IMPLEMENTATION OF MULTI LINGUAL MODEL OF MULTICULTURAL PRESCHOOL EDUCATION IN THE REGION

In this paper, the authors made the attempt to consider the problem of the implementation of the multilingual model of multicultural preschool education in the ethno-cultural space of the region on the basis of the requirements of the Federal State Educational Standard of Preschool Education, pointing out the need to ensure the cognitive, speech, socio-communicative, artistic, aesthetic and physical development of children, promotion and preservation of their physical and mental health. At North Ossetian State Pedagogical Institute, the teachers of the Department of Preschool Education analyze the state of preschool education in the Republic of North Ossetia-Alania. In modern conditions, based on the analysis, the authors identified problems that require special attention in the framework of the multilingual model of multicultural preschool education. The authors note that the provision of the modern level of quality of preschool education is directly dependent on the professional level of teaching staff. In this regard, the general principles of modern national and cultural development are determined and the relationship of the components of the Ossetian national preschool education is highlighted. The authors argue that the multilingual model of multicultural education creates conditions for the intensive search for ways to build educational programs focused on the development of national. The implementation of the proposed model presents the analysis of the ethno-cultural space as an indicator of the quality of preschool education in the conditions of the Republic of North Ossetia-Alania. The criteria for the evaluation of the projects developed by teachers : setting an achievable goal, formulated tasks, scientific content, practice-oriented nature, maintainability, quality of the project product, speech skills in the process of project presentation.


Introduction
Modern preschool education in Russia is developing under the challenging conditions of the world community, which is characterized by intensive enrichment and development of the cultural diversity of large and small ethnic groups. In a multicultural society that has historically incorporated multi-ethnicity and multilingualism, a variety of beliefs and traditions, a social order for the development of a person as a subject of a multicultural society is formed. At the same time, the main means of the preservation and development of ethno-cultural diversity is, first of all, the educational system. In this regard, it can be stated that the idea of multicultural education is becoming global and is based on the need to ensure the development of the growing generation acquiring cultural values of their own people and fostering respect for the cultural values of other nationalities.
The solution to this problem requires the development of an educational policy adapted to the new social conditions, which should be aimed at the solution of the problems of multinational families, childhood, and education in various regions of the country, cultural and ethnic integration during the preservation of the national and cultural valuesof each ethnic group.

Research Questions
 Modern state of multicultural preschool education in the conditions of North Ossetia-Alania.
 Justification of the relevance of the development and implementation of MMME in the educational preschool process.
 Improvement of the professional training of future teachers for the implementation of MMME in the ethno-cultural preschool educational space. https://doi.org/10.15405/epsbs.2021.11.270 Corresponding Author: Zhanna A. Gevorkyants Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN:  2042  Generalization of the experience of the teachers of the preschool educational institution of the Republic of North Ossetia-Alania on the implementation of MMME in the ethno-cultural preschool educational space.
 Identification of problems and determination of promising directions for the development of the preschool education system in the Republic of North Ossetia-Alania as an indicator of the quality of training of teachers in regional conditions.

Purpose of the Study
The purpose of the research is to determine the effectiveness of the implementation of the multilingual model of multicultural preschool education in the ethno-cultural space of the region.
Multicultural education is emerging as a system that, within the framework of a single state educational standard, forms the content of education and upbringing in accordance with the structure of Russian identity. That is, it is guided by the goals of broadcasting the ethno-cultural heritage and national cultures of the peoples of Russia in the broad context of Russian and world civilization.
The situation of cultural diversity necessitates the development of various educational models based on three main cultural sources: national (non-Russian), Russian and universal. Under these conditions, the role of native languages as guardians of ethnic values and the Russian language, as an instrument of interethnic communication and a translator of Russian and world culture, is growing.

Research Methods
The research is based on a systematic approach. During the study, the following methods of scientific knowledge were used: analysis, comparison, generalization.
In the Republic of North Ossetia-Alania, about a hundred ethnic groups live on a relatively small territory. It ranks fifth place in Russia in terms of population density, the population density is 88.41 people per 1 km 2 . Ossetia-Alania is one of the most multinational territories in Russia. According to the 2015 All-Russian Population Census, the representatives of about a hundred nationalities live in the republic. Among the peoples inhabiting North Ossetia, the predominant population is the Ossetians  //doi.org/10.15405/epsbs.2021.11.270 Corresponding Author: Zhanna A. Gevorkyants Selection and peer-review under  The state program of the Republic of North Ossetia-Alania "National and cultural development of the Ossetian people" is a complex document that includes two subprograms on "Preservation of the national cultural identity of the Ossetian people" and "Preservation and development of the Ossetian language", its implementation was intended for 2017-2019. As one of the directions for the preservation and development of the Ossetian language, it is proposed to introduce a system of multilingual education in preschool institutions and general education schools and to create an Alan gymnasium that implements the principles of the national school. For the adult audience, the program includes the organization of free courses on the study of the Ossetian language, developing a distance learning program for the Ossetian language for compatriots living far from their homeland and also providing grant support to public organizations working in the field of promoting the values of national culture.
The key objectives of the concept are:

