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2015-02-21

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PEDAGOGY
UDC 37
N.Yu. Shlat
Pskov state university
Pskov, Russia
NataliaShlat@gmail.com
PEDAGOGICAL ORGANIZATION FEATURES
OF ETHNO-CULTURAL EDUCATION IN PRESCHOOL AGE 1
[Особенности педагогической организации этнокультурного образования
в старшем дошкольном возрасте]
The problem of educational organizations of ethnic and cultural education of children is considered. Based on
the experience of the pilot study authors in the North-West region of Russia analyzes the features, problems and prospects of psycho-pedagogical work to educate the children of preschool age with the architecture of his native city in the
logic games and challenges. The submissions contain a description of the experimental methods for ascertaining the
results of the analysis and control stages an experimental study, the findings underlying the design technology of ethnocultural education of children of the senior preschool age on the content architecture of his native city.
Key words: ethno-cultural education, preschool age, integrative methods, the architecture of the city, logic
games and challenges experiment.
Activation of migration processes in the course of Russia's integration into the international
community has led to multi-ethnicity contingent of pupils. This problem is particularly acute in
border areas, which include Pskov region (on the border with Latvia, Estonia, Belarus).
In recent studies prove the need for policy and ethno-cultural education, starting from preschool age [3; 4] as well as the development "from an early age the traditional culture and its history as well as other nations, serves condition for the formation of national identity, socialization of
the child in today's multicultural society ..." [1, p. 1] .However successful development of the preschool child, his personal activity and social viability depends on competent, purposeful leadership.
Age features preschooler cause search specific methods, means and forms of ethnic and cultural education. Along with traditional pedagogical arsenal (games, viewing books, illustrations,
painting (including in the ethnic fine art), conversation, reading fiction, local history focus of project activities, including multiproject (E. Babakhin, K. Grace), funds of museum pedagogy (L.
Perov) days of national cuisine, exhibitions of ethnographic objects, slide shows, architectural
landmarks, landscapes, video technology (educational trip, cartoons), sites, remote course "Kids of
Pskov (Saint-Petersburg ) "and others.) Of particular interest is the development of integrative
methods of ethnic and multicultural education. For example, it may be logical games and tasks on
the material architecture of his native city. [7] It is important to note that the construction of various
types of logic games and challenges possible on the material of ancient and modern architecture,
both Russian and foreign cities [5; 8; 10].
The problem of training teachers of preschool educational institutions (OED) to lead development of children preschool age logic games and challenges for ethnic and cultural content (the
architecture of his native city) is practically designed. For the theoretical foundation of its essence
and significance of analysis used psychological and educational research (including the author's research) and scientific-methodical works aimed at lighting features professional-pedagogical preparation of experts of preschool education (OV Goncharova, MG Shapar [1] N. Kondrasheva [2; 3, 4],
and others.).
1
Исследование выполнено при финансовой поддержке РГНФ, проект № 14-36-01242
«Система этнокультурного образования детей дошкольного возраста на приграничных
территориях России».
As a substructure in the system of vocational and educational training guide the learning
process of children 5-6 years of architecture hometown means of logic games and tasks must be
subordinated to the general laws such as the conditionality of the system of training needs of education and society; compliance with the content, forms and methods of training the level of development of science teaching and practice, the nature and content of pedagogical work; the unity of the
training and development of teachers of preschool educational institutions in the process of (re-)
training; the dependence of the quality of the acquired knowledge and skills on the nature of the
content, forms and methods of teaching and learning, teaching practice and self-practice teachers
OED [6].
In addition to the general laws, we are considering the organization of pedagogical
knowledge of preschoolers architecture hometown in logic games and tasks have their peculiarities.
Review of scientific and methodological sources showed that such an organization is characterized,
as a rule, a certain homogeneity or direction, primarily at local history education of children ("familiar with preschool children in Pskov!"), Or, preferably, intellectual and developing direction
("Puzzle games and tasks as a means of intellectual development of preschool children 5 - 6 years
"), without regard to the other areas of enrichment integrated personality of the child of preschool
age. Available in the works of the recommendations are general in nature and does not reflect the
specificity of development of leadership older preschoolers logic games and challenges in the study
of the architecture of his native city.
Integration capabilities development process preschoolers basic knowledge and understanding of the hometown (based on the architecture of Pskov), develop interest in architecture and cognitive development through logic games and challenges not well understood and implemented.
