ESSENCE AND STRUCTURE OF ETHNO-CULTURAL COMPETENCE OF PRESCHOOL CHILDREN

Abstract

Ukraine is in a dynamic space in which there is a constant mixing of cultures, which gives rise to the problem of the ethno-cultural identity of people living on its territory, because Ukrainians perceive nationality through culture.

The article defines the concepts of «culture», «ethnic culture», «ethnopedagogy».

Two important sections of ethnopedagogy are singled out: national content (ethnoculture itself and universal human knowledge, which are considered precisely from its perspective) and ethnically determined methods of education (methodical support that allows taking into account the psychological features of the perception and thinking of representatives of the ethnic group in the best possible way).

The concept of ethnocultural competence of a preschooler is defined (an integrative personality trait that combines knowledge about the origin, development, and ethnocultural identity of the native people, as well as motives, feelings, values, and skills that are expediently implemented in practical life activities for the preservation and propagation of Ukrainian ethnoculture). The essence and structure of ethnocultural competence of a preschooler is substantiated (cognitive component (interest in learning about national culture, mastering knowledge about the culture of one's ethnicity and ethnocultural traditions of children - friends, neighbors - representatives of national communities in accordance with age conditions); emotional and valuable component (the need to preserve it achievements of ethnoculture, positive response and respect for various factors of ethnoculture); the activity component (entering the ethnocultural environment, choosing forms of tolerant interaction in the conditions of the multiethnic composition of the people).

Three stages are described that an individual goes through during the formation of ethno-cultural competence, which can be conditionally correlated with degrees of education.