International education new forms and means. Abstract: International education of technical school students

International education is the development in a person of a high culture of interethnic communication, the development of humane, highly moral, fair relations between people, regardless of skin color, language, customs and place of residence. (Explanatory Dictionary of Social Science Terms. N. E. Yatsenko 1999)

With the appearance of man on earth, questions arise about the social adaptation of the individual in one society or another. Questions arise about who a person is, how he should live his life, what it means to be happy, what is his mission on Earth. All these questions continue to interest and concern modern education and, in particular, schools, one of the main tasks of which is the education of a harmoniously developed personality. What qualities should such a person have in order to call himself whole, harmonious? First of all, it is necessary to cultivate a civic position in a person, which includes the concept of a patriotic citizen and an internationalist. And this is impossible without political, moral and legal culture.

International patriotic education of schoolchildren is the education of very important historical, cultural, moral and spiritual values, which reflect how our society and state, national identity, way of life, destiny and worldview were specifically formed and developed. It includes selfless devotion and love for our Motherland, pride in the fact that we belong to a great nation, its problems, trials, achievements, respect for national symbols and shrines, readiness for selfless and worthy service to the state and society. Promoting the ideas of friendship of peoples, internationalism, educating schoolchildren in an atmosphere of internationalism.

International education is the formation of feelings of unity, friendship, equality, brotherhood, and a culture of interethnic communication, which reach a new level due to the fact that our country is developing international cooperation in the field of education, culture and science with other countries of the world.

Tolerance, lack of discrimination (belittling, belittling, infringement of rights), respect for skin color, age, gender, religion, familiarity with the customs and traditions of different peoples, identification of common language, way of life and culture - these are the principles on which people’s relationships should be built .

The development of international relations between people can occur in two planes: either strengthening ties, partnerships, or isolation and even confrontation. For the progressive development of society, it is necessary to choose the first. After all, cooperation is participation in a common cause, association in groups, manifestation of mutual assistance, mutual support, mutual respect, love, which contributes to life and development.

Nature has endowed people with different qualities, but equal in dignity and rights: there are no bad - good nations - there are bad - good people with bad - good deeds, all interethnic conflicts occur precisely because of the personal qualities of people.

In international education it is necessary to rely on the progressive experience of interethnic communication. Every child needs to realize that both in our huge country and in his hometown, all successes depend on the joint friendly work of people of different nationalities, that a creative person - be it Russian, German, Tatar, Belarusian, Ukrainian, Ossetian, Georgian, Armenian - the pride and glory of our multinational country.

Unfortunately, it is still not uncommon for adults to utter beautiful words about friendship at meetings, but at home, in the presence of children, to speak insultingly about people of other nationalities. This is how insincerity and duplicity arise in children, which hinder the development of interethnic communication and form nationalist feelings.

In the war with Hitler’s army, people of different nationalities fought side by side; veterans often talk about how they understood each other, supported each other in difficult times, and even sacrificed their lives for the sake of a comrade in arms. It is thanks to the friendship of people of all nations and nationalities that our country has withstood all the tests. Veterans often recall the difficult post-war years, when the country was rebuilding the economy destroyed by the war.

One of the main directions in educational work with a multinational team is the formation in students of a sense of responsibility for a common cause, mutual understanding and respect for each other.

The school has always developed in children of all nations a sense of freedom, unity, equality and brotherhood. The essence of the concept of “patriotism” includes love for the Motherland, for the land where one was born and raised, pride in the historical achievements of the People. Patriotism is inextricably combined with internationalism, a sense of universal solidarity with the peoples of all countries. A special place in the international education of youth is occupied by the formation of feelings of unity, friendship, equality and brotherhood that unite peoples, a culture of interethnic communication; intolerance towards manifestations of national narrow-mindedness and chauvinistic arrogance. In this process, the role of truly popular multinational culture, true to the truth of life, is great.

Multicultural pedagogy has much in common with international education. International and multicultural education rejects consolidation on the basis of corporate hostility, confrontation between civilizations and cultures. We are talking about common tasks - the formation of understanding and respect for other peoples, cultures, civilizations, life values; awareness of the need for friendly relations between people and nations; nurturing communication abilities; understanding not only rights, but also responsibilities in relation to other social and national groups; understanding the need for interethnic solidarity and cooperation, readiness to participate in solving the problems of another community and ethnic group. Like international education, multicultural education means establishing connections between communities of people and is based on the need for mutual enrichment of cultures of different nations. Performing connecting functions, multicultural education has much in common with international education and provides for interethnic and interethnic interaction, creates feelings of solidarity and mutual understanding, and resists discrimination, nationalism, and racism.

