Abstract
The article deals with the problem of migration, the formation of cultural identity and the establishment of intercultural dialogue at various levels of adjustive interaction from the perspective of the need to implement the socio-psycho-pedagogical support to migrant children when adjusting in educational institutions. Analysis of foreign and domestic research on the issue of migrant children and their adjustment to the new socio-cultural living environment, as well as identification of cultural identity formation aspects from the perspective of the impact of various environmental factors, led to the formulation of the research goal, namely, the organization of socio-psycho-pedagogical support for adjustment of migrant pre-school-age children. The formulated goal is realized with the help of two interrelated tasks: creating of socio-pedagogical conditions for the successful adjustment of migrant children, as well as the organization of volunteer groups of students, who are able and willing to carry out work on the adjustment of migrant children into the other-cultural environment. According to the authors, the optimal means of solving this problem is project activities that assume getting familiar with the traditions of Russian culture, fostering the skills of constructive engagement, and forming tolerance in migrant children. Means to form cultural identity of migrant children include folktales, games, toys and animated movies, used during the adaptive interaction between a child and an adult. The result of the project implementation has bilateral perspective: it allows solving not only the problem of adjustment of migrant children, but also helps student volunteers in getting hands-on experience of working with children, as well as expanding the ethnic and cultural horizons of future teachers. Presented statistical data reflect the peculiarities of the adjustment process in migrant children in the Russian Federation, including the Orenburg Region, as a border territory.
Highlights
The article deals with the problem of migration, the formation of cultural identity and the establishment of intercultural dialogue at various levels of adjustive interaction from the perspective of the need to implement the socio-psycho-pedagogical support to migrant children when adjusting in educational institutions
The formulated goal is realized with the help of two interrelated tasks: creating of socio-pedagogical conditions for the successful adjustment of migrant children, as well as the organization of volunteer groups of students, who are able and willing to carry out work on the adjustment of migrant children into the other-cultural environment
Presented statistical data reflect the peculiarities of the adjustment process in migrant children in the Russian Federation, including the Orenburg Region, as a border territory
Summary
Analysis of research on the migration process reveals demographic, ethno-cultural and politological aspects of migration (Ljunge, 2014), as well as the need for socio-psycho-pedagogical support and assistance to migrant children in the new social and cultural living environment (Johnson, 2007; Siahaan, 2014; Kirszbaum, 2014).www.ccsenet.org/iesInternational Education StudiesVol 8, No 4; 2015The leading role in this system belongs to the psycho-pedagogical support of personal self-determination and social integration of migrant children in the educational institutions of various types (Rrofile-edu, 2011).In a host society, each migrant child requires to acquire a new experience of social interaction with others in order to establish intercultural dialogue at various levels of adaptive interaction with people, including personal, interpersonal and intergroup levels (Poletaev, 2012). Analysis of research on the migration process reveals demographic, ethno-cultural and politological aspects of migration (Ljunge, 2014), as well as the need for socio-psycho-pedagogical support and assistance to migrant children in the new social and cultural living environment (Johnson, 2007; Siahaan, 2014; Kirszbaum, 2014). The leading role in this system belongs to the psycho-pedagogical support of personal self-determination and social integration of migrant children in the educational institutions of various types (Rrofile-edu, 2011). Each migrant child requires to acquire a new experience of social interaction with others in order to establish intercultural dialogue at various levels of adaptive interaction with people, including personal, interpersonal and intergroup levels (Poletaev, 2012)
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