PEDAGOGICAL SUPPORT OF TEACHERS IN ETHNOCULTURAL EDUCATION OF JUNIOR SCHOOLCHILDREN BY MEANS OF FOLK GAMES
The article deals with the problem of improving the ethno-cultural competence and pedagogical support of primary school teachers in the implementation of ethno-cultural education of children of primary school age by means of folk games, the relevance and timeliness of addressing it is substantiated. As a result of the survey and qualitative analysis of the data obtained, the most interesting questions for teachers were studied, namely: the features of the organization and management of folk games at school; their usefulness in working with children; the history of the emergence of folk games; commonality and differences in the gaming culture of different peoples of Russia. The author paid much attention to the content characteristics of various folk games. The concepts of "ethno-cultural education", "ethno-cultural competence of teachers", "pedagogical support" are considered. The pedagogical potential of folk games in the ethno-cultural education of younger schoolchildren is highlighted. The characteristic of the folk game is given as one of the effective technologies for the use in the ethno-cultural education of children of primary school age. In this article, the author made an attempt to formulate the conditions for pedagogical support and improve the ethno-cultural competence of teachers. The article is of a scientific and methodological nature, contains theoretical generalizations and methodological recommendations, and may be useful to researchers, practitioners of the primary education system.