Despite the commonality of international and multicultural education, they have significant differences, which allow us to get an answer to the question: why did international education result in outbreaks of national conflicts, confrontation, processes of national isolation, and reckless sovereignization?

For the first time, the concept of “international education” arose in Soviet pedagogy and meant, first of all, the ideological and political orientation of the educational process. Its goal is to form an ideological personality, outside of national affiliation. Such education is permeated by the ideas of destruction of bourgeois society and consolidation on the basis of class unity.

The higher the level of national culture, the higher the culture of a person in general, the more carefully he treats people of other nationalities.

Based on the fact that the result of upbringing is the social development of a person, which involves positive changes in his views, motives and real actions, we can distinguish three groups of educational tasks that are focused on the result of raising a child.

The first group of tasks is related to the formation of a humanistic worldview. In the process of solving these problems, the process of internalization of universal human values ​​occurs, the formation of humanistic views and beliefs in a person.

The second group of tasks is inextricably linked with the first and is aimed at developing the needs and motives of moral behavior.

The third group involves creating conditions for the realization of motives and stimulation of moral behavior in children.

In accordance with the above objectives, it is possible to determine the content of schoolchildren’s education.

Another approach to determining the content of education could be the classification of tasks by type of student activity. In this case, we are talking about identifying educational tasks related to the organization of cognitive, work and leisure activities of children. The objectives are focused on maximizing the capabilities of these activities.

The third approach, as in the first case, is focused on the result of education that contributes to the formation of a person’s sociality, i.e. readiness to participate in a complex system of social relations, in the economic, political and spiritual spheres.

Question 4

Development, education and socialization of personality.

Personal development as a pedagogical problem

One of the complex and key problems of pedagogical theory and practice is the problem of personality and its development in specially organized conditions. It has various aspects, therefore it is considered by different sciences: developmental physiology and anatomy, sociology, child and educational psychology, etc. Pedagogy studies and identifies the most effective conditions for the harmonious development of the individual in the process of teaching and upbringing. In pedagogy and psychology, there were three main directions on the problem of personality and its development: biological, sociological and biosocial. Representatives of the biological school, considering personality to be a purely natural being, explain all human behavior by the action of the needs, drives and instincts inherent in him from birth (S. Freud and others). A person is forced to obey the demands of society and at the same time constantly suppress natural needs. To hide this constant struggle with himself, he “puts on a mask” or replaces the dissatisfaction of natural needs with engaging in some type of activity. Representatives of the sociological movement believe that although a person is born as a biological being, in the course of his life he is gradually socialized due to the influence on him of those social groups with which he communicates. The lower the level of development of a personality, the brighter and more sharply its biological traits manifest themselves, primarily the instincts of possession, destruction, sexual, etc. Representatives of the biosocial movement believe that mental processes (sensation, perception, thinking, etc.) are of a biological nature, and the orientation, interests, and abilities of the individual are formed as social phenomena. Such a division of personality cannot explain either its behavior or its development. Modern pedagogical science considers personality as a single whole, in which the biological is inseparable from the social. Changes in the biology of an individual affect not only the characteristics of its activities, but also its lifestyle. However, the decisive role is played by those motives, interests, goals, i.e. the results of social life, which, determining the entire appearance of the individual, give him the strength to overcome his physical shortcomings and character traits (hot temper, shyness, etc.). The personality, being a product of social life, is at the same time a living organism. The relationship between the social and the biological in the formation and behavior of personality is extremely complex and has a different impact on it at different stages of human development, in different situations and types of communication with other people. Thus, courage can reach the point of recklessness when prompted by the desire to attract attention to oneself (the natural need for recognition). Another person’s courage encourages him to meet life’s difficulties, although no one but him knows about it. It is important to see the degree of expression of quality. Excessive politeness, for example, can border on sycophancy, obedience can be an indicator of passive fulfillment of demands, indifference, and restlessness can indicate liveliness of interest, speed of switching attention, etc. Personality, according to L. S. Vygotsky’s definition, is an integral mental system that performs certain functions and arises in humans to serve these functions. The main functions of the individual are the creative development of social experience and the inclusion of a person in the system of social relations. All aspects of personality are revealed only in activity and in relationships with other people. Personality exists, manifests itself and is formed in activity and communication. Hence the most important characteristic of personality - the social appearance of a person, with all its manifestations connected with the lives of the people around him. There are also differences in understanding the essence of personality development. Metaphysicians view development as a process of quantitative accumulation, as a simple repetition, increase or decrease of the phenomenon being studied. Followers of dialectical materialism, when studying this issue, consider development as an integral property of nature, society and thinking, as a movement from lower to higher, as the birth of the new and the withering away or transformation of the old. With this approach, personality development is a single biosocial process in which not only quantitative changes occur, but also qualitative transformations. This complexity is due to the contradictory nature of the development process. Moreover, it is precisely the contradictions between the new and the old, which arise and are overcome in the process of training and education, that act as the driving forces of personal development. Such contradictions include: the contradiction between new needs generated by activity and the possibilities of satisfying them; the contradiction between the increased physical and spiritual capabilities of the child and the old, previously established forms of relationships and types of activities; the contradiction between the growing demands from society, a group of adults and the current level of personal development (V. A. Krutetsky). The named contradictions are characteristic of all ages, but they acquire specificity depending on the age at which they appear. Resolution of contradictions occurs through the formation of higher levels of activity. As a result, the child moves to a higher stage of his development. The need is satisfied, the contradiction is removed. But a satisfied need gives rise to a new need of a higher order. One contradiction gives way to another - development continues. In the process of training and education, general contradictions are concretized, acquiring more vivid forms. These are contradictions between the requirements for students and their preparedness to perceive and implement these requirements; between educational influences and “material resistance” (A. S. Makarenko). The pedagogical process also reveals contradictions associated with the conditions of development of society, and contradictions that arise as a consequence of shortcomings in educational work.

