SPECIFICS OF THE INTEGRATION OF FAMILY AND SCHOOL PHYSICAL EDUCATION IN MULTICULTURAL SOCIETY

Abstract

: The enhancing migration processes in various Russia’s regions lead to a wider ethnic range of students in educational institutions. Therefore, pedagogues should know special educational technologies associated with the specifics of students’ ethnic identity. All this makes the issue under study relevant. The goal of the paper is to reveal the involvement of parents of junior schoolchildren – the representatives of non-indigenous nationalities in school education and the involvement of professional educational technologies in family education. The technology of a consultative dialogue, which enables to reveal the challenges of family education and consider them in a holistic manner as well as to assist in their solution from the perspective of a current theory of education, is the leading method for studying this issue. For this purpose, the authors have created a multiethnic child-adult consultative center. The paper shows the problems of training and education of junior schoolchildren – representatives of non-indigenous nationalities revealed during the study. It defines the needs for arranging a consultative dialogue between pedagogues and parents of junior schoolchildren on the issues of their education, socialization, and adaptation in a Russian-speaking region. The paper defines the principles of integration of family and school education on the example of physical education. It gives the topics of consultations on the integration of family and school physical education, which are of most interest for the representatives of non-indigenous nationalities. The paper proves that the implementation of these results will enable to optimize the process of socialization and adaptation of junior schoolchildren of nonindigenous nationalities in a Russian-speaking region and will contribute to the consolidation of schoolchildren. The materials of the paper can be useful for the pedagogues at other levels of education as well as for specialists of further education system in working with multi-ethnic child groups and for social pedagogues in working with migrant families and creating conflict-free educational environment.