Tomtosova E.A. The influence of traditional practices of preschool students’ upbringing on the development of the upbringing space of the nomad arctic region
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
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.
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