The essence of socialization and its stages

The interaction of a person with society is denoted by the concept of “socialization” 0, which has an interdisciplinary status and is widely used in pedagogy. However, its content is not stable and unambiguous. The concept of socialization as a process of complete integration of the individual into the social system, during which its adaptation occurs, developed in the structural-functional direction of American sociology (T. Parsons, R. Merton). In the traditions of this school, socialization is revealed through the concept of “adaptation”. The concept of adaptation, being one of the central concepts of biology, means the adaptation of a living organism to environmental conditions. This concept was extrapolated into social science and began to denote the process of human adaptation to the conditions of the social environment. This is how the concepts of social and mental adaptation arose, the result of which is the adaptation of the individual to various social situations, micro and macro groups. Using the concept of adaptation, socialization is considered as the process of a person’s entry into a social environment and its adaptation to cultural, psychological and sociological factors. The essence of socialization is interpreted differently in humanistic psychology, whose representatives are G. Allport, A. Maslow, K. Rogers and others. In it, socialization is presented as a process of self-actualization of the “I-concept”, self-realization by an individual of his potentials and creative abilities, as a process of overcoming the negative influences of the environment that interfere with his self-development and self-affirmation. Here the subject is considered as a self-forming and self-developing system, as a product of self-education. These two approaches do not contradict each other, defining the two-way nature of socialization. Society, in order to reproduce the social system and preserve its social structures, strives to form social stereotypes and standards (group, class, ethnic, professional, etc.), and patterns of role behavior. In order not to be in opposition to society, the individual assimilates this social experience by entering the social environment, the system of existing social connections. However, due to its natural activity, a person retains and develops a tendency towards autonomy, independence, freedom, the formation of his own position, and unique individuality. The consequence of this trend is the development and transformation of not only the individual himself, but also society. So, the essential meaning of socialization is revealed at the intersection of such processes as adaptation, integration, self-development and self-realization. Their dialectical unity ensures optimal personality development throughout a person’s life in interaction with the environment. Socialization is a continuous process that lasts throughout life. It breaks down into stages, each of which “specializes” in solving certain problems, without which the subsequent stage may not occur, may be distorted or inhibited. In domestic science, when determining the stages (phases) of socialization, they proceed from the fact that it occurs more productively in work activity. Depending on the attitude towards work, the following stages are distinguished: pre-labor, which includes the entire period of a person’s life before the start of work. This stage, in turn, is divided into two more or less independent periods: early socialization, covering the time from the birth of the child to his entry into school; youth socialization, including education at school, technical school, university, etc.; The labor stage covers the period of human maturity. However, the demographic boundaries of this stage are difficult to determine, since it includes the entire period of a person’s working activity; post-labor stage, which occurs in old age due to the cessation of labor activity. The stages of socialization can be correlated with periods of social development of the individual, which do not necessarily coincide with periods of mental development of a person. A. V. Petrovsky explains this by saying that the process of personality development cannot be reduced to the sum of the levels of development of cognitive, emotional and volitional components that characterize a person’s individuality. With this position in mind, he identified three macrophases of social development of the individual at the pre-labor stage of socialization: childhood - adaptation of the individual, expressed in mastering the norms of social life; adolescence - individualization, expressed in the individual’s need for maximum personalization, in the need to “be a person”; youth is integration, expressed in the acquisition of personality traits and properties that meet the needs and requirements of group and personal development. In the process of socialization, a person tries on and performs various roles, which are called social. Through roles, a person has the opportunity to express himself. Based on the dynamics of the roles performed, one can get an idea of ​​those entries into the social world that the individual has gone through. A fairly good level of socialization is evidenced by a person’s ability to enter various social groups organically, without demonstrativeness and without self-deprecation.

