Tarpkultūrinis ugdymas vaikų darželyje

Abstract

Didėjanti visuomenių socialinė įvairovė sukuria naujus socialinius iššūkius ir problemas. Vienas iš jų tai tarpkultūrinis ugdymas. Straipsnyje aptariama tarpkultūrinio ugdymo samprata ir jos atspindis ikimokyklinio ugdymo programose. Mokslinei problemai atskleisti keliamas tyrimo tikslas – teoriškai pagrįsti ir empiriškai ištirti pedagogų taikomas tarpkultūrinio ugdymo strategijas vaikų darželyje. Išanalizuoti pedagogų anketinės apklausos duomenys atskleidė pozityvų respondentų pažiūrį į tarpkultūrinį vaikų ugdymą. Tačiau atlikta ikimokyklinio ugdymo programų analizė parodė, kad jose nepakankamai atskleidžiamas programų pritaikomumas kitataučiams vaikams. Atliktas tyrimas taip pat padėjo išryškinti tarpkultūrinį ugdymą lemiančius veiksnius ir pedagogų naudojamas įvairias tarpkultūrinio ugdymo strategijas vaikų darželyje.

In the present society are there increasing the diversity of languages and cultures,are going migration processes, setting up of multicultural families. Furthermore, there are changing a strong socio-cultural environment, the perception of identity and ourselves, the way of life and experience. Increasing social diversity of societies creates new social challenges and problems. One of them is intercultural education, which seeks to ensure respect for social justice and cultural relationship between the priorities of bringing universal ethics, rather than cultural differences. The object of the research are intercultural education strategies targeting in the kindergarten. The aim of the research is to justify theoretically and to investigate empirically teachers' intercultural education strategies applied to kindergarten. Master's thesis deals with the cultural and intercultural education concepts and their reflection of preschool programs, as well as teachers and leaders disclosed opinion about intercultural education strategies and their application in the kindergarten. The following methods are used in the work: analysis of scientific literature, a survey of teachers, directors interviews, pre-school programs for analysis. The paper analyzes teachers, preschool directors and past opinions of parents about intercultural education. The study included 137 teachers, 11 pre-school directors, 25 parents whose children attend pre-school. The theoretical analysis showed that the purpose of intercultural education is to develop children's intercultural competence. It includes knowledges, skills, provisions that allow to tolerate and feel respect for a group of people that can stand their own culture. The empirical part reveals Intercultural Education Strategy in the kindergarten. The quantitative and qualitative study revealed methods, strategies used by teachers in developing children's intercultural competence and how many pre-school programs reflect the intercultural pre-school curriculum. The reseach results showed that the education of intercultural competence is affected by the child's individual and institutions experience, a other educational environment (outside the kindergarten, the community, the family and so on.). Program analysis inducted that the kindergarten curriculum programs of intercultural education is isolated only fragmented.