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Background. Storytelling skills are essential for people in general and for analyzing the formation of child speech in particular. Oration, coherent speech, monologue, narrative, storytelling are all special names for the ability to generate oral texts, which precedes the written skills both in phylogenesis and in ontogenesis. Without analyzing the dynamics of storytelling, it is difficult to analyze the course of linguistic development in children, specifically in bilinguals.

The purpose of the study is to show on specific examples of mini-longitudinal research how the ability to create a narrative in Russian develops among bilingual preschoolers aged 5–7 years, whether this process has features that distinguish it from a similar process in monolingual children; to summarize the experience of narration training methods used abroad and to offer important didactic techniques for teaching how to create a coherent story.

Design. The features of monologue speech, methods of eliciting and evaluating narratives, their significance in pedagogy, linguistics, and psychology are highlighted. In the experimental part, Russian language stories of two bilingual Russian-Finnish bilinguals collected between the ages of five and seven years with an average time interval of six months are compared. Methods of teaching storytelling offered by foreign teachers are analyzed.

Results. It is demonstrated that the reference material is created for specific research purposes and can reflect more or less accurately the search for a solution to a certain linguistic, psychological, cultural, etc. problem. Adults do not expect logic from a small child but try to extract from what they hear the scheme of ideas that she/he has formed about the relationship of events in reality (if she / he says so, then she/he thinks so). The criteria for evaluating narratives are considered. As a result, it is reported that it is difficult to evaluate stories as an indicator of the verbal ability development. The techniques of storytelling supporting the development of coherent speech, and the dynamics of narrative ability are discussed. The article systematizes teaching methods of storytelling and suggests ways to support the development of the verbal ability.

Conclusion. At the end, it is concluded that in order to be able to tell stories, children need to be at a sufficient level of cognitive development, find relationships between the elements of a fragment of reality, know how the environment is arranged (they must have, to some extent, an established picture of the world), be equipped with sufficient phonetic, lexical and grammatical means, possess a suitable narrative genre and its components, select the right type of narration for the listener.

The article is dedicated to the analysis of the concept of “multicultural education” in the context of the development of an inclusive society, in particular, on the comparison on the implementation of multicultural component in the Russian educational system and the experience and implementation of a multicultural educational environment and bilingual education in Germany. The authors consider the adaptation and integration of migrants as one of the most important humanistic priorities of educational activities, the implementation which requires active participation of the entire education system in accordance with the “concept of state free migration policy of the Russian Federation „for the period up to 2025, which prioritizes the tasks of assisting migrants in the process of social and cultural adaptation and integration, e.g. on the topic of speech development, interaction and the improvement of the system of measures, that ensure respect the attitude of migrants to the culture and traditions of the host community. Multicultural education in Russia is viewed in the context of a multinational environment and migration policy. One part oft he article is to analyze the concept of a teachers multicultural (intercultural) competence as non-an integral part of general pedagogical competence. The need to develop a teacher‘s multicultural worldview has to be put in the context of the migration policy development, diversity and globalism of intercultural relations and intercultural communication. The authors are explaining an example of Russian practice implementing a multicultural educational environment and development experience (bi) multicultural environment on the example of the federal state of Berlin. The educational practice and policy will be shown on the implementation of bilingual education in preschool and school organizations, technologies for integrating bilingual children, migrant children, examples of identifying the level of language development (testing of bilingual children for knowledge of the German language). The article describes cognitive development features of bilingual children, considering the connection in the picture the world of the child of several cultures, which is primarily manifested at the linguistic level and special communication skills. The article substantiates the importance of language development, relevance and the need for an inclusive aproach in the process of integrating children, carriers of bilingual and bicultural component of personality. Multicultural, multi-confessional environment is defined as social inclusion, but inclusive education is set in the context of cultural diversity. A social inclusive approach is seen as a necessity for the successful implementation of polycultural education.

The appropriateness of early childhood foreign language education is occasionally a debatable subject among parents, educators, public education administrators and policymakers. A large body of research has been done on this subject and conclusions sometimes appear contradictory. This article first reviews briefly the importance of learning a foreign language, and the advantages of bilingualism. Second, it compiles empirical evidence that concerns early foreign language education of children living in a native language speaking environment and suggests answers to questions regarding the developmentally appropriate timing to start providing foreign language education services.

Differences between preschool education in Russia and in Germany are discussed. The authors report on the forms and types of preschool education in these countries, the programs on which work of preschool education is based, issues that teachers are faced with. According to the authors one of the main tasks of the development of preschool education – is strengthening the family as a social institution. Therefore in both countries a system of public preschool education focused on the child who is brought up in a family environment is established. In Germany in contrast to Russia preschool establishments work not in accordance with specific programs, but in accordance with the “concept of education”, which gives ample opportunity for creative teachers. Authors analyze problems of migrant workers, which are common for both countries, and consider possibilities of bilingual education.

The purpose of the article is to show the results of a study on the diagnosis and development of historical memory among future teachers of preschool organizations studying in Russian regions with state national-Russian bilingualism. The empirical basis of the study was the pedagogical departments of the universities of Tatarstan, Chuvashia, and Mari El. In the course of diagnosing the level of development of historical memory among future teachers, it was found that more than half of them do not have historical memory, a third of students admit that they are not ready to form historical memory in their future students in educational institutions, many have a poor understanding of events that have historical significance for the country are lost in the concepts of a large and small Motherland characteristic of a bilingual environment.

The problem is that universities practically do not conduct diagnostic monitoring of the development of historical memory; many teachers ignore these issues when students master worldview and communication modules; there is no effective strategy for the formation of historical memory as a basic basis for the education of patriotism and citizenship in classes in the disciplines of the general cultural block. In total, 1886 students and 12 university teachers took part in experiments (diagnostic and formative) over 5 years (2019–2023).

The research methods used were questionnaires, testing, pedagogical observation, pedagogical experiment, generalization of research results at interregional scientific and practical conferences, and mathematical data processing.

The main results of the study were problem areas in the formation (unformation) of students’ historical memory in the conditions of state national-Russian bilingualism, a pedagogical strategy for the development of historical memory in the process of mastering the disciplines of the general cultural block, and methodological recommendations for the formation of historical memory in bilingual regions.

Conclusions. In universities with state national-Russian bilingualism, it is necessary to carry out diagnostic monitoring of the development of students’ historical memory, identify problem areas of this development, and design pedagogical strategies for patriotic education based on the data obtained. Promising areas of pedagogical research can be models, technologies, means of forming historical memory when mastering disciplines of both general cultural and professional blocks, as well as the formation of historical memory in the conditions of scientific research or teaching practice.