The discrepancy between the practical importance of the teacher OED in support of cognitive development and ethnic and cultural education of children of the senior preschool age on the
basis of integrated content, methods and forms of interaction between the teacher and the children
and the scientific basis of its organization convinced the authors of the need to conduct their own
research.
The experimental studies of the organization of teachers of ethnic and cultural education of
senior preschool children in a kindergarten by using a set of stimulus materials "Architecture Pskov
logic games and tasks for preschoolers" in the educational activity of children (for example, the logical problem of "Where is the Trinity Cathedral?": The Chapel of St. Olga and the Trinity Cathedral
are on different sides of the river Great. On what side of the river is the Trinity Cathedral, the chapel if located on the left bank?).
Carrying ascertaining stage of the experiment is aimed at the diagnosis level of interest preschoolers to his hometown and his knowledge of the process (modification techniques
Borchaninova KV), awareness of preschool children about the architecture of his native city (NY
Schlat, AO Orlov) identifying the level of formation of abilities of teachers to carry out psychological and pedagogical work to educate the children of preschool age with the architecture of his native
city in the logic games and challenges (NY Schlat, AO Orlov). After the ascertaining stage of the
experiment for teachers were organized training courses using distance education technologies [9].
The control stage of the experiment was constructed for ascertaining the content.
Psycho-pedagogical diagnosis for ascertaining and control stages of the experiment included
two sets of techniques: a) for teachers; b) for children.
Presents techniques that were conducted with the participation of teachers, were: 1. Diagnostic Card for teachers of the experimental group (for each teacher working in a group). 2. Questionnaire for teachers of experimental and control groups (one profile for both groups of teachers).
The study involved eight teachers: four of them worked with the experimental group, and
the others - with the control gruppoy.100% of study participants were women with higher pedagogical education, the average age of the respondents - 43, the average teaching experience - 20 years.
The main objective of this part of the experiment was to analyze the dynamics of the ability
of teachers to carry out psychological and pedagogical work to educate the children of preschool
age with the architecture of his native city in the logic games and challenges. To do this, respond-
ents to the ascertaining and milestones filled diagnostic chart, during which they had to independently determine their level of competence, considering a number of allegations.
The map is based on eight indicators laid reflecting the most significant aspects of the studied abilities and formulated in the form of the following statements: 1. Understand how to integrate
educational areas in the formation of ethnic identity in preschoolers. 2. Know how to use logic
games and challenges in ethno-cultural education of senior preschool children. 3. Willing to collaborate with the families of pupils on the subject of ethnic and cultural education of children. 4. I
know how to assess the level of awareness about the architecture of preschoolers hometown and
cognitive interest in it. 5. Able to assess their own level of professional competence to carry out
psychological and pedagogical work on the ethno-cultural education of children. 6. I understand
how to use architectural details in ethno-cultural education of preschool children. 7. Ready to use
modern educational technology in the process of ethnic and cultural education of children. 8. Able
to analyze and compare the level of achievement of preschool children in their development of the
architecture of his native city.
The maps are eight vertical scales with marks "0" and "100" on the opposite ends of the dividing line and in the center. Under each of the scale of allegations reflecting one of the above indicators. Respondents had to evaluate each statement, deciding how it fits his image of himself at the
moment (his level of knowledge and skills). The estimation was made benchmark horizontal line on
shkale.Dannye obtained on ascertaining and control stages of the experiment in the experimental
group are shown in Table. 1.
Table 1
Indicators of dynamics abilities of teachers to carry out the experimental group psychopedagogical work to educate the children of preschool age with the architecture of his native city in
the logic games and challenges (average,%)
№ indicator
Statement stage
Control stage
Skills dynamics
1
2
3
4
5
6
7
8
67,3
69,3
79,3
44,5
76,8
77,3
89,8
86,3
74,3
86,5
83,3
85,0
83,8
87,3
88,0
91,3
+7
+17,2
+4
+41
+7
+10
-1,8
+5
The results are shown in Table. 1 indicate the positive dynamics abilities of teachers to carry
out psychological and pedagogical work to educate the children of preschool age with the architecture of his native city by means of logic games and challenges for most indicators. The most significant changes recorded in the evaluation of teachers awareness of preschool children about the architecture of his native city and cognitive interest in it (dynamics: + 41%) and knowledge about the use
of logic games and challenges in ethno-cultural education of senior preschool children (speaker: +
17.2%).
Dynamics ability of teachers to carry out psychological and pedagogical work to educate the
children of preschool age with the architecture of his native city by means of logic games and tasks
before and after the use of distance learning in the educational process OED sets of stimulus materials suggests confirming the effectiveness of the formative phase of the study.
