This article deals with the problem of indigenous peoples’ child-rearing practices based on their traditional way of life, language and authentic ethnic culture against the background of a strong national revival of the peoples of the Russian Federation. It shows that inclement natural and climatic conditions and the vulnerable traditional way of life of indigenous peoples of the North have necessitated creation of a special national policy towards their sustainable development, which would provide for an action framework to preserve their indigenous culture, traditional way of life, and primordial living environment. In particular, it resolves the essential contradiction between the existing unified system of school education and the relevance of variable organization of traditional education for children of the indigenous peoples of the North in the nomad camp, based on their ethnic, psychological, and physiological features of development. A model for traditional Even child rearing in the nomad camp has been developed and tested as a new form of organizing children’s life during summer holidays in the North. Special aspects of educational environment for Northern children in the nomad camp have been substantiated based on a curriculum with an ethnic focus aiming to form their identity as native speakers of the language and bearers of the culture of their people and as members of the northern ethnic group. The effectiveness of ethnocultural education of Even children in the nomad camp has been experimentally proved through an ethno-pedagogical theory and practice in specific natural conditions of the North.

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La relevancia de esta investigación está determinada por la modernización y regionalización del sistema educativo en el contexto de los requisitos de los nuevos Estándares Educativos del Estado Federal (FSES), y teniendo en cuenta las particularidades de la educación escolar en el norte de la República de Sakha (Yakutia) basado en un enfoque indígena. El propósito del estudio es la organización variable de la educación escolar en el Norte, teniendo en cuenta la forma de vida y actividad tradicional específica de los pueblos indígenas del Norte. Los enfoques rectores de la investigación son socioculturales, etnopedagógicos y activos en términos del carácter local aplicado del estudio. Los autores del presente estudio revelan las características y problemas de la organización de la educación escolar, y las formas de su implementación variable de acuerdo a los requerimientos del FSES en las condiciones específicas del Norte. Métodos de búsqueda. El método rector del estudio es un experimento pedagógico, un análisis de la educación escolar en el norte en el contexto de un enfoque indígena y la implementación del programa “Somos niños de la tierra de Olonkho”. Los autores evidencian la necesidad de ampliar las funciones sociales de las escuelas rurales del Norte en términos de desarrollo de centros sociopedagógicos en los lugares de residencia compacta de los pueblos indígenas.

The article substantiates the relevance of future teachers’ vocational training majoring in Primary Education and Tutoring for work in an uneducated rural school, where there are great opportunities for individualizing the learning process, creating conditions for the harmonious personal development of younger students. The purpose of the research: the study is aimed at providing scientific substantiation of the relevance of the tutors’ activities and at describing the educational experimental program implemented at the Department of Primary Education of the North-Eastern Federal University concerning primary education and tutoring in the general ungraded and nomadic schools of the North. Research results: teacher training experience was obtained in introducing a new combined profile in the bachelor’s program “Primary Education and Tutoring in the General Ungraded and Nomadic Schools of the North”. The article describes a model for the formation of ethno-educational competence in primary school teachers, ethno-pedagogization of the educational process and the national civic identity as a condition for the successful implementation of the tasks of the new standard for primary school, and deals with the content and stages of the formation of bachelors’ ethno-educational competencies in future primary school teachers as exemplified by Ammosov North-Eastern Federal University.

The article deals with the study of the nature of anxiety and its impact on personal development, manifested in primary school children. The aim of the study is to identify the features of the influence of drawing therapy on the correction of anxiety in primary school children. The hypothesis of the study is presented as an assumption that the correction of anxiety in children of primary school age will be more successful if a set of classes is used by the method of drawing therapy in compliance with the following pedagogical conditions: classes include various forms of drawing therapy for the correction of anxiety in children, including in remote mode in the conditions of quarantine measures of the pandemic; in the course of classes, adapted individual work is carried out. A description of the entire study on the tasks set is given: to identify the initial levels of anxiety in children; implement an empirical study on the adapted correctional program of drawing therapy and verify the results by monitoring the diagnosis of anxiety in primary school children. The research work is carried out on the basis of school No. 20. Yakutsk, among the students of the 4th grade in the number of 29 people.