Pedagogical conditions for using elements of folk mathematics in ethnology classes in preschool educational institutions

The article reveals the pedagogical conditions for the effective using of elements of folk mathematics in ethnology classes in preschool educational institutions. The relevance of integrating mathematical knowledge and ethnological material as a means of developing cognitive activity, logical thinking, speech, and ethnocultural consciousness of preschool age children is substantiated. The main pedagogical conditions that contribute to the effectiveness of the educational process in the studied direction have been identified, namely: compliance with the criteria of accessibility, multifunctionality, emotional richness and personal significance of ethnological mathematical material for children; systematic and purposeful using of ethnological mathematical material in the educational process of preschool educational institutions; taking into account the age and psychophysiological characteristics of preschoolers' development, the specifics of mathematical classes, and reliance on children's cognitive activity. It is revealed the role of the educator in selecting content, forms and methods of work that combine folk traditions and mathematical components and contribute to the development of the child's personal potential. The importance of using elements of folk mathematics in inclusive educational space as a mean of involving children with special educational needs in active interaction and successful socialization is accented. The article has practical value for educators of preschool educational institutions, methodologists, and students of pedagogical specialties.