Podlesnaia М.А. The Value Orientations of Specialists of Preschool Organizations in the Context of the Multinational Vector of Development of the Russian State ...

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Abstract

The article analyzes the value orientations of specialists in preschool organizations. The analysis is based on the data of an empirical study, the main method of which is an expert survey of specialists in preschool organizations involved in the formation of civic identity and interethnic relations in the multicultural space of preschool institutions. The main theoretical approaches used in the work are the theory of integrative civic identity, which allows us to record the factors of successful and not entirely successful construction of civic identity, as well as the concept of the dialectic of social action, thanks to which preschool teachers themselves are considered as one of the main subjects of the process of forming civic identity, whose qualities and special personality traits, orientation toward the actor/agent type of social action either contribute to such education or not. This work is preceded by an analysis of a complex, heterogeneous multicultural social context associated with both the influx of migrants, new Russian citizens from the CIS countries, and Russian families whose parental values are different from region to region, which further enhances the observed multiculturalism in Russian society. In addition, civic identity is considered through the prism of studying official documents, Russian legislation, which allows identifying the main principles and levels of formation of civic identity: cognitive, active, emotional. As a result of the work carried out, the author of the article comes to the conclusion about the acceptability of conditions in preschool organizations for the formation of civic identity, but at the same time about possible risks that are primarily directly related to the personal qualities of teachers. This is conformism, excessive compliance, acting on demand, and not on conviction or personal motivation. This picture is complemented by, among other things, mediocre knowledge of the legal and religious foundations of one’s own culture, which in the context of multiculturalism and the activity of representatives of other ethnic and religious groups can lead to certain difficulties in nurturing civic identity and interethnic relations in preschool children.