Education and personality formation

The processes and results of socialization are internally contradictory, since ideally a socialized person must meet social requirements and at the same time resist negative trends in the development of society and life circumstances that inhibit the development of his individuality. Thus, we often encounter people who are so socialized, virtually dissolved in society, that they turn out to be unprepared and incapable of personal participation in the affirmation of life principles. This largely depends on the type of upbringing. Education, in contrast to socialization, which occurs in conditions of spontaneous interaction between a person and the environment, is considered as a process of purposeful and consciously controlled socialization 0 (family, religious, school education). Both socializations have a number of differences at different periods of personality development. One of the most significant differences that occurs in all periods of age-related personal development is that education acts as a unique mechanism for managing socialization processes. Because of this, education has two main functions: streamlining the entire spectrum of influences (physical, social, psychological, etc.) on the individual and creating conditions for accelerating the processes of socialization with the aim of developing the individual. In accordance with these functions, education allows one to overcome or weaken the negative consequences of socialization, give it a humanistic orientation, and demand scientific potential for forecasting and designing pedagogical strategies and tactics. Types (models) of education are determined by the level of development of societies, their social stratification (the relationship between social groups and strata) and socio-political orientations. Therefore, education is carried out differently in totalitarian and democratic societies. Each of them reproduces its own type of personality, its own system of dependencies and interactions, the degree of freedom and responsibility of the individual. In all approaches to education, the teacher acts as an active principle along with the active child. In this regard, the question arises about the tasks that purposeful socialization, the organizer of which is the teacher, is designed to solve. A.V. Mudrik conventionally identified three groups of tasks solved at each stage of socialization: natural-cultural, socio-cultural and socio-psychological.

Natural-cultural tasks are associated with the achievement at each age stage of a certain level of physical and sexual development, which is characterized by some normative differences in certain regional and cultural conditions (different rates of puberty, standards of masculinity and femininity in different ethnic groups and regions, etc. .). Socio-cultural tasks are cognitive, moral, value-semantic tasks that are specific to each age stage in a particular historical society. They are determined by society as a whole, regional and the immediate environment of a person. Socio-psychological tasks are associated with the formation of a person’s self-awareness, self-determination, self-actualization and self-affirmation, which at each age stage have specific content and methods of achieving them. Solving these problems in the process of education is caused by the need for personality development. If any group of tasks or the most significant of them remain unresolved at one or another stage of socialization, then this either delays the development of the individual or makes him inferior.

