The problem identified by the roundtable moderator, Oksana Skorolupova, Vice-Rector of IPAPE, is particularly pressing today: how can we raise a child in kindergarten who can proudly say, "I am a Tatar," "I am a Yakut," "I am a Chechen," while also firmly recognizing, "I am a Russian?" Regional unevenness in the implementation of ethnocultural education leads to two extremes: either one tradition dominates the educational space at the expense of others, or the ethnocultural component remains superficial and event-driven; the holidays are over, and the topic is closed until next year. Yet, preschool education is the foundation upon which civic cohesion in multiethnic Russia is built.
Nadezhda Lebedeva, Head of the Preschool Education Department at the S.N. Donskoy-II Institute of Preschool Education and Developing Culture in the Republic of Sakha (Yakutia), presented the "Seven Nations, Seven Diamonds" project, which has been implemented in the region for 10 years. The program encompasses the cultures of the region's seven indigenous peoples.
"Teachers must not only know their own culture," Nadezhda Nikolaevna emphasized, "but also respect the traditions of all the peoples living in the region. Otherwise, how can we instill tolerance and mutual respect in children?"
Yakut practice places particular emphasis on immersion in language and traditions: theme days, integrating ethnic components into routine activities, and joint activities with cultural representatives. At the same time, a critical problem—the shortage of native speakers of minority languages—is acknowledged: in three compact settlements, there may be only one teacher who speaks the language for the entire district. The solution is seen in the creation of professional communities and remote support formats.
Zharadat Abdrakhmanova, chief specialist of the preschool education department of the Gudermes district of the Chechen Republic, shared her experience of ethnocultural education in a mono-ethnic region where Chechens constitute over 90% of the population. In these conditions, spiritual and moral development is structured not as a set of disparate activities, but as a holistic system integrated into all levels of preschool education.
Its methodological foundation consists of a set of teaching aids: "The Greatness of My People," a collection of "Memorable Dates and National Holidays of the Chechen People," and the "Desharan Nek" ("Path of Knowledge") program, initiated by R.A. Kadyrov. All materials were developed in strict compliance with the Federal State Educational Standard for Preschool Education and are designed for children aged 3 to 7. They provide detailed methodologies, long-term plans, and ready-made lesson plans for each age group. Themes of spiritual and moral development and local history are woven into all types of children's activities, and their systematic study is dedicated to a separate week of each month.
A key priority of the program is the preservation of the native language. The program places special emphasis on phonetics and vocabulary development, which is critical in a bilingual environment. Work with folklore is conducted daily, including during scheduled times. "Language is the main treasure of the people," noted Zharadat Abdrakhmanova. "We have preserved the contours of the nation during difficult historical periods, but today our task is to ensure that the Chechen language is not simply taught in kindergartens, but is loved and joyfully passed on fr om generation to generation."
Patriotic education is seamlessly integrated with the ethnocultural component. The educational cycle opens with a story about the First President of the Chechen Republic, Akhmat-Khadzhi Kadyrov, whose life was dedicated to restoring peace in the republic within Russia. Children then learn about the history of the region's modern development. A separate section is dedicated to the heroic past: preschoolers learn about the feat of Hero of the Soviet Union Khanpashi Nuradilov, who killed 920 Nazis, captured 12 soldiers, and destroyed seven enemy tanks during the year of war. "The world should know about such heroes, and our children should grow up with these examples," emphasized Zharadat Abdrakhmanova.
The experience of the Chechen Republic demonstrates how a mono-ethnic population can become not a reason for self-isolation, but the basis for deep, systematic work to preserve language and culture. The ethnocultural component here is harmoniously integrated into general civic education, instilling in preschoolers a love for their small homeland and a responsibility to the Motherland.
Rasilya Latypova, Associate Professor of the Department of Preschool and Primary General Education at the Institute for Education Development of the Republic of Tatarstan, presented a large-scale and systematically organized model of ethnocultural education in preschool childhood, operating in the Russian Federation. There are 1,894 preschool educational institutions in the republic, wh ere the educational process is carried out in a comprehensive manner.
