Abstract:

In Russia in the course of the recent decades there has been a raise in migratory flows from the countries of the former Soviet republics. As a rule, such a case is about labor migration. Due to unemployment, low standards of living in their home countries men and women of working age are looking for employment opportunities abroad, particularly in Russia. Usually migrants come for a short period of time, leaving families in their homeland. However, there is another tendency: more and more migrants come to Russia with their families. A family, as a rule, consists of a spouse and one or two children of pre-school age. Thus, there arises the question of providing migrant children with opportunities to receive qualified and equal education at all levels in the receiving country.

The main flows of migrants in Russia are concentrated in large megacities, such as Moscow and Saint Petersburg. Already today, up to 50% of migrant children can be counted among pupils of pre-school educational institutions in these cities.

The full and effective inclusion of a migrant child in the educational space, cultural, leisure and social life of a pre-school institution is associated with a number of problems. Among them, the most relevant are the language and socio-cultural barriers: a weak level of the Russian language proficiency, difficulties of imbedding into a different cultural environment, the lack of understanding of norms and basic values of the culture of the Russian society, poor awareness of everyday life peculiarities and norms of interpersonal communication as well as difficulties in communicating with peers and teachers.

The article examines the ways of successful social and language adaptation of migrants on the basis of the modern Russian preschool education. The aim of the research is to develop and approve a set of training practices aimed at the successful formation of language and socio-cultural competence, as well as at the development of universal abilities (motor, communicative, intellectual and artistic) and creative personal qualities in migrant children of preschool age. Two main trends are singled out: the creation of an adaptive sociocultural and game environment for the formation of a system of linguistic and communicative orientations for children in the process of developing a linguistic picture of the world; the formation of an orientation for parents to cooperate and increase the pedagogical competence of adult educators - family members and preschool teachers. The materials outlined in the article can be useful to everyone who is interested in applied developments in the field of education and upbringing of preschool children.

Keywords:

Russian as a Second Language, Migrant Children, Social and Language Adaptation, Preschool Education Space.