Factors of socialization and personality formation

Socialization, as already noted, is carried out in various situations that arise as a result of the interaction of many circumstances. It is the cumulative influence of these circumstances on a person that requires him to behave and be active. Factors of socialization are those circumstances under which conditions are created for the processes of socialization to take place. As there are many circumstances and options for their combination, there are also many factors (conditions) of socialization. A.V. Mudrik identified the main factors of socialization, combining them into three groups: macrofactors (space, planet, world, country, society, state), which influence the socialization of all inhabitants of the planet or very large groups of people living in certain countries; mesofactors (meso - “average, intermediate”) - conditions for the socialization of large groups of people identified on the basis of nationality (ethnicity as a factor of socialization); by the place and type of settlement in which they live (region, village, city, town); by belonging to the audience of certain mass communication networks (radio, television, cinema, etc.); microfactors - these include those that have a direct impact on specific people - family, peer group, microsociety, organizations in which social education is carried out - educational, professional, social, etc. Microfactors, as sociologists note, influence human development through the so-called agents of socialization, i.e. persons in direct interaction with whom his life takes place. At different age stages, the composition of agents is specific. Thus, in relation to children and adolescents, these are parents, brothers and sisters, relatives, peers, neighbors, and teachers. In adolescence or early adulthood, the number of agents also includes a spouse, colleagues at work, study and military service. In adulthood, one’s own children are added, and in old age, members of their families are added. Socialization is carried out using a wide range of means specific to a particular society, social stratum, and age of a person. These include, for example, methods of feeding and caring for a baby; methods of reward and punishment in the family, in peer groups, in educational and professional groups; various types and types of relationships in the main spheres of human life (communication, play, sports), etc. The better organized social groups are, the greater the opportunity to have a socializing influence on the individual. However, social groups are unequal in their ability to influence a person at various stages of his ontogenetic development. Thus, in early and preschool age, the family has the greatest influence. In adolescence and young adulthood, the influence of peer groups increases and is most effective; in adulthood, the class, work or professional collective, and individuals take first place in importance. There are socialization factors whose value remains throughout a person’s life. This is a nation, mentality, ethnicity. In recent years, scientists have attached increasing importance to socialization factors, including natural and geographical conditions, since it has been established that they influence the formation of personality in both direct and indirect ways. Knowledge of macrofactors of socialization allows us to understand the specific manifestation of the general laws of development of an individual as a representative of Homo sapiens. Socialization factors are a developmental environment that must be designed, well organized and even built. The main requirement for a developmental environment is to create an atmosphere in which humane relations, trust, safety, and the opportunity for personal growth will prevail. Socialization factors are also environmental factors in personality formation. However, unlike socialization, the factors of personality formation are supplemented by a biological factor. Some researchers (behaviorists) assign a primary role to it, believing that the environment, training and upbringing are only conditions for self-development, the manifestation of naturally determined mental characteristics. In support of their conclusions, they refer to data from a comparative study of the development of twins. Indeed, the influence of the biological factor on the formation of personality cannot be ignored simply because a person is a living organism, whose life is subject to both the general laws of biology and the special laws of anatomy and physiology. But it is not personality traits that are inherited, but certain inclinations. Inclinations are a natural disposition to a particular activity. There are two types of inclinations: universal (structure of the brain, central nervous system, receptors) and individual differences in natural data (features of the type of nervous system, analyzers, etc.). Most domestic teachers do not deny the influence of the biological factor on the formation of personality, but also do not assign it a decisive role, as behaviorists do. Whether the inclinations will develop and become abilities depends on social conditions, training and upbringing, i.e. the influence of heredity is always mediated by training, upbringing and social conditions. Natural features determine the ways and means of formation of mental properties. They can influence the level and height of a person’s achievements in any area. Moreover, their impact on the individual is not direct, but indirect. D. Locke (1632-1704) - English philosopher, politician and teacher. Developed an empirical theory of knowledge. In pedagogy, he proceeded from the decisive influence of the environment on education. At the same time, the role of social factors in personality formation cannot be overestimated. Aristotle also wrote that the soul is “an unwritten book of nature; experience writes its writings on its pages.” D. Locke believed that a person is born with a pure soul, like a board covered with wax. Education writes on this board (tabula raza) whatever it pleases. The social environment is understood in this case metaphysically, as something unchangeable, fatally predetermining the fate of a person, and a person is considered as a passive object of environmental influence. The reassessment of the role (Helvetius, Diderot, Owen) led to the conclusion: in order to change a person, it is necessary to change the environment. But the environment is, first of all, people, so it turns out to be a vicious circle. To change the environment, you need to change people. However, a person is not a passive product of his environment; he also influences it. By changing the environment, he thereby changes himself. Recognition of the activity of the individual as the leading factor in its formation raises the question of purposeful activity, self-development of the individual, i.e. continuous work on oneself, on one’s own spiritual growth. Self-development provides the opportunity to consistently complicate the tasks and content of education, implement an age-specific and individual approach, form the creative individuality of the student and at the same time carry out collective education and stimulate the individual’s self-management of his further development. The nature of the development of each individual, the breadth and depth of this development under the same conditions of training and upbringing depend mainly on her own efforts, on the energy and efficiency that she displays in various types of activities, of course, with appropriate adjustments for natural inclinations. This is precisely what in many cases explains the differences in the development of individual people, including schoolchildren, who live and are brought up in the same environmental conditions and experience approximately the same educational influences. Domestic pedagogy is based on the recognition that free and harmonious development of the individual is possible in conditions of collective activity. One cannot but agree that, under certain conditions, the collective neutralizes the individual. However, individuality can be developed and can find its manifestation only in a team. The organization of various forms of collective activity (educational and cognitive, labor, artistic and aesthetic, etc.) contributes to the manifestation of the creative potential of the individual. The role of the collective in the formation of the ideological and moral orientation of the individual and his social civic position is irreplaceable. In a team, in conditions of empathy and awareness of personal involvement in joint activities, emotional development is carried out. The team with its public opinion, traditions, and customs is indispensable as a factor in the formation of generalized positive experience, as well as socially significant skills and habits of social behavior.

combined type No. 93

Children under the age of five do not yet suspect the existence of different nations, and their attitude towards people of other nationalities is built regardless of the nationality of those with whom they communicate and encounter in everyday life.

And only from the age of four, or even five, a child gradually begins to develop a conscious attitude towards people of different nationalities. And teachers should help them with this.

The teacher must take into account which nationalities children are brought up in the group and pay attention to those who do not enjoy sympathy or authority among their peers. To do this, it is necessary to be more attentive to such children, gradually develop their attention, skills, abilities, more often involve them in various types of activities, encourage

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State budgetary preschool educational institution

combined type No. 93

Krasnogvardeisky district of St. Petersburg.

