UDC 373.2

Magomedova Z.Sh.¹ (Makhachkala, Russian Federation) – zamira-m69@mail.ru

¹Dagestan State Pedagogical University named after R. Gamzatov

Abstract. The modern system of preschool education is developing in conditions of increasing cultural and ethnic diversity, which requires educators to possess new professional competencies that enable them to work effectively in a multicultural educational environment. In this context, the issue of identifying and overcoming professional deficits among preschool teachers becomes particularly relevant. These deficits often arise when educators interact with children from different cultural, linguistic, and social backgrounds and may negatively affect the quality of educational processes in preschool institutions. The purpose of this study is to identify professional deficits among teachers of preschool educational organizations in the context of multicultural educational environments and to determine effective ways to overcome them. The methodological framework of the study is based on competency-based and cultural approaches to education, as well as the concepts of multicultural education and intercultural communication. The research employed a combination of methods including analysis of scientific and pedagogical literature, questionnaires for teachers, pedagogical observation, interviews with participants in the educational process, and elements of a pedagogical experiment. The study identified several groups of professional deficits among preschool teachers: cognitive deficits related to insufficient knowledge of cultural traditions and characteristics of different ethnic groups; methodological deficits associated with limited pedagogical tools and technologies for working in multicultural settings; communicative deficits manifested in difficulties in interacting with parents from different cultural backgrounds; and organizational deficits connected with creating and maintaining a multicultural educational environment. The scientific novelty of the research lies in the systematization of professional deficits of preschool teachers and the development of a model aimed at overcoming these deficits. The proposed model includes the development of intercultural competence, the use of innovative pedagogical technologies, and the strengthening of professional collaboration among educators. The practical significance of the research lies in the possibility of applying its results in teacher training programs, professional development courses, and the organization of educational activities in preschool institutions.

Keywords: multicultural educational environment, preschool education, professional deficits of teachers, intercultural competence, professional development of teachers, multicultural education, teacher training, educational environment.

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For citation: Magomedova, Z. Sh. (2026). Overcoming professional deficits of preschool educational organization teachers in working with children in a multicultural educational environment. CITISE, 2, 184–195. (In Russian).