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The basis of state educational policy in the National Doctrine of Education of Russian Federation plays the priority of national spiritual values that defines certain tasks in order to harmonize national and ethno-cultural relations; to preserve and support ethnic and national cultural identity, languages and cultures of Russian people. Being the link between the past and the future, ethno-cultural education promotes man of culture formation and a tolerant personality capable for ethnical self-determination, and having qualities of a citizen. The purpose of this article is to identify and justify social and pedagogical effects of schoolchildren’s ethno-cultural education. The main study approaches are axiological, ethno-cultural and lingvo-culturological. The result of schoolchildren’s ethno-cultural education are social (experience gaining within the international cooperation on the basis of building harmonious relations in a multicultural environment; intensification of ethnic and cultural development and self-development) and pedagogical (sustained interest and the need for ethnic and cultural values development, ethnic and cultural knowledge enrichment, developed a sense of belonging to people’s history and culture; the integrity of ethnic and cultural values perception in the unity of all national art components) effects. This article may be useful for teachers developing ethno-cultural educational programs. DOI: 10.5901/mjss.2015.v6n2s3p77

Social and Educational Effects (Dominants) in Schoolchildren’ Ethno-cultural Education