Modern approaches to organizing a multicultural educational process in the context of the implementation of the Federal State Educational Standard for Education

MULTICULTURAL EDUCATION OF PRESCHOOL CHILDREN

Author: Mishkina Elena Petrovna

MULTICULTURAL EDUCATION OF CHILDREN

PRESCHOOL AGE

“Man is a unique world of cultures, interacting with other individuals - cultures, creating himself in the process of such interaction and influencing others”

MM. Bakhtin

“A people who do not know their culture and history are despicable and frivolous”

N.M. Karamzin

The social processes taking place in modern society create the prerequisites for the development of new educational goals. In the modern educational system, the center is the person who is brought up and develops in a multicultural space. The federal state standard defines unified educational processes of preschool education, focused on the formation of a citizen who loves his people, his region, his homeland, and is tolerant of the culture, traditions and customs of other peoples. Tolerance, friendliness, respect for people of different nationalities are not inherited, they must be brought up again in each generation, and the earlier the formation of these qualities begins, the more stability they acquire

The concept of “multicultural education” is defined differently today.

Multicultural education is a complex, versatile process of personal socialization, based on the continuity of culture, traditions and norms.

The problem of multicultural education of preschool children in modern conditions of the development of a multicultural society acquires particular relevance. At present, when there is an intensive process of humanization of our multinational society, the upbringing and education of the younger generation in the traditions of national culture and customs is becoming extremely important. V.V. Putin emphasizes that “the interaction of different cultures is a centuries-old tradition of our social and state life, and the national diversity of the peoples of Russia is the true wealth of the country. And therefore we fully support activities aimed at establishing a culture of peace and tolerance as necessary conditions for the dialogue of civilizations.”

The concept of preschool education sets the task of acquiring the foundations of personal culture, its basis, corresponding to universal spiritual values. The formation of a multicultural personality is determined by specific tasks of multicultural education of preschool children:

- development of ideas about the development of humanity, about the way of life of man in ancient times;

- developing children's ideas about the diversity of cultures in Russia and the world, introducing children to the cultural wealth of the Russian people through traditions and customs, games, folklore, and fostering a positive attitude towards different cultures;

— instilling in preschoolers the skills and abilities of productive interaction with speakers of different cultures;

— education in children of patriotism, tolerance, humanity in relation to other cultures.

— fostering respect for the personality and rights of another person, social norms and rules of behavior.

The scientifically based content of multicultural education includes components of national cultures: oral folk art, folk songs, arts and crafts, games, traditions.

Familiarization of preschool children with national cultures is realized through the integration of educational areas

“Cognitive development”, “Speech development”, “Socio-communicative development”, “Artistic and aesthetic development”. “Physical development” also makes its contribution to solving these problems, since the formation of physical qualities, motor skills and abilities is closely related to the development of moral and volitional personality traits. Physical education must be considered more broadly - as a pedagogical process of personal development. A physically developed person, strong, strong, healthy, must be kind, tolerant, must be able to come to the aid of those who need it and direct his skills and strength only to good deeds.

Outdoor games

- the most accessible and effective method of developing a child’s personality with his active help. Play is a natural companion of life and therefore meets the laws laid down by nature itself in the developing body of a child - his insatiable need for cheerful movements. It is the game that gives the child the opportunity to “live” for himself what he learned about in the process of direct educational activity. Stories about folk traditions will not achieve their goal if they do not find continuation in games, visual, and theatrical activities. Outdoor games contribute to the development of conscious discipline, will, perseverance in overcoming difficulties, and teach children to be honest and truthful.

Using folk outdoor games in various forms of physical education and health work, we can solve developmental, health-improving tasks, as well as educational ones aimed at developing the child’s personality and tolerant relationships in the children’s team. Folk outdoor games are of particular importance

which children love to play. The joy of movement is combined with the spiritual enrichment of children. Through the game, they develop a stable attitude towards the culture of their native country, creating an emotionally positive basis for the development of patriotic feelings. Their solution is more effective when working with children of senior preschool age, since it is this age that is sensitive for the education of morality, and it is at this age that the foundation is laid for the further development of the child’s personality.

In our kindergarten, like in many others nowadays, children of different nationalities are brought up together. We must try to make our home truly kind, warm, bright for everyone who, for one reason or another, came to it and lives with us. But most of the children are Russian, so it is necessary to begin multicultural education with familiarization with Russian culture.

