This article touches upon the problem of the development of ethno-cultural identity in the context of implementation of the requirements of the modern Federal state educational standard of primary General education. Formation of personal universal educational activities provides for the formation of the foundations of identity (civil, ethnic), which is treated as the person's realization of belonging to a community of citizens of a state on a common cultural basis. In this regard, it is emphasized that the modern educational activity is impossible without creation of conditions for the development of human culture, and is able to join the traditions and values of ancestors, seeking to preserve their unique ethnic and cultural identity. The article proposes a distinction between the concepts of "identification", which is regarded as a process, and "identity" as a product of this process. Through the mechanism of identification the child enters the world of culture and gets his/ her first view of their ethnic identity, national values and traditions. The problem of formation of ethno-cultural identity of the child at the present time is given priority, which reflects the changed paradigm of modern education, requiring the transition from purely "knowledge based" approach of teaching to establish the conditions for purposeful development of the personality of each student as a future citizen of Russia. Unfortunately, not all primary teachers are able to organize fruitful work on the development of ethnocultural identification of students through the study of subject disciplines, and, above all, at the Russian language lessons. Recalling the statements of the representatives of domestic methods – K. D. Ushinsky, F. I. Buslaev, the author argues that the process of learning a native language must begin with the development of an attractive force of the native language and the core of this work may be lingvo area studies. Using the local language material at the lessons of the Russian language not only increases the interest in the subject, but also raises the interest in what is called "homeland". We offer you some fragments of the lessons of the Russian language through the use of various means of lingvo area studies, contributing to the development of ethnocultural identification of younger schoolchildren in the process of studying the Russian language in accordance with the target program material. This approach to the educational practice, taking into account the regional peculiarities of their native land, is not only educational, but also has educational significance in the determination of personality, preservation of national identity, linguistic identity of the child and the implementation of the national-cultural orientation in the teaching of the Russian language.