Teacher Smolova Lyubov Andreevna.

The most important means of international education of preschoolers.

Children under the age of five do not yet suspect the existence of different nations, and their attitude towards people of other nationalities is built regardless of the nationality of those with whom they communicate and encounter in everyday life.

And only from the age of four, or even five, a child gradually begins to develop a conscious attitude towards people of different nationalities. And teachers should help them with this.

The teacher must take into account which nationalities children are brought up in the group and pay attention to those who do not enjoy sympathy or authority among their peers. To do this, it is necessary to be more attentive to such children, gradually develop their attention, skills, abilities, more often involve them in various types of activities, and encourage them.

Children who speak Russian poorly, and sometimes do not even speak the basics of speech at all, hear ridicule from their peers, so they begin to harbor feelings of resentment.

In such a situation, the teacher is on alert. He must assess the situation, not rush, because maybe one of the guys will react correctly and show goodwill and interest in such a child. The teacher must evaluate this action, not ignore it, and continue the course of action. For example, you can ask children how many languages ​​they know, whether they can sing a song in another language, or recite a poem. And notice that their new comrade not only speaks his own language perfectly, but can also communicate in Russian. You can ask the child to sing a song in their language, read a poem, emphasizing afterwards that the speech of their new friend is melodic and beautiful. You can offer to tell about your region in the drawing. It is advisable to organize a game “Learning a language”. Each child shows his favorite toy or points to a certain object, and the new friend names them in his own language. Children repeat each word. This game evokes a positive reaction, interest, and goodwill in children. Gradually, children will begin to share toys and teach newcomers how to pronounce Russian words correctly. They will experience joy when another child succeeds, and verbal recognition of this success.

It is necessary to select fairy tales of the relevant people, colorful illustrations of the region, occupations of people, household items and show it on the screen. And also to develop didactic games to consolidate knowledge about the life of peoples of different nationalities and those whose children attend the group, prepare a role-playing game “Journey” to give knowledge and ideas about the folk traditions of people, taking into account the climate, territory and main natural resources.

You should also have a conversation reflecting tolerance on the topic: “Our planet,” emphasizing that the Earth is our common home, that people of different nationalities, cultures, skin colors, and languages ​​live on the planet. And it is important to live with everyone in peace and friendship.

Following this, discuss what friendship is, forming the concepts of “friend”, “friendship”, “tolerance”. And also lead to a discussion about who the children are friends with, how their friendship is manifested.

In work on this topic, you can use the stories “Two Comrades” by L. Tolstoy, “Children of the Whole Earth Are Friends” by Viktorov, “How Anton Loved Going to Kindergarten” by Zernov.

You can organize a meeting, a conversation between children and the parents of a child of a different nationality, and also set up a “Friendship Corner”. This requires intensive preparation, developing a script, making souvenirs for guests, designing exhibitions of children's works, and premises.

Invite his parents and relatives to your child’s birthday. With the rest of the children, prepare a surprise for their friend (souvenirs, songs, poems, dances). It is necessary to involve parents in collecting illustrative material, household items, and sewing costumes.

It will be interesting for children to meet with the staff of the preschool institution - people of different nationalities. Children will understand that there is no difference between adults, that they all work for the benefit of each child, although they have different professions.

It is very important to establish the attitude of parents towards the international education of children. You can conduct a survey asking the following questions:

Do you tell your child about Moscow, St. Petersburg, about our state, about the customs and traditions of people of different nationalities living in our country?

What books by national writers and poets do you have at home? Do you read them to your children?

Do you have neighbors who know a different nationality and how do your children treat their children?

Are you promoting their friendship?

Nowadays, children of many nationalities are educated in preschool institutions. And teachers, given the wary attitude of individual parents to whether their child will feel comfortable in this group, where there are children who speak another language or broken Russian, must show tact, delicacy, and kindness, both to children and to their parents.

International education

purposeful and systematic formation in people of loyalty to the ideas of internationalism, solidarity with people of all countries, deep respect for the rights and national independence of peoples, a sense of friendship, equality and mutual assistance of peoples.

Ethnopsychological Dictionary. - M.: MPSI. V.G. Krysko. 1999.

See what “international education” is in other dictionaries:

INTERNATIONAL EDUCATION- see Patriotic and international education... Russian Pedagogical Encyclopedia

International education- educating students in the spirit of friendship between peoples, respect for the cultural values ​​of other peoples and nationalities, tolerance (tolerance) for the national characteristics of people, and the desire for national consolidation. Part of the international... ...