In working with children to familiarize them with the national culture and traditions of the Russian people, entertainment, various conversations about children's games in the distant past are held in kindergartens, and forgotten folk games are actively used in working with children. Folk games are important in the formation of an individual's ethnic self-awareness. Games cultivate love and respect for one’s people, and develop a desire to comprehend the richness of national culture.

Russian folk games

have a long history, they have been preserved and reached our days from ancient times, passed down from generation to generation, absorbing the best national traditions.
Particularly popular and beloved were games such as burners, Russian lapta, blind man's buff, gorodki, and ball games.
The game
“Blind Man's Bluff”
was widespread in many regions of Russia and had different names:
“Blind Frying Pan”, “Zhmachki”
,
“Night Blindness”, “Crooked Rooster”
, etc. Before starting the game, the children had a chorus conversation with the driver: “Cat, cat, what are you standing on?” - “In the kettle.” - “What’s in the kneader?” - “Kvass!” - “Catch mice, not us!” They will talk to the driver like this, and also make him turn around in one place several times, and only after that he begins to look for the players, as a rule, with their eyes closed.

There are many games where the success of the players depends, first of all, on the ability to accurately throw a bat, knock down towns, catch a ball or hit a target with a ball (towns, lapta, etc.). Both the names of the games and the rules were different in different regions of Russia, but what they had in common was the desire to win, to gain victory.

Calendar folk games are an invaluable national treasure.

.
They are of interest not only as a genre of oral folk art. They contain information that gives an idea of ​​the daily life of our ancestors - their way of life, work, worldview. The names of the games confirm this. For example, games such as “ Boyars”, “ Tsar Gorokh”, “ Archery”, “The Herd”, “Zhmurki”,
etc., indicate that people once took part in military campaigns, battles, kept the farm has a variety of livestock and poultry, reflecting the way of life during the reign of monarchs in the Russian state. Games were an indispensable element of folk ritual holidays.

In folk games there is a single goal and uniformity of actions; songs, words and movements are organically connected. The games are varied in content and organization. Some of them have a plot, their rules are closely related to the plot (for example, “ Kite”, “Hen”, “Geese-Swans”, “The Herd”

).
And in games like “Three is enough, two is enough”, “Hot Seat”
there is no plot and roles, all children’s attention is directed to movement and rules.
There are games in which the plot and actions of the players are determined by the text. In the game “Paints”
the buyer talks to the driver: “Knock-knock!” - "Who's there?" - "Buyer". - “Why did you come?” - “For paint.” - “For which one?” - “For blue.”

Collective activities in games contribute to the formation and development of a child’s communicative culture, which is also very important in the education of multiculturalism. Almost all games are designed for the participation of a group of children, which forces each participant to equally submit to the will of all players. There are many different games to test your collective strength. With the help of collective games, children are taught to communicate with each other, mutual services and respect for common interests. Games contribute to the emergence of competition among children and, as a result, recognition of advantages or disadvantages; those who showed a high level of physical qualities are encouraged, those who lose are condemned.

Each participant in the game must study and master the norms, rules of relationships and behavior that are mandatory for all players. Only then can we talk about the child as a worthy participant in the game.

The educational significance of children's games is further enhanced by the fact that a unique system of rewards and punishments is used in their process. Incentives consist of the fact that the winner is the first to start the next game, receives the right to play the game, choose a partner, and assign punishments to the loser. The punishments in the games are very varied: to be carried on the back, to stand guard out of turn, to dance or sing in a circle of participants.

In folk games there are many songs and nursery rhymes, funny counting rhymes, and lots. They have retained their artistic identity and constitute a valuable, unique gaming folklore.

Children really like various songs in Russian games.

In the game
“Corners,”
each dash is accompanied by a song.
At the last word, the players change places, and the buyer and driver strive to occupy the corner vacated during the dash. In games like “Burners,”
the text distracts the attention of the catcher; while singing, he must look up.
Children are also attracted to fun games with inventing absurdities, puns, funny movements, gestures, and “ransoming” forfeits. For example, “The Greek was once driving across the river...”
, etc. The jokes and humor characteristic of them are inherently harmless. The friendly laughter of partners - children and close adults, comrades - has a stronger effect on the child than remarks and punishments. Children widely use games learned in class in independent activities.

