CC BY
12УДК 37.061/.014.53
ПОЛИКУЛЬТУРНОЕ ВОСПИТАНИЕ И МЕЖЛИЧНОСТНОЕ ОБЩЕНИЕ ПОДРОСТКОВ
В УЧЕБНО-ОЗДОРОВИТЕЛЬНОМ ЦЕНТРЕ
Тесленко А.Н., Барышова В.С. Кокшетауский университет им.Абая Мырзахметова (г. Кокшетау, Республика Казахстан)
Аннотация. В настоящей статье описываются основы поликультурного воспитания подростков в условиях межличносного общения в поликультурной среде учебно-оздоровительного центра, который выступает местом или средой, где учитывается единство структуры и ресурсности его потенциала, который способствует относительно эффективной социализации детей как в общеобразовательных учреждениях, так и в учреждениях дополнительного образования.
Ключевые слова: поликультурное воспитание, межличностное общение, детский коллектив.
POLYCULTURAL EDUCATION AND INTERPERSONAL COMMUNICATION OF TEENAGERS IN THE EDUCATIONAL AND HEALTHCENTER
Teslenko A.N., Baryshova V.S.
KU named after Abai Myrzakhmetov (Kokshetau, Kazakhstan)
Annotation. This article describes the foundations of the multicultural education of adolescents in the context of interpersonal communication in the multicultural environment of the educational and health center, which acts as a place or environment where the unity of the structure and resource potential of its potential is taken into account, which contributes to the relatively effective socialization of children both in educational institutions and in institutions additional education.
Key words: multicultural education, interpersonal communication, children's team.
At the present stage of development of Kazakhstani society in the context of the increasing volatility of the modern world, interethnic and political conflicts occurring in various countries, the issues of ensuring civil peace and social stability are becoming relevant, which should affect the process of socialization of new generations. This requires joint efforts of different peoples aimed at overcoming global problems and crises, as well as ensuring sustainable modernization of modern society. With the opening of borders between states, people's mobility increases, their motivation to establish and maintain contacts within their own country and abroad. At the same time, in the pedagogical terms, the priority direction of educational and educational activities is becoming multicultural education, which is a condition for intercultural dialogue and communication between different generations and peoples. Multicultural education allows you to form, at the first stages of socialization of young citizens, the foundations of a stable worldview and tolerant consciousness, as well as the foundations of interpersonal communication in a multicultural society. However, the modern educational ideal, which is reflected in the state standard of general education, is not being effectively implemented in practice. The consequence of this is the growth of manifestations of aggression and nationalism in the children's adolescent environment, rejection of other cultures and religions. The multicultural education of adolescents is called
upon to counteract these negative manifestations, aimed at the formation of their intercultural competence in the process of interpersonal relations [1, p. 7].
Today, it is becoming relevant to educate adolescents in various children's educational and health centers, which are a temporary association of children of various nationalities and, as a rule, act as a multicultural environment for the development of interpersonal relations. It is in such centers that it is possible to create a multiethnic educational space in which a dialogue of different national cultures is carried out, adolescents become aware of their ethnicity, and their intercultural competence is formed. Research in the field of multicultural education was carried out by such authors as I.V. Balitskaya, V. Bibler, O.V. Gukalenko, A.N. Dzhurinsky, G. D. Dmitriev, M.N. Kuzmin, N.M. Lebedeva, G.V. Palatkina, A.B. Pankin, G.U. Soldatova, A.A. Syroedova, V.A. Tishkov, T.A. Yakodin and others. GD Dmitriev, U. Zandfuks and others studied multicultural education as a tool for integrating national minorities into the dominant multicultural environment.
The concepts of multicultural interaction in multicultural pedagogy were studied by I.V. Aleksashenkova, A.N. Dzhurinskiy and others. The works of LG Vedenina, TB Menskaya, AV Shafrikova are devoted to the implementation of the multicultural approach in the content of the educational process. The relationship between multicultural education and bilingual education is noted in the works of I.V. Aleksashenkova, MN Pevzner, VV Safonova, AG Shirin and others. The dissertation research was devoted to various aspects of upbringing a multicultural personality. Bogovik, V.V. Boychenko, V.A. Ershova, N.V. Kaguy and others. However, the analysis of psychological and pedagogical literature showed the absence of works on the multicultural education of adolescents in the conditions of educational and health-improving children's centers.
