Comparative analysis of problems and resources in the system of migrant children’s education (on the example of federal districts of the Russian Federation)
Authors:   The Herzen State Pedagogical University of Russia, Khamraeva Elizaveta A. , Aleksinskaia Anastasiia Iu. ,   The Herzen State Pedagogical University of Russia, Andreiushina Elizaveta A. ,   The Herzen State Pedagogical University of Russia, Novikova Polina V. ,   The Herzen State Pedagogical University of Russia, Oblasova Anna V. ,   The Herzen State Pedagogical University of Russia, Uglova Anna B. ,   The Herzen State Pedagogical University of Russia,   The Herzen State Pedagogical University of Russia
Published: March 2022

Introduction. The pedagogical need due to the migration situation in the country actualizes the need for research on the specifics of migrant children’s linguistic and socio-cultural adaptation in the regions. The research purpose is to identify reliable and significant differences in the specifics of problems of migrant children’s educational environment in federal districts of the Russian Federation. Materials and methods. The study involved 8,864 teachers (4,026 respondents were selected for the content analysis) working in multicultural classes from 8 federal districts. The study used a method of content analysis, survey methods and methods of mathematical and statistical processing (descriptive methods, cluster analysis, Kruskal-Wallis test). Research results. Peculiarities in the supportability of the educational process of migrant children in different federal districts of the Russian Federation are revealed: the greatest attention is paid to the problem in the North Caucasus Federal District (64%) and the Ural Federal District (67%). Teachers’ perceptions of the main difficulties they face in teaching migrant children are divided into two clusters: “Migrant children’s communication difficulties, difficulties in learning a new language” (66.9% of the respondents) and “Socio-cultural features of the education system for migrant children”, which includes seven subclusters, for which, when compared, reliable and significant differences were revealed in different federal districts: difficulties in interacting with parents are most relevant in the Ural Federal District (p=0.001) and Siberian Federal District (p=0.001), organizational-methodological problems – in the Northwestern Federal District (p=0.034) and Ural Federal District (p=0.034), problems with the mastering of the educational program – in the Central Federal District (p=0.001), Volga Federal District (p=0.001) and Ural Federal District (p=0.001), difficulties in socio-cultural integration – in the Central Federal District (p=0.001) and Far Eastern Federal District (p=0.001), difficulties in social-psychological adaptation – in the Central Federal District (p=0.01), Volga Federal District (p=0.01) and Far eastern Federal District (p=0.01). Conclusion. There are differences in the problem field of migrant children’s socio-cultural adaptation in federal districts of the Russian Federation: in the scientific-methodological support of the educational process, in the main difficulties that arise during the socio-cultural adaptation of migrant children. The main difficulties include: migrant children’s communication difficulties, difficulties in the interaction of a teacher with parents, organizational-methodological problems, problems with mastering the educational program, difficulties in socio-cultural integration, difficulties in socio-psychological adaptation. The data obtained can be used for psychological and scientific-methodological support of the educational process of migrant children in order to diagnose and control social-cultural adaptation.