Keyword: «personal culture»

Radical changes taking place in the domestic education in the conditions of digitalization and standardization make theorists and practitioners scrutinize the scientific and theoretical foundations and value-oriented guidelines for the formation of personal culture in pre-school educational organizations, since there is a change in the general paradigm of pre-school students education by means of modern technologies use. This determines the purpose of the study: to identify modern approaches, key values (goals, components, criteria, mechanisms, technologies) for the formation of personal culture and features of the organization of work in this direction with children of preschool age. The research is based on the analysis, generalization and systematization of modern achievements of pedagogical theory and practice of preschool education on the issues of formation of the main components of personal culture from the positions of axiological, complex system and cultural approaches. The author presents the main components of the general personal culture (the culture of activity, communication, speech, speaking on the telephone, behavior in public places, table manners, life, leisure, gender behavior, health, information, environmental and legal culture), justifies a variable component that takes into account the temporary and non-temporary priorities of work in this direction, and also describes the purpose and key criteria for their formation of each component, taking into account the specifics of preschool childhood, requirements of the Federal State Educational Standard and priorities for the development of the information society. The article presents in detail the key mechanisms of personal culture formation in preschool children (identification; imitation; interiorization-exteriorization of ethical concepts, formation of cultural congruence and normative disposition), as well as justifies the importance of activity-type technologies for successful work in this direction, taking into account the requirements of the FSES and the prospects of digitalization (technology of guest days organization, cultural practices for the child, gaming and interactive pedagogical technologies, «Portfolio» technology, etc.).

The article is devoted to analyzing the socio-cultural potential of school foreign language education. The authors identify the components of foreign language educational content that can contribute to shaping student personal culture. This culture is based on their experiences that they acquire while learning the subject. It embraces related knowledge of the language and specific culture; abilities to effectively perform both intellectual and communicative activities, as well as relative values that underlie student performance.