The educational and health-improving children's center acts as a place or environment where the unity of the structure and resource capacity of its potential is taken into account, which contributes to the relatively effective socialization of children both in general educational institutions and in institutions of additional education. This is partly proven in studies that reveal the essence of the environmental approach in a children's camp, children's center, etc. (A. S. Ananichev, T. V. Belykh, L. U. Zvonareva, A. G. Kovaleva, L. E. Nikitina, S. I. Panchenko, L. S. Savinova, L. V. Spirina, N B. Krylova and others).
They analyze and streamline the educational potential of the main elements of the children's center: the camp environment, the external environment of the center, the collective of the center (camp), the ideology of camp life. At the same time, the educational and health-improving center for children is considered not just as an educational institution, but as an integral social mechanism that occupies a special place among institutions of additional education. In it, socialization and upbringing are carried out not only through direct contact between the teacher and the child, but also through changing the environment of his residence, through the construction of a special environment, through the creation of interpersonal relations in a multicultural children's collective that allow satisfying the child's needs for free communication, leisure and various types of collective, group and individual activities. Speaking about the educational capabilities of the subject environment of the center in connection with its socializing influence, it must be borne in mind that communication and interpersonal relations play a special role in organizing the child's social experience in the conditions of the children's center from the standpoint of the theory of psychological education. As N. A. Olshanskaya notes, "the psychologist of the educational and health center in working with children to develop interpersonal relations in a multicultural team uses the following forms and methods of working with children: group games and exercises, questionnaires, conversation, observation. The activities of a health camp psychologist to optimize interpersonal relationships in a multicultural team involve preventive work by explaining the characteristics of interpersonal relationships, as well as psychocorrectional work with children who, due to their personal qualities, are most predisposed to conflict behavior [2].
In this way, relationships are governed by group norms that affect each member of the group. For all children in the conditions of the children's educational and health center, group friendships are most characteristic. Interpersonal relationships with peers are becoming more and more important and have practically the main impact on their social and personal development. The experience of collective activity of younger children is not great, the desire for independence is not supported by the necessary skills, therefore, it is important for adults in a health camp to teach children to act together, take care of
each other, be kind, attentive both to each other and to elders. The activity of a psychologist at a health camp to optimize interpersonal relationships with peers in a multicultural group involves preventive work by explaining the characteristics of interpersonal relationships, as well as psychocorrectional work with children who, due to their personal qualities, are most predisposed to conflict behavior.
Bibliographic list
1. Anikeeva NP Psychological climate in the team. - M .: Education, 1989 .-- 224 p.
2. Skorodelova, AR Interpersonal relations of younger schoolchildren in the conditions of a children's health camp / AR Skorodelova. - Text: direct // Young scientist. - 2017. - No. 3 (137). - S. 594596. - URL: https://moluch.ru/archive/137/38208/ (date of access: 12.01.2021).
3. Ball A. and B. Fundamentals of camp management: textbook. A guide for the heads of children's health institutions: trans. from English. - SPb., 1994 .-- 221 p.
4. Gazman O.S. The main ideas and problems of the pedagogy of vacations // New values of education: Philosophy and pedagogy of vacations. Issue 8. - M .: Innovator, 1998. - P. 14-22. 5.Ivanov A. Reflections on the camp of a new type // New values of education: Philosophy and pedagogy of vacations. Issue 8. - M .: Innovator, 1998. - P.85-93
Тесленко Александр Николаевич, научный руководитель, доктор педагогических наук, профессор кафедры социально-педагогических дисциплин, Кокшетауский университет им.Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Барышова В.С., магистрант по ОП «Педагогика и психология» кафедры социально-педагогических дисциплин, Кокшетауский университет им.Абая Мырзахметова (Республика Казахстан, г. Кокшетау).
Дата поступления статьи: 24.01.2021 © А.Н. Тесленко, В.С. Барышова
