ФОРМИ І МЕТОДИ ПОЛІКУЛЬТУРНОГО ВИХОВАННЯ ДІТЕЙ БУДИНКІВ СІМЕЙНОГО ТИПУ

The article is devoted to the problem of multicultural education of children in family-type homes. It has been found that 1) the family is the first and most important institution for the socialization of a child, which forms certain models of social behavior, including in a multicultural society; 2) multicultural education of children in family-type homes is aimed at adapting children to different values in a situation of multiculturalism; interaction with people of different faiths and traditions; and focus on dialogue of cultures; 3) multiculturalism is a social reality, the impact of which on the development of society and the effectiveness of individual life is increasing due to global integration processes and the openness of society. It was distinguished: forms and methods of multicultural education of children of preschool and primary school age: reading and composing fairy tales, legends; reading and discussing stories, poems; learning proverbs and sayings; listening to music, singing songs and folk dances; stories and conversations about the life, customs, work, holidays, national dress, toys, etc. of the cultures living in the immediate social environment; forms and methods of multicultural education of adolescent children: visual arts, reproduction of folk arts and crafts; learning foreign languages; studying the national and cultural characteristics of different people; celebrating state and national (religious) holidays and festivities; collecting materials about culture: clothes, household items, family photos, handicrafts, etc; forms and methods of multicultural education of senior school age children: communication with representatives of different cultures, correspondence with a foreign friend; participation in folklore games of the peoples of Europe; cooking national dishes from the national cuisine of different countries; watching and discussing films about the lives of people of different nations and nationalities; participation in open dialogues. The article provides examples of forms of multicultural education for each of the above age groups of children brought up in family-type homes.