ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ ДЛЯ РАБОТЫ С ДЕТЬМИ МИГРАНТОВ

Abstract

Educational institutions have high potential for sociocultural integration of migrant children. An important role in the course of adaptation of the child belongs to the teacher, his professional skills and personal qualities. Due to the increase of cultural diversity in society and in educational institution, multicultural competences of the teacher become relevant. One of the aspects of the teacher’s multicultural competences is the mastery of forms, methods and practices of working in a multicultural class, i.e. educational technologies. Research objective is to reveal the educational technologies applied by the Russian teachers of preschool and elementary education in training and educating migrant children. We have used the questionnaire with open questions to study the educational technologies for working with migrant children applied in teaching practice. Answers of teachers have been subjected to the content analysis. Sixty-three elementary school teachers and fifty teachers of preschool institutions have participated in the research. Russian preschool and elementary school teachers consider the most acceptable and use the following educational technologies for working with migrant children: ethnocultural, group, interactive, game technologies, individualization of training, information and communicative technologies and technologies of the differentiated training. A part of the interviewed teachers give additional Russian language classes for migrant children without using technologies of training Russian as nonnative language. Also, a number of restrictions for the application of a questioning method of this research has come to light. These restrictions have been connected with impossibility to specify, clear, concretize answers of respondents.