Solving the problems of multicultural education occurs more effectively when the national culture is naturally woven into the life of the kindergarten group, and is carried out through the joint efforts of all teachers and kindergarten specialists and parents

.

The purpose of this interaction is to transmit the amount of knowledge necessary for an older preschooler to develop ideas about a person in the fields of history and culture, foster a sense of love for his homeland, and familiarize himself with the past and present of national culture.

All preschool teachers, through various forms of work, should introduce children to folk games, the folk calendar, works of folk applied art, folklore, the foundations of Orthodox culture, traditions, way of life, customs of the Russian people, peasant labor, which contributes to the development of cognitive abilities in children, the formation of high morality, fosters love for the Fatherland, respect for ancestors, and interest in the original Russian culture. “The affairs of days gone by, the legends of deep antiquity...” become closer and more understandable to the child. For this purpose, a special environment must be created in kindergartens and groups in order to familiarize children with folk culture and folk art.

Local history corners are welcome in each group

(albums, folders and didactic games: “My Family”, “My City”, “State Symbols of Russia”, “Moscow is the Capital of Russia”, “Defenders of the Fatherland”, “Heroes of the Russian Land”, flag, coat of arms, anthem of Russia, mini -Museum “Russian Izba”, etc.); selections of didactic, role-playing, Russian folk, round dance, sedentary, outdoor games; as well as a selection of methodological and children's fiction, poetry, folk proverbs and sayings about patriotism, heroism, courage, etc.

In corners for parents

The material on the folk calendar, on Russian cuisine, on the folk holidays
“Easter”, “Christmas”, New Year”, “Maslenitsa”
and others should be updated.

Along with directly organized activities, teachers, together with music. employees organize holidays :
calendar, folklore, ritual, name days
, etc. Calendar folk holidays are a unique opportunity for children and adults to annually immerse themselves in the world of folk songs, dances, rituals, games and naturally master the spiritual experience of their people.

Our kindergarten regularly hosts such folk holidays as: Autumn gatherings, Maslenitsa, Easter, Winter Christmastide, etc.,

in which both adults and children are active participants. When developing a script for a national holiday, special attention is paid to the selection of verbal, musical, dramatic, game and choreographic works of ritual and calendar folklore and, of course, folk outdoor games. Most boys want to be like heroes - defenders of the Fatherland: they want to be bold, courageous, strong, able to overcome any difficulties and obstacles in their path. It is necessary to support and encourage these desires by involving children in theatrical performances, sports competitions, constantly introducing them to the customs of the Russian people and cultivating love for their Motherland!

Particular attention should be paid to strengthening ties with parents

.
Currently, this work is relevant and especially difficult, requiring great tact and patience, since in young families the issues of educating multiculturalism and citizenship are not considered important, and often only cause bewilderment. Working with families in the field of multicultural education of children requires serious reflection, non-traditional approaches and forms, otherwise the efforts of teachers will be in vain. We must try to ensure that parents become active participants in the pedagogical process: they take part in various matinees, entertainment, Russian folk holidays, in making attributes ,
in decorating the group, and actively discussing issues of education at parent meetings and seminars.

Our Russia is a multinational country. Since ancient times, many peoples have lived on its territory, each of which is unique in its own way and has rich traditions. This is especially important for our region, where since ancient times different nationalities have lived side by side in friendly relations, constantly interacting with each other. Friendliness and a tolerant attitude towards people of different nationalities are fostered through children’s acquisition of a certain range of knowledge about other peoples: the place of residence of each of them, the main city, the natural conditions of the region, and folk culture. Folklore is used, which tells in detail about the peoples inhabiting the territory of Russia: about Russians, about the peoples of the south and north of the European part of Russia, the North Caucasus, the Volga region, the Urals, the North, Siberia, the Far East.

Thus, folk outdoor games in combination with other educational means represent the basis of the initial stage of the formation of a harmoniously developed, active personality, combining spiritual wealth, moral foundation and physical perfection. The joy of movement is combined with the spiritual enrichment of children. Through the game, a stable attitude towards the culture of the native country is formed, an emotionally positive basis is created for the development of patriotic feelings.

Bibliography:

1. Keneman A.V. , Osokina T.I. “Children’s folk outdoor games” - M.: 1995, - 224 p.

2. M.F. Litvinova. Russian folk outdoor games for preschool and primary school children: A practical guide. – M.: Iris-press, 2003.

