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The relevance of the subject of the article. Sociocultural processes taking place in the Arctic region cause a change in the role of the Arctic peoples in the modern world and attitude towards them, contribute to the understanding and acceptance of new upbringing processes and phenomena in the upbringing of the peoples of the North. At the same time, the traditional experience of generations is important for the effective upbringing of children and schoolchildren, the development of their personality. One of the modern mechanisms for the development of the personality of a child and an adult, their positive intergenerational relations is the educational space. The article presents the results of a practice-oriented study aimed at identifying traditional practices of educating Northerners and characterizing the prospects for their use for the development of subjects of the educational space of the nomadic Arctic region.

The aim of the study is to identify traditional practices of educating Northerners and to determine the prospects of their use for the development of the nomadic educational space of the Arctic region.

Research progress. Studies on the problem of updating and using socio-cultural resources by a preschool educational organization to create an upbringing space in a sparsely populated Arctic nomadic territory were analyzed: original samples of knowledge and attitudes, language and culture, patterns of behavior and relationships, original Arctic upbringing practices. From 2018 to 2021 monitoring of traditional upbringing practices was carried out. The identified practices were used by teachers working on a rotational basis in the nomadic territories of the Republic of Sakha (Yakutia) of the following educational organizations: the Ailik preschool organization of the Tomponsky ulus; Even nomadic school-preschool organization “Nerget” of the Kobyai district (Sebyan-Kel); elementary school-preschool organization of the nomadic community of the established tribal community “Nutendli” of the Nizhnekolymsky district; school-preschool organization “Kuonel-eken” Oleneksky district.

Research methods and logic: analysis of pedagogical literature, systematization of the experience of preschool organizations in Yakutia, included observation of the life of the nomad camp, questionnaires, and surveys of residents of the nomad camp, experimental work on the implementation of the results obtained in pedagogical practice, expert evaluation of the results of the use of upbringing practices.

Research results. The definition of the concepts of “upbringing space of a nomadic territory”, “event-driven practices of educating northern preschool children” is given. An analysis was made of the potential of upbringing practices using the native language, folk music, songs, folklore; annual calendar; economic traditions of nomadic peoples. Criteria and indicators for evaluating educational activities in stationary settlement organizations and in nomadic conditions are determined. Surveys of pedagogical workers were conducted to assess the effectiveness of educational activities. Positive results were noted in nomadic educational structures: up to 30% of indicators in village preschool educational organizations are inferior to those in nomadic structures. The results are confirmed by the methods of mathematical statistics.

Conclusions. The revival of the original traditional practices of education that determine the self-consciousness of the northern peoples, their life image, the perception of the world space, thoughts, feelings and their dynamics, their use in the developing upbringing space of the region can today radically change the situation with the search for the meaning of the life and upbringing path of the child northerner. Intergenerational transmission from an adult to a child of the characteristics and established experience of nomadism is accompanied by the formation of a set of views that characterize the features of the development of a particular national-ethnic group. It becomes the basis for the development of the upbringing space of the nomadic territory as a mechanism for the development of the individual: the independence of the child, the subjectivity of the adult, etc.

Background. The study of the regional historical and pedagogical heritage in the area of pre-school education enables to take into account the experience gained in implementing modern types of further training and developing programmes to improve the quality of teaching staff. The problem of analysis consists in recreating the practice that meets the internal needs of teachers to change the educational situation, get professional reflection, and comprehend the productivity of self-development.

The Objective of the research was the historical and pedagogical analysis of the main types of self-education of pre-school specialists in the second half of the 20th century, implemented in Perm territory educational institutions.

Design. In the research the types of pedagogical self-education of the Ural pre-school education specialists in the second half of the 20th century and their updating for regional professional development programmes were studies. The analyzed sources were normative documents regulating the activities of pre-school institutions in the 1950 – 1990s, documents from the archival funds of Perm Territory, memories of the oldest pre-school education specialists, the authors’ expeditionary and pedagogical materials. To solve the tasks, a set of methods of historical and pedagogical research, generalization of pedagogical practice, and the actualization method were used.

Results. The result of the research is the analysis of types of pedagogical self-education in the regarded period and identification of the most valuable ideas with the potential to develop modern regional programmes aimed at improving excellence and practices of pre-school education specialists.

