All articles

The relevance of the subject of the article is due to the need to form a grammatical structure in older preschoolers in the second language. The grammatical categories of aspectuality and temporality are the most important categories of coherent Russian speech. It is these categories that cause the greatest difficulties for children. We put forward a hypothesis that if, within the framework of literary education of children, we analyze the categories of aspectuality and temporality – draw the attention of preschoolers to the peculiarities of using the aspect ratios of the Russian verb, teach them to correctly reproduce aspect ratios in the process of retelling the text or compiling their story – then the effectiveness of work on the formation of the grammatical structure of Russian speech, the quality of the construction of coherent Russian speech will increase significantly.

The purpose of the article is to show the results of a study on the use of methodological techniques for the formation of grammatical categories of aspectuality and temporality in the Russian speech of bilingual children.

The course of the study. The experimental work was carried out on the basis of kindergartens with the Tatar language of education of the Republic of Tatarstan. In these kindergartens, children learn two languages – Russian and Tatar. At the same time, Tatar is their native language. The experiment took place in 2020-2022. The data obtained were compared with control groups in which work on the categories of aspectuality and temporality was not carried out. The total sample was 334 children of senior preschool age (161 in experimental groups, 173 in control groups). In a pedagogical experiment, we tried to focus children’s attention on the specific features of the Russian verb, to use the identified features when children construct retellings of the text they heard or when constructing their stories in Russian.

The results of the study were positive: there are practically no changes in the number of speech errors in the control groups, in the experimental groups there is a significant decrease (on average by 34%). This proved the effectiveness of methodological techniques for working on the categories of aspectuality and temporality.

Conclusion. The results of the study convince that the work on the development of the grammatical structure in bilingual children in Russian should take into account the typical speech mistakes of older preschoolers: incorrect use of prefixes and suffixes that convey the specific shades of the verb; the use of verbs of the present tense instead of the past; the use of past tense verbs instead of the present; inability to convey the action in the future tense; incorrect inclusion of imperfect verbs view into the content of the narrative about actions in the past tense. In this regard, it is recommended: to use special methodological techniques in the work on the development of speech of older preschoolers: the reception of compositional dismemberment of the narrative structure, the reception of the statement of action in imperfect verbs, the reception of the statement of action in perfect verbs, the reception of compositional reproduction of the narrative structure.

The relevance of the article’s subject is due to the need to develop bilingual children’s thinking in their second language – Russian. Reasoning is one of the forms (units) of thinking. We assumed that if, during the acquaintance of children with the works of children’s literature, an analysis of the structure of reasoning is carried out – to determine the main idea (thesis), the type of connection of arguments (sequential, parallel, mixed), to find (and formulate) a conclusion, to distinguish between full and abbreviated reasoning, to use special (lexical) means of connecting parts of reasoning – then the efficiency of reproducing the text heard and discussed, the quality of constructing one’s own reasoning will increase significantly.

The purpose of the article is to show the results of a study on the implementation of the methodology of working on reasoning in the process of familiarizing older preschoolers with works of children’s literature. Reasoning is understood as a unit of thinking, as a compositional form of speech, a functional type of speech that is more characteristic of the scientific style of speech, but is also present in fiction in the form of an author’s view, an author’s assessment and an author’s interpretation of facts.

The course of the study. The pedagogical experiment was conducted on the basis of preschool institutions of the Republic of Tatarstan, in which children learn two languages – Russian and Tatar. At the same time, Tatar is their native language. The experiment took place in 2020-2022. The data obtained were compared with control groups in which no work on reasoning was carried out. The total number of subjects was 476 children of senior preschool age (236 in experimental groups, 240 in control groups). Russian Russian literature In a pedagogical experiment, we tried to focus children’s attention on the structural features of reasoning in works of Russian fiction, to use the identified features in the construction of children’s own statements-reasoning in Russian.

The results of the study turned out to be significant: there are practically no changes in the number of correctly constructed arguments in the control groups, in the experimental groups there is a significant increase (on average by 30%). This proved the positive effect of working on the structure of reasoning.