3. O.L.Knyazeva, M.D.Makhaneva. Introducing children to the origins of Russian folk culture: Program. Educational and methodological manual. – St. Petersburg: Childhood-Press, 2004.

4. The folk calendar is the basis for planning work with preschoolers according to the state educational standard: Plan-program.
Lesson notes. Holiday scenarios: Methodological manual for teachers of preschool educational institutions / Nikolaeva S.R., Katysheva I.B., Kombarova G.N., etc. - St. Petersburg: “CHILDHOOD-PRESS”, 2004. comments powered by HyperComments

Work program on multicultural education of children in preschool educational institutions.

4

Municipal autonomous preschool educational institution "Child Development Center - Kindergarten No. 323"

Work program on multicultural education of children in preschool educational institutions.

Developed by teacher: Fedorenko L.L.

“Children always represent the people in their purest form. When the national dies in children, this means the beginning of the death of the nation.”

G.N. Volkov

Explanatory note.

The idea of ​​multiculturalism became the subject of scientific research in the early 20th century. This concept included ethnic and world cultures that contribute to the development of universal consciousness and affirm the idea of ​​a single world that does not allow the unification of cultures.

The concept of multicultural education is defined as “education, including the organization and content of the pedagogical process, in which two or more cultures are represented that differ in language, ethnicity, nationality or race.”

Multicultural education presupposes reflection in its content of the specific features of different cultures, their dialogue and interaction in historical and modern contexts.

The relevance of this problem is due to the fact that the second half of the 20th century was marked by radical changes in all spheres of social life of mankind - economic, labor, political, demographic, cultural-educational, spiritual, etc. One of the current problems is the problem of educating such an important integrative personality quality as tolerance. Tolerance, understood in its most general form as “the art of living with other people” (A.G. Asmolov), is expressed in a person’s ability to accept and respect cultural differences, in the willingness to conduct a constructive dialogue with others, in the ability to agree on controversial issues.

The problem of multicultural education is of particular relevance and complexity in the multiethnic, multinational Russian society.

Multicultural education should begin as early as possible, ideally from birth. Preschool age is the most sensitive for the formation of a positive attitude towards representatives of other nationalities. For a small child there is no concept of “friend” and “stranger” in the national sense; he is open to any culture at the cognitive and activity levels. Multicultural education of preschoolers is considered as a process of forming in children national identity and ideas about the diversity of cultures in a particular locality, country and in the world, instilling in them an interested and positive attitude towards different cultures and their differences, developing skills in humane, productive interaction with native speakers other cultures. The mission of preschool education is to form the basis, the foundation for the successful integration of a child into a multinational society, his socialization in the modern world.

MAGAZINE Preschooler.RF

Chusteeva Anastasia Nikitichna, teacher of MBDOU kindergarten No. 5 “Teremok” , Shira village

Multicultural education is raising a child in the culture of the peoples of the region where the child lives, with priority given to the culture of his nationality.

For our multinational fatherland, issues related to instilling in the younger generation a respectful attitude towards the human person, regardless of its ethnicity and race, are considered in the context of strengthening and unifying the state. In the national doctrine of education in the Russian Federation, the strategic goals of education are closely connected with the problem of overcoming the spiritual crisis in society, with the preservation, dissemination and development of national culture, with the development of a culture of interethnic communication among children.

Giving the educational process an ethnopedagogical orientation allows, on the one hand, to preserve and develop ethnocultural identity, to form ethnic self-awareness, and, on the other hand, to cultivate a respectful attitude towards people around us, and to strengthen Russian society.

Since preschool age is the period when the basis of personal culture begins to form, this is the most favorable time for developing in a child interest and respect for his native culture, accepting the diversity and specificity of ethnic cultures, and cultivating a friendly attitude towards people, regardless of their ethnicity.

Modern approaches to preschool education require the creation of conditions for familiarization with national values, the history of the native land, and its orientation toward the dialogue of cultures of ethnic groups in a pedagogical multinational preschool institution. Acquaintance with the native land, the sights of the region, love for one’s native places, pride in one’s people, a feeling of inseparability with the outside world, the desire to preserve and increase the wealth of one’s homeland, all these ideas must be formed in preschool childhood, when the foundations of the value attitude of the child’s personality to the world are laid .