INTERNATIONAL EDUCATION- creating a sense of unity, friendship, equality and brotherhood that unites the peoples of Russia; culture of interethnic communication; intolerance towards manifestations of national narrow-mindedness and chauvinism. A leading place in the process of formation... ... Professional education. Dictionary

INTERNATIONAL EDUCATION- purposeful and systematic formation in people of loyalty to the ideas of internationalism, solidarity with people of all countries, deep respect for the rights and national independence of peoples, a sense of friendship, equality and mutual assistance of peoples... Encyclopedic Dictionary of Psychology and Pedagogy

International education of Soviet soldiers- purposeful and systematic formation among soldiers of loyalty to the ideas of proletarian, socialist internationalism; part of com iunistic education. Conducted in unity with political, moral, legal and aesthetic education... Glossary of military terms

upbringing- Aristocratic, noble, pious (obsolete), careful, comprehensive, harmonious (obsolete), harmonious, democratic, kind (obsolete), bad, spiritual, European, tough, cruel, caring, brutal (colloquial), idyllic ,... ... Dictionary of epithets

Upbringing- the process of purposeful, systematic formation of personality in order to prepare it for active participation in social, industrial and cultural life. In this sense, V. is carried out in the process of organized joint... ...

Family education- systematic, targeted influence on the child of adult family members (See Family) and family structure. The main and general task of S. century. preparing children for life in existing social conditions; narrower, more specific assimilation by them... ... Great Soviet Encyclopedia

Military-patriotic education- MILITARY PATRIOTIC EDUCATION, one of the most important directions in the activities of the Communist Party, state and public organizations in the formation of owls. people, especially youth, readiness and ability to protect... ... Great Patriotic War 1941-1945: encyclopedia

Intersocial education- students are fostering a culture of perception and the ability to communicate with other peoples, people of other nationalities, other religions, other socio-economic structures, other life orientations based on an understanding of the commonality of life,... ... Fundamentals of spiritual culture (teacher's encyclopedic dictionary)

Svetlana Fedorova

PDO in choreography, highest category

MBDOU TsRR kindergarten No. 2 "Fawn",

Excellent Student of Education RS (I) Fedorova Svetlana Alekseevna

Relevance. In modern conditions of interethnic instability in our society, there is an increasing need to develop new approaches to forming a culture of interethnic communication among the younger generation. The younger generation is involved in a certain system of relations that has developed between peoples. International education, also a tolerant attitude towards other nationalities as one of the factors in the formation of a moral personality begins with preschool age. After all, it is preschool age is the initial stage of personality development. It is necessary to teach children to see the world through the eyes of different people, taking into account the fact that a representative of a different nationality can perceive and evaluate the same facts, actions, events in a completely different way. Cultivating tolerance for others will help to tastes, habits, and views that are different from your own preschooler when he grows up,

not only to find a common language with representatives of other nationalities.

One of the effective ways funds formation of a personality that is tolerant and respectful of other peoples, brought up in the spirit of internationalism is to familiarize the child with traditions, customs, etiquette, dances of different nations. Dance art, connected with the history of the people, is close and understandable to the child and evokes vivid emotional reactions. The dance evokes in children emotions of sympathy and friendship towards representatives of other nationalities. Emotional positive response of a child to vivid images dance culture will subsequently become the basis that will help the formation of personality, with international thinking with a developed culture of interethnic communication.

Novelty and practical significance: search for new forms and ways of improvement international education children through dance and in the development of practical recommendations for choreographers of preschool educational institutions to improve children's education dancing.

The methodological basis was work in the field of psychology and pedagogy, art and culture: L. S. Vygotsky, S. A. Rubinstein, M. Y. Zhornitskaya, S. I. Zverev, A. G. Lukina, S. I. Tolstyakova, A. S. Fedorov.

Goal of the work: educating preschoolers about internationalism, tolerance towards representatives of other nationalities, a high culture of interethnic communication through dances of different nations.

Based on the purpose of the work, the following are set: tasks:

Form a positive attitude towards different peoples through acquaintance

with their dance art;

Introduce children to the history, way of life, customs, and traditions of different peoples through dance;

Expected results:

As a result of the use of folk dancing as a means of international education for preschoolers Since childhood, he has been respectful of representatives of other nationalities and other cultures.

Preschool childhood is the beginning of the process of developing a person’s worldview. It is at this time that the child experiences the world through feelings and emotions. The formation of a unified picture of the world

in the human mind is carried out through art, language, folk art.

