be found in various fields of knowledge - in art history, in cultural studies, in literary criticism, in pedagogy related to the education of representatives of ethnic cultures, as well as in sections of linguistics.
The formation of intercultural competencies of students and teachers, teaching the skills of tolerance, constructive interactions based on intercultural dialogue, as well as in the process of designing an educational environment for mutual understanding with the properties of multiculturalism, is one of the important conditions for building positive relationships with representatives of other cultures.
Multicultural pedagogy has its own history. Outstanding thinkers and teachers of the past dedicated their works to her.
Based on the concept of the community of people, their aspirations and needs, Ya.A. Comenius, considered the program of universal education of the entire human race, from the point of view of developing in children the ability to fulfill mutual duties, the ability to respect and love people, to live in peace with others.
In the formation of a personality, for understanding the role of multicultural education, the ideas of P.F. Kapterev on the relationship between the universal and the national in pedagogy. P.F. Kapterev considered learning the native language as an introduction to universal, along with national spiritual values. He urged to turn in education not to one people, but to many, as he insisted on the idea that the only bearer of true culture can be not only the native people, but also the peoples of other nationalities.
Provisions B.C. Bibler and M.M. Bakhtin make a significant contribution to understanding the essence of multicultural education. A person becomes unique in the world of culture, where more preferences are given to knowledge, thought, word, dialogue. Through communication with others, the comprehension of one’s own “I” takes place, in general, preference is given to the development of the individual in historical environments through the comprehension of cultures, awareness of culture with manifestations in space and time, as well as the definition of a person in the modern world, promotes a dialogue on their reproduction and interactions.
The concept of "multicultural education", as one of the first normative definitions, was given in 1977: "Education, including the organization and content of the pedagogical process, in which two or more cultures are represented, differing in linguistic, ethnic, national or racial characteristics."
However, despite the fact that multiculturalism has been inherent in the human community throughout its history, in Russia today the issue of educating the younger generation has become acute.
Based on the concept of the development of multicultural education in various institutions (kindergartens, schools), which states that all citizens of Russia are an integral part of the great Russian nation, regardless of ethnic, racial and religious affiliation, we can conclude that Whatthe need to introduce multiculturalism in order to form a positive attitude towards representatives of other nationalities should begin from birth. Since a child at a young age is open to everything new, as well as to any human culture, in the national sense.
To form the basis, the foundation in a multinational society for integration and socialization in the modern world, one of the missions of preschool and school education.
In order to form a versatile creative personality capable of effective and active life in a multinational educational environment, having an idea of the Motherland, its history, traditions and customs, and also able to live with people of other nationalities in peace and harmony, it is necessary to apply certain forms and methods. aimed at developing the skills of social behavior of each student.
When teaching children of primary school age, it is supposed to get acquainted with the identity of a small ethnic group and the cultures of the Russian people, world and all-Russian culture, paying attention to common and special features.
For children of different nationalities, it is purposeful to organize an intercultural dialogue in the educational environment, which involves the study of the language, history, culture of the native people, the development of universal ethical, national and moral norms.
The implementation of the additional education program may undergo certain changes, taking into account both the age characteristics of the child and the educational process of the multicultural component in the working conditions of institutions. Directions of work: teaching languages other than one or another nationality, mobile folk games and songs, folk crafts, choreography (national dances). In my practice, at various lessons, I spend physical minutes, with elements of outdoor folk games and national dances, to create a favorable psychological climate in the children's team.
The development of the surrounding space by school-age children within the framework of multicultural education in a multinational educational environment can be presented in the form of the following table:
Table 1.
At each stage of a child's life, there is a knowledge of oneself as a harmoniously developed personality, included in the process of transferring a unique ethno-cultural heritage in a multinational educational environment. The logic of building the stages is built in such a way that the perception of the culture and customs of the family closely intersects with the culture of its own and neighboring peoples, where the child understands the common belonging to the world culture.
At the heart of the educational system, project activities should be implemented, through the idea of which, in children, by watching various multinational films, presentations, learning a foreign language, various types of conversations, theatrical performances, outdoor games of different peoples, the existence of many heterogeneous cultures is adapted to different values. The interaction between children of different customs and traditions leads to ethnic tolerance of younger students, namely the absence of a negative attitude towards a different ethnic culture.
Based on the above, we can conclude that the need for the formation of multiculturalism and ethnic tolerance in children of primary school age is the main link in preparing them for life, while observing the basic norms of behavior, in a multinational society. In the process of upbringing and education, a civic position is formed and historically stable values are consolidated.
Bibliography:
Bibler V.S. From science to the logic of culture: Two philosophical introductions to the XXI century. M., 1991
Palatkina G.V. Ethnopedagogical factors of multicultural education - M., 2003.- 403p.
Suprunova L. L. Multicultural education in modern Russia // Magister. - 2000. - No. 3. - S. 79-81.
