МЕХАНІЗМ ПРАКТИЧНОЇ РЕАЛІЗАЦІЇ СТВОРЕННЯ ПОЛІКУЛЬТУРНОГО МОВЛЕННЄВОГО СЕРЕДОВИЩА В ЗАКЛАДІ ДОШКІЛЬНОЇ ОСВІТИ

• К.Л. Крутій

  ернопільський національний педагогічний університет імені Володимира Гнатюка

• Л.В. Зданевич

  Хмельницька гуманітарно-педагогічна академія

The article deals with the urgent problem of the mechanism of practical realization of creating multicultural language environment in pre-school educational establishment. It is noted that pre-school children, who are raised in the single social environment do not have pronounced national peculiarities, but they are in the multicultural environment. Multiculturalism is considered as the ability of the pedagogue to teach a child of pre-school age positive perception of the diversity of cultures, the ability to create conditions for the formation of tolerance, national consciousness, patriotism, intercultural communication of the personality, ability to develop variety of cultural practices. Types and forms of cultural practices are described. It is cleared out that the pivotal (vertical) idea of the mechanism of realization of creating multicultural language environment is the transformation by the child of the values of the world, speech culture, society into the personal inner world of values; the basic (horizontal) idea is the environment.
The ways of assimilating by the child of the designated values are mentioned.
The attention is focused on the fact that the procedural aspect of creating multicultural language environment has two sides: perceptual and interactive. The structure of the multicultural language environment in the establishment of pre-school education as a multi-component system is considered. It is mentioned that the practical realization of creating multicultural language environment under the conditions of pre-school educational establishment and family involves the construction of such environment in two directions: subjectspeech, speech-space and the requirements to them are clarified. It is concluded that the developmental effect of the multicultural language environment depends not only on the conditions, but on the nature of the communication between the adult and the child, on the educational situations with multicultural workloads, methods, tasks that will promote and stimulate speech development, activity and independence of the child of the pre-school age.

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