Dissemination of ethno-practices of education in preschool organizations

this article is devoted to the analysis of the role of ethno-practitioners in preschool education. It examines key aspects of differences in ethnopractices, including language, culture, culinary traditions, beliefs, and social structures. The pedagogical strategy of ethnocultural education is described, covering goals, objectives, principles and psychological mechanisms. Particular attention is paid to the integration of elements of folk culture into the daily life of children and the importance of training educators, since this process is focused not only on the formation of professional competencies, but also on the development of the ability of self-analysis and self-improvement in the professional activity of the teacher. The concept of a bank of best practices as a tool for the exchange of experience is presented. The key structures of the ethnopraktik bank are presented. The author focuses on the fact that ethno-practices as a technology of education are focused not only on the level of preschool education. The educational process of preschool children is a systematic process that is based on the relationship "teacher-child", "child-family", "preschool institution - family". The role of the family in ethnocultural education and indicators of ethnocultural competence of preschoolers are discussed. An example of a thematic plan of educational work with the integration of ethno-pedagogical approaches in a preschool educational organization is given. The conclusion is made about the importance of ethnopractices for the comprehensive development of the child's personality and the formation of national identity.

ethnocultural education, preschool organization, child, ethnopractices, cultural heritage, preschooler, dissemination, educational environment, development