Activization of migratory processes led to increase in number of Muslim migrant children in educational institutions. Migrant children have a language barrier in communication with peers, difficulties with adaptation to new culture, new traditions, customs, value orientations, new relations in group. And a result is negative experience of training and high trait anxiety. Concerning children's age migrants studying is actual sociocultural, language, psychological and pedagogical aspects of adaptation. It should be noted that the problem of migrant children adaptation is rather well investigated. Models of migrant children’ and their families’ adaptation were created taking into account sociocultural features of different countries and regions, methods of language adaptation of children. Extensive date of empirical researches was collected; the system of monitoring was developed. At the same time researches of a problem of multicultural training of the teacher are at an origin stage. In this area there are no complete fundamental researches in the world science yet. Research objectives: to study by experiment adaptation of Muslim migrant children in the Republic of Tatarstan, justification of idea of intercultural dialogue as principle of multicultural training of the teacher for work with children of Muslim migrants. Method: To detect adaptation features of Muslim migrant children and their families in the receiving community we prepared two questionnaires. The first questionnaire was directed to detection of difficulties, which Muslim migrant children faced in the course of training. The second questionnaire included questions for identification the problems, which teachers had in work with Muslim migrant children. 150 elementary school teachers, 120 Muslim migrant children and their parents took part in research. Examinees were from Kazan, from the towns and the villages in the Republic of Tatarstan.Primary results processing revealed lack of negative attitude to Muslim migrant children at public school. Some children and parents told about existence of misunderstanding and the conflicts with certain teachers. Most of the parents noted absence of conditions at schools for Muslim ceremonies (Mohammedan prayer), the requirement of school uniform, lack of “halal” food, joint stay of girls and boys at physical education classes. Questioning of teachers showed that at public schools in the Republic of Tatarstan the number of migrant children was few; the overwhelming majority of migrant children are from Muslim families. The most actual problems which teachers face in the course of training and education of Muslim migrant children are: a language barrier, problems in learning of Russian grammar, ignorance of the child's customs of native culture, ignorance of culture of the host country. The analysis of questioning results also revealed that most of migrants were from low social groups. They had no opportunity to get good education, to join in refinement. Ignorance and lack of education of most migrants as a result generates social provocations, religious-based conflicts, manifestations of extremism, etc. In such conditions there is a need for special training of the teacher based on conceptual idea of intercultural dialogue. The principle of the intercultural dialogue is understood in science as interaction, influence, insight of different historical or modern cultures, as forms of their confessional or political coexistence. The Republic of Tatarstan in this regard is the unique region. Here for a long time both ethnic Muslim Tatars and representatives of other nationalities and religions live in friendship and chime.The scientific and educational project “Multicultural Training of the Teacher” is developing at the Kazan federal university at that moment. The project has complex interdisciplinary character and is directed to training of teachers for work with Muslim migrant children and their families.
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