In the process of learning about the world around us, the child develops his own system of views on the world, his own picture of the world. At the same time, during the senior period preschool age, high social motives and noble feelings develop. How they are formed in the first years of a child’s life largely determines whether he will be tolerant of representatives of other nationalities. Tolerance is not only tolerance for other people’s opinions, beliefs, behavior, it is the ability to hear, recognize and respect the opinions of others, non-hostilely meet beliefs different from one’s own, the ability to live in harmony, both with oneself and with people, awareness of the rich diversity of cultures our world, forms of self-expression and manifestation of human individuality. This is not a concession, not a passive submission to the opinions, views and actions of others, not submissive patience, but an active attitude formed on the basis of recognition of universal human rights and fundamental freedoms, a psychological readiness for tolerance in the name of mutual understanding between peoples, in the name of positive action with other people culture, other national environment.

It was during the period preschool During childhood, it is very important to lay the foundations of a tolerant attitude towards other nationalities. In this regard, introducing children to dance art of different peoples. Dancing is highly educational meaning and bring aesthetic joy. Imagination, imaginative thinking, attention and memory develop in children. Children's desire awakens

to beauty, emotional responsiveness and creative activity are enhanced.

Folk dancing- an integral part of folk culture. They have a strong connection with the worldview, beliefs, and with the national characteristics of the psychology of the people. We perceive dancing as art, which carries the highest meaning - beauty

and good. In it, people convey their thoughts, feelings, moods, and attitudes to life. Dance is always connected with the history of the people. It arose on the basis of human labor activity

and is associated with various aspects of folk life, customs, and rituals. Folk dancing created on the basis of folklore, and folklore is the soul of the people. They direct, sincere, performed cheerfully, easily improvised. The roots of this art form go back to ancient times. IN dancing imprinted the eternal beauty, harmony of the human soul

and nature. That is why they instill hope in a person, affirm the desire

to the sublime and beautiful. Dance touches the finest strings of the human soul. It contributes to the improvement of a person, his achievement of mental and plastic harmony.

Dancing - a magical world, in which the child enjoys immersing himself. Vivid emotions that a child experiences during dance, reinforce in him a positive attitude towards different nationalities. After all, real life and the plastic-figurative vision of the people are imprinted in the bizarre, original forms of folk dance.

Work in this area in kindergarten No. 86 "Bell" I started as a teacher of additional education in 1994. For 18 years, through joining dance I strived for art bring up children have a feeling of love and respect

to representatives of different nationalities.

Before performing a dance of any nation for children preschool age, I always tell him about the region where he lives, what the climate is like there, what the customs and traditions are, the way of life. Children with get to know life with interest, everyday life, costumes, music, characteristics of different nations. Only after such a detailed acquaintance with the national characteristics of children do I begin to teach dance moves. Imagery, expressiveness of music, dance develops children's emotionality and feeds their imagination. In the process of performing various movements, children strengthen their musculoskeletal system, improve their posture and gait, and develop coordination of movements.

and orientation in space.

The learning process is very dynamic with a change of different rhythms, improvisation of movements and dance games, exercises. The attractive form of classes ensures that even children without significant abilities start well dance. The duration of classes corresponds to the age of the children. During the learning process, a differentiated approach to children is carried out, taking into account their personality, creative abilities and physical data. These are unusual activities that allow the child to experience a feeling of beauty. Through this vivid feeling his attitude is formed

to other nations.

Children learn to perform folk stage movements dance. They are very able: equally skillfully perform movements in the nature of Russian round dances, mastering the soft plasticity of the hands, head, body, and also skillfully perform courageous dancing northern peoples - dance of the hunter, eagle, etc. Preschoolers They love folk dance because it is close and understandable to them thanks to the richness and brightness of its various images. They demonstrate their achievements at open classes, concerts, competitions, festivals, where they repeatedly became laureates and diploma winners. By the time they graduate, children can already perform more than ten folk songs. dancing:

Russian round dance;

Ukrainian hopak;

Chinese;

Greek sirtaki;

Spanish;

Gypsy;

Italian tarantella;

Finnish polka;

Korean Taekwondo;

Dolgansky;

Evenk;

Chukotka;

Yakut;

Oriental.

I also put on the composition "Friendship of Peoples", the main idea of ​​which is a call for peace and friendship between different peoples (see Attachment). In conclusion, I would like to note that consistently introducing children to the culture of other nationalities, studying them dance art is one of means of education friendly attitude towards people of different nationalities. Experience working with children shows that with the help of folk dancing can captivate children, bring to their consciousness an ethical culture. As a result of the production and performance of folk dancing children noticed the following changes:

U preschoolers became interested and respect for other nationalities;

There is a tolerant attitude towards people of other nationalities;

Some difficulties in relationships and communication between peers disappear, since kindergarten No. 86 is characterized by a multinational composition of children;

Friendly feelings towards children of other nationalities are formed.

Thus, the positive results obtained at this stage of work convince us that introducing children to dance art of other peoples is one of the effective funds formation of friendliness between children of different nationalities, helping educate internationalists.