The purpose of the survey of teachers: the study of their representations about the features of
interest to the preschoolers of Pskov, its architecture. These features include emotional, cognitive,
activity and motivational side of interest. Teachers were asked to express their opinions about the
features of interest to the majority of children at the architecture of the city of Pskov, answering the
questions (respondents encircles the appropriate answer).
Below is the content of survey questions:
Question 1: How would you characterize particular emotional attitude of the majority of children at the city of Pskov, its architecture?
Possible answers: A) Children exhibit unstable emotionally positive attitude to the city, the
pronoun "my" is almost never used in the judgments of the city. B) The manifestation of emotional
and a positive attitude to Pskov and the process of cognition is characterized by stability. B) The
manifestation of emotional and a positive attitude to Pskov, the townspeople, the traditions of the
city and to the process of knowledge of the city is stable. Children use the personal pronoun "my" to
the city.
Question 2. How does interest in the city, most children seen in group activities?
Possible answers: A) Art and productive activity is the reproductive character. Talk about the
architecture of the city appears on the initiative of the teacher. The city, its facilities are not included in children's play (including plot-role). B) The children appears the desire to play on images of
the architectural appearance of Pskov, the desire to include them in productive activities. B) view of
the city transferred to the children's productive activities, the game, the process and the result of
which are creative. Most children take an active role in communicating with peers and adults, can
act as a "guide".
Question 3. How can you describe the features of interest to the knowledge of the architecture
of the city of Pskov in children?
Possible answers: a) Enthusiasm for learning process is fragile. The transfer of existing
knowledge in the perception of the new property. Dictionary Pskov subject is passive. B) In the
process of perception of new content children using adult use previously untapped experience.
Children try to explain their preferences, assumptions, value judgments. When you use the dictionary Pskov subject requires a little help of an adult. B) In the process of learning is easily updated
and used previously untapped experience. Children easy to use ready-made associations in the process of understanding the city, there are their own association, the search action in solving cognitive
tasks. Easy to use dictionary Pskov subjects.
Question 4. How do children manifest a desire to know the city and its architecture?
Possible answers: A) The desire to know the city of mild and appears mainly as a result of the
initiative of the adult. B) The children have a desire to continue learning architecture hometown
outside the allotted time. B) Children continue to seek knowledge hometown outside the allotted
time, share experiences with peers and adults.
Data from the ascertaining stage reflect an assessment of preschool teachers is particularly interesting to the city of Pskov and its architecture (Table. 2).
Table 2
Dynamics of children’s interest development to the native city (%)
Experimental group
Middle
High level
Low level
level
Emotional component
Cognitive component
Activity component
Motivation component
Control group
Middle
High level
Low level
level
0
50
50
50
0
50
0
25
75
0
50
50
0
50
50
0
0
100
0
0
100
50
0
50
The results of re-survey conducted in the control stage of the experiment, allows to analyze
the dynamics of children's interest in their native city from the perspective of an expert assessment
of the teacher in the experimental and control groups (Table. 3).
Table 3
Dynamics of children’s interest to the native city (%)
Experimental group
Middle
High level
Low level
level
Emotional component
Cognitive component
Activity component
Motivation component
Control group
Middle
High level
Low level
level
50
50
0
50
50
0
100
0
0
0
50
50
75
25
0
0
50
50
50
25
0
50
50
0
Comparison of data obtained in the experimental group demonstrates a positive trend in all
components. After the formative stage of the experiment, most of the observed sustained emotional
and a positive attitude to Pskov, the desire to know his hometown. There enrichment of active and
passive vocabulary Pskov subjects, the use of earned experience in cognitive activity in the game.
However, significant changes in the results of the control group did not occur. This suggests the existence of a significant association between the use of a set of stimulus materials "Architecture
Pskov logic games and tasks for preschoolers" in the educational activities of children and raising
the level of cognitive interest in his hometown.
References
1.
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5.
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Khakimov. Part 1. Izhevsk, 2012.
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of solving logic problems // Southern Federal University. Pedagogical sciences. 2010. № 4,
аpril.
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architecture of Pskov in logic games and challenges. Pskov, 2012.
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Logical Tasks (based on the architecture of St. Petersburg) / Natalia Shlat, Alexander Orlov
// Culture, Languages, History: Integration and Border-Crossing. Narva, 2014, December
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Литература
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журнал
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Culture, Languages, History: Integration and Border-Crossing. Narva, 2014, 18 декабря.
March, 26, 2015
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