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VECTORS OF SOCIO-PEDAGOGICAL SUPPORT FOR THE ADAPTATION OF NON-NATIVE SPEAKING CHILDREN
Resumo
Objective: The aim of the article was to analyze existing methods of working with non-native speaking children and to identify directions for the development of preschool education programs for immigrant children.
Methodology: The research methodology included a qualitative analysis of pedagogical practices in Russian preschool institutions, a theoretical review of literature, legal frameworks, and educational concepts, as well as the development and testing of practical tools such as language games, cultural modules, and behavioral training. The study was supported by observations and real-life case studies.
Results: Pedagogical support for non-native speaking children in preschool institutions is structured around three key vectors: linguistic, sociocultural, and behavioral. These approaches involve the use of didactic-linguistic and role-playing games, ethnocultural monthly events, and other practices that facilitate adaptation to language, cultural, and social norms. This systematic work helps children overcome barriers, develop tolerance, and successfully integrate into a multicultural environment.
Conclusion: The implementation of linguistic, sociocultural, and behavioral vectors of socio-pedagogical support contributes to the successful adaptation of non-native speaking children within the preschool educational environment of the Russian Federation. This support helps overcome language and cultural barriers, fosters communicative competence, tolerance, teamwork skills, and conflict-free interaction in a multicultural community.
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PDFReferências
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DOI: http://dx.doi.org/10.21902/Revrima.v4i50.8148
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