The system is implemented in five native languages: Tatar (707 organizations), Chuvash (51 organizations), Udmurt (15 organizations), Mari (7 organizations), and Mordvin (1 organization).
The fundamental basis for the effectiveness of this system is the multi-level structure of teacher training, covering the entire professional cycle—from basic education in pedagogical colleges to advanced training and scientific and methodological support at Kazan Federal University and the Academy of Sciences of the Republic of Tatarstan. This ensures the continuous professional development of specialists conducting educational activities in their native languages.
An important component of the system is the regional preschool educational programs "Uyanu-Chynu" ("The Joy of Learning"), developed with comprehensive methodological support, including didactic materials, manuals, and recommendations for teachers and parents. This allows for the integration of the ethnocultural component into everyday educational practice on a systematic, rather than ad hoc basis. A key factor in the sustainability of the model is a comprehensive system of state support: 286 preschools received funding under the "Best in Profession" grant program, 100 teachers implementing educational programs in native languages received personal grants for the development of professional projects, and in 2025, a new grant, "Our Young Educator," was launched, providing a bonus of 120,000 rubles for aspiring specialists.
The presentation focused on the issue of bilingual education, a topic that has generated considerable debate in the professional community. Elizaveta Khamraeva, Doctor of Pedagogical Sciences, Professor at Moscow State Pedagogical University, and a leading Russian expert in bilingual education, highlighted the key principle of the Tatar model:
"In Tatar kindergartens, instruction in the native language is not pitted against the acquisition of Russian. Russian is taught as an organized form—speech development classes twice a week—and is also integrated into the joint activities of the teacher and children. The child receives comprehensive cognitive development because basic concepts, mathematical concepts, and familiarization with the surrounding world are learned in a language they understand. The Russian language is mastered gradually, in a comfortable manner, without stress or cognitive overload."
This approach allows us to simultaneously achieve two objectives: preserving the native language as a cultural carrier and ensuring equal educational opportunities for children throughout the Russian Federation. As the speakers emphasized, the choice of the language of instruction in kindergarten remains with parents: any family can choose a Russian-language, Tatar-language, or mixed group. Children entering Tatar-language kindergartens typically already have a working knowledge of their native language, which allows for the educational process to be structured without delays in cognitive development.
Tatarstan's experience clearly demonstrates that systematic state support, scientifically proven methods, personnel training, and financial incentives make it possible to create a sustainable model of ethnocultural education that strengthens both ethnic and civic identity. "As long as the languages of the peoples of Russia are heard in kindergartens, and as long as teachers carefully pass on traditions, our country has a solid foundation for unity and development," concluded Elizaveta Khamraeva.
Marina Rozhkova, Director of the Center for Preschool Literature Development at Prosveshchenie-Soyuz LLC, emphasized the development of reading literacy from an early age.
"Modern research confirms that children with a high level of reading proficiency demonstrate higher academic achievement. But reading is more than just acquiring knowledge. It is a tool for brain development. If we want to raise multicultural readers capable of engaging with literature in different languages, we need to start from the cradle," Marina Rozhkova noted.
Elfiya Dorofeeva, Director of Innovation at IPAPE, President of the Association for the Development of Quality in Preschool Education (ADQPE), CEO of MOZAIKA-SINTEZ Publishing House, and an expert in preschool education, outlined key milestones for the development of ethnocultural education in Russian kindergartens, emphasizing that the event should be seen as the beginning of a professional discussion that will continue at the large-scale "Oriyentiry Detstva" Forum, scheduled for August 2026 in Moscow.
"The preservation and development of the native languages and cultures of the peoples of Russia should not be achieved at the expense of mastering the Russian language," Elfiya Dorofeeva noted. "Full proficiency in Russian guarantees every child, regardless of ethnicity, an equal starting point for receiving a quality education, successfully socializing, and building a professional trajectory," the speaker clarified.
Elfiya Dorofeeva emphasized that introducing all children to Russia's unified national culture is a crucial factor in supporting native languages. If children perceive cultural diversity as a norm and a value from an early age, this will create an atmosphere of mutual respect and prevent linguistic and cultural isolation.