Качественное исследование межкультурного диалога в дошкольном образовании Беларуси, Казахстана и России
Аннотация
Дошкольное образование как первый уровень системы образования играет решающую роль в преодолении социальной и образовательной несправедливости и формировании мировоззрения подрастающего поколения в условиях полиэтничности образовательной среды. Концепция межкультурного диалога рассматривается в качестве важнейшей составляющей гуманизации и демократизации образования.
С целью изучения проявлений межкультурного диалога в дошкольном образовании Беларуси, Казахстана и России проведены полуструктурированные глубинные интервью с 20 педагогами дошкольного образования в России, 17 педагогами в Казахстане и 19 педагогами в Беларуси. Полученные материалы обработаны методом осевого кодирования. Установлено, что во всех трех странах педагоги в работе с дошкольными группами уделяют большое внимание как традиционной культуре своей страны, так и межкультурному диалогу. Об этом свидетельствует ось ключевых категорий, выявленных в высказываниях педагогов: ее составляют категории «традиции празднования», «межкультурный диалог» и «национальная идентичность». Среди форм и методов организации межкультурного диалога и формирования национально-культурной идентичности детей, которые применяют педагоги, доминируют использование национальных традиций празднования и вовлечение родителей в деятельность дошкольного учреждения. Среди возможностей улучшения дошкольного образования категория «улучшение через межкультурный диалог» в высказываниях педагогов в Беларуси и Казахстане занимает первую по частоте встречаемости позицию, а в России — вторую. У педагогов всех трех стран сформированы представления о разнообразии возможностей реализации межкультурного диалога в дошкольном образовании.
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Литература
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