Abstract:

Introduction:
The article deals with the problem of interaction of preschool educational institutions with parents in the interests of the development of the child's personality, his cultural identity. The authors have developed a model of development of cultural identity of preschool children. Organization of cognitive game library for preschool children and their parents is an important component of this model. The game library is a specially designated place in the kindergarten, equipped with didactic games and manuals, game materials, Museum objects and other means aimed at familiarizing children with the nature and culture of their native land. In the process of game cooperation of children, parents and teachers, conditions for the development of cultural identity of preschool children, full, meaningful communication between parents, children, teachers are created. The basic principles of the organization of the game library are: the informal nature of communication of participants, the principle of game cooperation, the exchange of positive experience of family education. The work of the game library is based on the basic approaches to the development of cultural identity: system, cultural, activity, event-personal. The purpose of the article is the theoretical and methodological substantiation of the development of cultural identity of children in preschool age and the description of the methodological foundations of cognitive game library.

Materials and methods:
A set of complementary methods aimed at the study of cultural identity in preschool children is used for empirical research. At the heart of the study of cultural identity in preschool children is a strategy of qualitative research, therefore, methods are used to study the phenomenon deeply in the systemic relationships, to investigate their causes. The methods of research of cultural identity are projective interview, narrative methods, included observation with the subsequent conversation, the analysis of products of children's activity, system of expert estimations, methods of mathematical processing of results of research.

The results of the study:
The developed structural-functional model of development of cultural identity in children of preschool age, which consists of the target, substantial, technological, and result blocks. A detailed description of the organization of cognitive game library for preschool children and their parents is presented.

Discussion and conclusion:
The development of cultural identity in preschool children is provided by the application of the structural and functional model developed by the authors. Cognitive game library is one of the forms of cultural identity development in preschool children.

Keywords:

Cultural identity, preschool education, cognitive game library.