Methodological instructions for the study of the program sections for the improvement of the professional competence of teachers on the problem of ethno-cultural education of preschoolers
In order to form theoretical and methodological ideas on the problem of ethno-cultural education of preschool children, teachers have a task to complete the following tasks during training: 1. To prepare starting test on the problem of ethno-cultural education of preschoolers.  What lecture (seminar) sessions did you like the most? What did you like the least? Why?
 Were the teaching technologies acceptable to you? What are your wishes for the organizers of the program for the improvement of the professional competence of teachers? https://doi.org/10.15405/epsbs.2021.11.270 Corresponding Author: Zhanna A. Gevorkyants Selection and peer-review under  The educational activities of a preschool educational organization within the framework of a multicultural approach, in the conditions of the Republic of North Ossetia-Alania, are aimed at mastering the general cultural heritage of Russia, establishing a connection between the universal and specific national components, knowledge of cultural traditions, achievements of native village, city, region, region and country as a whole (Gazaeva, 2017).
It is necessary to note that one of the prerequisite of the development of cultural heritage by a preschool child is a fairly good command of the language of native people, which is a basis for the preservation and development of the language in the implementation of its educational function.
According this, the most important direction of the language policy is the creation of a full-fledged education system in the Ossetian language, ensuring the transmission of national culture and significant social and historical experience, openness to other cultures, intensive ethno-cultural exchange, the multicultural nature of education and international educational standard. Functional bilingualism involves teaching some of the subjects in their native language, some in Russian and is complemented by a different ratio of the languages at different educational levels. The model of multicultural preschool education is implemented in two versions: "Ossetian-Russian", where the native language of a child is the primary language and Russian acts as a secondary language; and "Russian-Ossetian", where the primary language is Russian and the Ossetian language is secondary.
The analysis of the research showed that the provision of the modern level of quality of preschool education is directly dependent on the professional level of teaching staff. The upbringing, education and https: //doi.org/10.15405/epsbs.2021.11.270 Corresponding Author: Zhanna A. Gevorkyants Selection and peer-review under  The problem of the provision of modern conditions for preschool education for a separate category of children with special educational needs, including challenged children also remains relevant in the Republic. In the republic, the experience of the creation of inclusive groups in kindergartens of general developmental orientation is being formed. Thus, the architectural accessibility (ramps, handrails were installed, doorways were expanded, bathrooms, relaxation rooms, etc. were adapted) was created in 29 kindergartens of the republic. In general, a barrier-free environment was created that allows challenged children to communicate with healthy peers. The sanatorium orphanage was redesigned into a preschool educational organization of compensating type "Kindergarten Sun" for 50 places for challenged children.
The inclusion of challenged children in the general educational

Findings
The experience of the creation and realization of MMME is widely implemented during the international scientific and practical conference "Multilingual education as a basis for preserving the https: //doi.org/10.15405/epsbs.2021.11.270 Corresponding Author: Zhanna A. Gevorkyants Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN:  2048  The Laureate Diploma of the XIV interregional Festival-competition "Altar of the Fatherland", Grand Prix at "Education of a preschooler in the world of culture of his native land" (based on the materials from the Republic of North Ossetia-Alania), teaching aid, Ural Federal University, Saratov (Dzidzoeva & Krasnoshlyk, 2019).
The teaching staff is trained within the framework of bachelor's degree training program 44.03.01 Pedagogical education, Preschool education, 44.03.05 Pedagogical education, "Preschool education"/"Native language and literature" and Master's degree training program 44.04.01 Pedagogical education, "Quality management of preschool education". The proposed system allows strengthening the linguistic component of the main educational program and solving the problem of training teachers for MMME. In order to form competencies in the field of pedagogical activity in a multilingual and multicultural environment, the curriculum includes the following courses: "Theoretical foundations of multilingual and multicultural education", "Ethno-pedagogy and ethno-psychology", "Education of ethics of interethnic communication", "A child in the world of culture of his native land", "Ethno-cultural education of preschoolers", etc.
Pedagogical practice (industrial and educational) is the basis of professional competencies in the implementation of MMME, which is aimed at the provision of psychological and pedagogical support for bilingual children in mastering two state languages, which creates equal starting opportunities for future first-graders by the time they are in elementary school.
It is necessary to note that the topics of coursework and graduation qualification works of students are carried out within the framework of the main activity of the formed scientific school of NOSPI "Multilingual model of national education": "Introduction of senior preschool children to game culture of the Ossetian people as the basis of multicultural education", "Ethno-cultural environment as a condition to strengthen the health of children of senior preschool age", "Formation of ideas about small towns in North Ossetia among children of the preparatory group", "Formation of friendly relations among children of senior preschool age in a multinational kindergarten", "Education of the foundations of civic consciousness in the process of artistic and visual activities in children senior preschool age".

Conclusion
Thus, the implementation of the multilingual model of multicultural preschool education in the ethno-cultural space of the region is carried out during the professional training of bachelors and masters seems promising, since it allows maximum satisfaction of the need of educational organizations for teaching staff ready to be introduced into the educational activities of students in different models of education, taking into account the needs of the national republic. This training is based on the formation of ethno-cultural competences such as: the ability to navigate in a variety of management tools and methods of ethno-cultural education of children in a preschool educational organization, the ability to work independently in an open information and communication space, the ability to determine innovative ways and means of studying the specifics of the process of ethno-cultural education of preschoolers, the ability to integrate information technologies into the management of the quality of ethno-cultural education in a preschool educational organization and flexibly respond to the educational needs of society https: //doi.org/10.15405/epsbs.2021.11.270 Corresponding Author: Zhanna A. Gevorkyants Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN:  2049 and take optimal solutions in the choice of the means to satisfy them; the ability to transform its innovations into the process of ethno-cultural education of preschoolers and accumulate ethno-cultural experience with a focus on the values of a humanistic democratic society.