I carry out multicultural education of children in three directions:

• information saturation (communication of knowledge about the traditions, customs of different peoples, the specifics of their culture and values, etc.);
• emotional impact (in the process of implementing the first direction of “information saturation”, it is important to evoke a response in the child’s soul, to “stir up” his feelings);
• behavioral norms (the knowledge acquired by a child about the norms of relationships between peoples, the rules of etiquette, must necessarily be reinforced in his own behavior).

Including the following tasks:

• formation of a caring attitude towards nature and all living things;
• nurturing in a child love and affection for his family, home, kindergarten, city, republic;
• instilling respect for work;
• developing interest in traditions and customs;
• formation of basic knowledge about human rights;
• expanding ideas about the native land;
• the formation of tolerance, a sense of respect for other peoples and their traditions.

For the harmonious inclusion of the process of transferring ethnocultural heritage into the system of a person’s development of universal moral, ethical and cultural values, it became necessary to create a corner of regional studies in the group. As children master the material, the corner is replenished and updated with new material. Children are offered illustrations to fairy tales of the Russian and Khakass peoples, legends of the Khakass people, dolls in national costumes, folk toys, photographs of the flora and fauna of Khakassia, etc.

By drawing the child’s attention to the picturesque landscapes of Khakassia, to the animal and plant world, we cultivate in children a love for the nature of their native land, a desire to protect and protect it, patriotic feelings and a moral and aesthetic attitude towards the world around them.

In the process of mastering multicultural education, I use various forms of work with children: integrated direct educational activities that combine various types of activities (cognitive, artistic, visual, gaming, etc.); educational conversations, presentations, slide shows, targeted walks, excursions, entertainment, holidays, theatrical performances. Thanks to this, children already know the names and purposes of folk toys, national dishes, legends, use Russian and Khakass proverbs and sayings in their speech, sing folk songs, and use folk paraphernalia in independent games.

I divide complex educational work in this area into work with students and parents.

The main directions in working with children: developing interest and enriching ideas about folk traditions and culture of the peoples of the Republic of Khakassia; development of moral feelings in preschool children.

The pedagogical technology for introducing preschoolers to folk art and cultivating moral feelings is based on the following approaches:

• involving children in a variety of activities (specially organized communication, educational and cognitive, theatrical, physical activity, visual, arts and crafts);
• integration of various types of arts (music, dance, oral folk art, dramatization) while relying on different genres of folklore;
• use of interaction in the “teacher – child – parent” system;
• implementation of educational work based on folk culture;

The main directions in working with parents: establishing partnerships with the family of each pupil, combining efforts for the development and upbringing of children; creating an atmosphere of community of interests, emotional mutual support and mutual insight into each other’s problems; activating and enriching the educational skills of parents, supporting their confidence in their own pedagogical capabilities.

I pay special attention to a personality-oriented approach to education, to the development of creative initiative, individual qualities and abilities of children. My professional skills are aimed at the diversified development and preservation of children's mental health. In my work I use modern health-saving technologies, which are a prerequisite for the intellectual, creative and moral development of children, forming a strong motivation in the child for a healthy lifestyle. Only a healthy child is happy to participate in all types of activities; he is cheerful, optimistic, and open in communication with peers and teachers. This is the key to the successful development of all spheres of personality, all its properties and qualities.

Priority is given to dialogue forms of communication, the method of pedagogical situations, encouragement for self-education, creating conditions for the development and education of the individual: role-playing games, various excursions, walks, competitions, quizzes.

Preschool childhood is a period of play. The game has a developmental effect on the child. To introduce children to the nature of Khakassia, I use both verbal, didactic, dramatization games, as well as role-playing and outdoor games. The alternation of such games and real walks forms a consciously correct attitude towards the forest and its inhabitants, their native land. Children's sports games play an important role in the development of a physically developed personality.

Children most often acquire their first impressions and knowledge about nature from books with bright illustrations. These can be fairy tales, stories, poems, legends. They attract preschoolers with an interesting plot and bright images. Fairy tales instill in children a sense of goodness, justice and empathy. Fairytale therapy is used for psychological therapeutic and developmental work. I tell a fairy tale myself, or it can be a group story, where the storyteller is not one person, but a group of children, the rest of the children repeat the necessary movements after the storytellers.