Conditions for the dynamic development of types of self-education in the second half of the 20th century were created by the rapidly developing theory and practice of pre-school pedagogics, organized self-education activities directed by heads of institutions, methodological offices, pedagogical educational institutions, innovative search of master teachers and model kindergartens. The prospects for integrating the described forms with self-education technologies at the present stage are seen in strengthening such approaches as inviting well-known teachers for course training and creative meetings, conducting open classes and seminars online, organizing research groups to study alternative methods, creating experimental platforms to integrate preschool and school education. To develop the regional concept for improving pedagogical excellence, the idea that all participants of the educational process take an active part in the asceticism remains relevant.

Labour migration from Central Asian countries has become a prominent part of the modern Russian reality. Labour migrants from Uzbekistan rank first among arrivals to the Russian Federation. In many cases, migrant workers are later on joined by their family members – wife and children who arrive in Russia. For these children to successfully adapt to the nonethnic environment it is important that they should be provided with necessary support from daycare centers and schools. This article focuses on the specifics of educating children from labor migrant families and problems they may encounter. The author emphasizes that in spite of being in a completely nonethnic environment Uzbek labor migrants tend to raise their children by complying with all the rules and regulations of Uzbek society, observing their religious and traditional ceremonies and inculcating them in their children.

The author explores the specific features of transmission and preservation of ethnic characteristics in Udmurt families living in multiethnic megalopolises. It has been noted that the Russian scientific community’s interest in the problem of human adaptation to a new ethno-cultural environment is associated primarily with intensified migration flows, and other types of movement (tourism, long-term study or work) within the country. Based on a survey conducted among Udmurt families living in two Russian regions: Moscow city and Izhevsk city, the capital of the Udmurt Republic, the author defines the specific features of the manifestation of the process in each of these cities. Special attention is paid to the study of the role the national language and folklore play in the life of modern Udmurt families who have moved to the megalopolises.

National and cultural aspects of personality formation are a very difficult and lengthy process. Its basis is undoubtedly laid down in the family which initiates a child’s socialization, education, the molding of his personality, including primary ethnization factors. With new independent states emerging on the territory of the former Soviet Union and new diasporas subsequently springing up, the process of ethnic and cultural identity formation has, too, acquired new aspects. The authors point out that of paramount importance for the characterization of the new diasporas is the fact that their members identified themselves not so much with their maternal ethnic group, as with their mainland, and, consequently, with the value orientations the state demonstrated. The survey and the present study show how national culture is preserved and restored through upbringing and family traditions in Belarussians living in 21st century Moscow. It also explains what determines the Belarussian essence for Belarussians in the Diaspora and the way the latter manifests itself in a modern megalopolis.

Background. The implementation of the task of introducing children to the traditional moral values of the Russian people, socio-cultural norms and cultural traditions of their families is highlighted among the priorities in the new Federal Educational Program for Preschool Education. Therefore, the development of methods for studying the cultural traditions of the modern family is an important practical aid to specialists in enriching partnerships with parents.

Objective. To study family traditions in the families of pupils and to analyze current aspects of interaction between preschool educational institutions and families in matters of increasing the spiritual and moral potential of young families.

Sampling. The study involved 47 teachers and 230 parents of children of early and preschool age from preschool groups of educational institutions in Moscow.

Methods. The research was carried out on the basis of a questionnaire developed by the authorsto study the traditions of upbringing in the modern family, as well as in the educational practice of preschool teachers and their interaction with parents.

Results. A qualitative and quantitative description of the data obtained using questionnaires separately for teachers and parents is presented, as well as summary tables for processing quantitative and qualitative data. The most significant results of the sociological survey related to the views and attitudes of the generation of young parents and current teachers to various aspects of the multifaceted problem of preserving and using family traditions in the spiritual and moral education of preschoolers are analyzed and summarized. The methodology of sociological survey on the study of family traditions in the practice of parental education and educational practice of teachers in communication with children and cooperation with parents was developed. A comparative analysis of the results of the survey of teachers and parents was made on a number of issues. The most relevant areas of cooperation with families to popularize family traditions are highlighted.

Conclusions. The approbation of the methodology for studying family traditions makes it possible to further extend its use beyond the Moscow region. It is important for educators to actively involve young families in the revival of traditions, keep calendars of family events and chronicles in order to form closer ties between generations and promote positive socialization of children.