The richest source of children's cognitive and moral development in becoming familiar with the nature of Khakassia is folklore. The use of folk signs, riddles, proverbs, and sayings contributes not only to the development of speech, but also to the cultivation of love for one’s native land, for one’s family, for one’s people. The group features corners of Russian and Khakassian life. They feature grips, spinning wheels, Russian samovars, and much more. Myths and legends are of particular interest to children. The fantastic face of Khakass myths is diverse and multifaceted. In this world, everything that surrounds a person and his social relations are embodied in myth. By revealing to children the full depth of myths, I reveal to them the richness of a culture where each motif or character carries a great meaning.

National holidays play an important role in introducing preschoolers to Russian and Khakassian cultures. Folk pedagogy is, first of all, family pedagogy. Therefore, I involve the parents of the students in the work of introducing children to the origins of Russian and Khakass folk art. It has become a good tradition to have fun together.

A special role in the system of working with preschoolers is given to folk art. I introduce children to national jewelry and national embroidery. I have designed an album and am collecting material on getting acquainted with the decorative and applied arts of the Khakass and Russian peoples.

I also apply the principle of a humanistic orientation, building trusting relationships between children and me, showing respect and love for children, stimulating active independent activity. When creating an educational space in a group, I am guided by a person-oriented approach, creating conditions for the psychological comfort of children, organizing children’s activities in accordance with the zone of proximal development.

As a result of the use of modern pedagogical technologies, the quality of education has improved. The use of technologies and forms of organizing educational work helps to develop a spiritual and moral personality with great creative inner potential. The game form of GCD is created with the help of game techniques and situations that make it possible to intensify the cognitive activity of students.

In my teaching practice I widely use information and computer technologies: creating and presenting multimedia presentations, searching for information on the Internet to create collections of information sources on various topics. Such classes allow you to integrate audiovisual information presented in various forms (video, animation, slides, music), activating children’s attention due to the possibility of demonstrating phenomena and objects in dynamics. The computer helps to diversify illustrative material when selecting visual material for GCD and holidays. Compared to traditional forms of teaching preschoolers, the computer has a number of advantages:

• Presenting information on a computer screen in a playful manner arouses great interest in children;
• Contains a new type of information that is understandable to preschoolers;
• Movement, sound, animation attracts attention for a long time;

The development of cognitive interests of preschool children is one of the pressing problems of pedagogy, designed to educate a person capable of self-development and self-improvement. It is experimentation that is the leading activity in both primary and senior preschool age. During experimentation, the child learns about the object. In practical activities, it carries out and performs a cognitive, orientation and research function, creating conditions in which the content of a given object is revealed.

Modern pedagogical technologies, project methodology, interactive interaction, and the use of new information technologies help to implement a person-centered approach to children, ensuring individualization and differentiation of the pedagogical process, taking into account their abilities and level of development. Today the focus is on the child, his personality, and his unique inner world. Therefore, the main goal of a modern teacher is to choose methods and forms of organizing the educational process that optimally correspond to the goal of personal development.

Native culture should become an integral part of the soul of every person, the beginning that gives rise to national self-awareness. Therefore, I bear professional responsibility for the spiritual and moral education of children and education of parents on this issue. Successful work in this direction is possible only with a constant increase in one’s pedagogical level of education. The most interesting and educational events in our kindergarten are when every teacher has the opportunity to take part in solving creative problems. These are round tables, trainings, workshops, rings, etc. The teaching staff studies the history and culture of their native land, local folklore, works of folk craftsmen, artists, poets, and the culture of other peoples of the world.

By introducing children to the culture of our people, we cultivate pride and respect for the land on which we live. Therefore, they need to know and study the culture of their ancestors. All this will help in the future to treat the cultural traditions of other peoples with respect and interest. Thus, the moral and patriotic education of children is one of the main tasks of a preschool educational institution.

Bibliography

1. Kirichenko I.I., Borgoyakova T.A. Introducing children to the culture of the Khakass people. Abakan. KHRIPKiPRO. 2006.
2. Laletina S.I., Lomkina S.P. Program "From Generation to Generation" . Shira. 2006.
3. Multicultural education of children of middle and senior preschool age. Edited by V. N. Vershinin - Ulyanovsk: UIPKPRO, 2004.
4. Selevko G.K. Modern educational technologies. – M., 1998.
5. Stepanov E.N., Luzina L.M. To the teacher about modern approaches and concepts of education. Creative - M., 2002.
6. Khabarova T.V. Pedagogical technologies in preschool education. Saint Petersburg. Childhood-Press. 2011