Conclusion. The results of the study convince that the work on the development of bilingual children’s abilities to reason in Russian should be connected with the definition of the main idea of the work of art, with the identification of arguments proving the main idea of the author, with the formulation of the conclusion that the author wanted to convey to the reader. In this regard, it is recommended to: teach children to find and build a complete reasoning (thesis, proof, conclusion) that explains the ideological content of a fairy tale or story; identify brief (or abbreviated) arguments in literary texts, explain which parts of it and why they are abbreviated; find consistent, parallel and mixed connection of arguments in the arguments and independently build in their statements; use special reference words to connect the thesis with arguments, arguments with the conclusion; offer children tasks, exercises aimed at constructing their own reasoning on various topics.

The relevance of the topic of the article is due to the need to develop competencies in bilingual children related to the construction of original texts in a second language. We assumed that if children explore the mechanisms for constructing coherent speech in different languages, compare the features of their implementation in these languages, independently carry out transposition (positive transfer of coinciding schemes for organizing coherent speech) and overcome interference (divergent schemes for constructing a coherent text), then the quality of their bilingual utterances may improve.

The aim of the study is to show the results of a study on the implementation of the technology of research-based learning to build a text (coherent speech). Coherent speech is understood in the article as a text created using the following mechanisms: 1) interphrase communication, 2) consistent implementation of structural and semantic units, 3) linguistic means of stylistic unity.

The pedagogical experiment was carried out on the basis of preschool institutions of the Republic of Tatarstan, in which children learn three languages – Russian, Tatar, English. The experiment took place in 2018-2022. The data obtained were compared with control groups in which such tasks were not used. The total number of subjects was 2427 children of senior preschool age. In the pedagogical experiment, we tried to transform the traditional methodological scheme into a technological one – research, in which children stop playing the passive role of performers and turn into researchers of the structure of the text (the structure of coherent speech). Coherent speech becomes the object of research for children, the subject is the mechanisms for constructing a coherent text in the first, second, sometimes third languages.

The results of the study turned out to be significant: if in the experimental groups the number of children who were able to construct an original text in the second language increased by an average of 50%, then in the control groups by only 3%.

Conclusion. Research-oriented technology for the formation of textual competencies can be used in teaching different languages. This technology stimulates independent search, teaches to compare the features of two languages, independently carry out transposition (positive transfer of the laws of one language to another language), overcome text interference (the negative influence of the laws of one language on another), develops competencies in the analysis and compilation of coherent texts in the native language, second and third languages.

This article presents the linguistic and narrative development of Tatar-Russian bilingual children. The issues of narrative development in Tatar-Russian bilingual preschool children have not been investigated so far, and this is the first attempt to analyze children’s abilities to construct narratives in both languages.

The aim of the work is to analyze the narratives of Tatar-Russian bilingual children and to show their lexical richness using the ratio of lexeme types (TTR) and average sentence length in the narratives. Thus, we plan to find out which language is dominant in bilingual children.

The study involved 2 groups of children aged 4–5 and 5–6 (10 children in each group) who had to compose narratives in both languages – Tatar as a native language and Russian as a second language – by looking at two series of pictures. The total number of stories analyzed was 40 – 20 in Russian and 20 in Tatar. The Tatar language was tested by a native speaker – teacher of a Tatar language at the kindergarten and the testing in Russian was done by one of the authors who is Russian speaking. All the narratives were recorded, transcribed and analyzed in both languages.

Results showed that the children have Russian as a dominant language. However, often narrating in Russian the children were using Tatar words, which show that their vocabulary is not so rich. The knowledge of the children in Tatar language is limited. They vocabulary and the number of sentences per story were limited.

The study, although limited, gives us an inside view the pragmatic aspect of the language of the Tatar -Russian bilingual children. In order to develop balanced bilingualism among the children it is not enough to have few hours lessons in the kindergarten. It is known that the development of the narrative abilities by children in generally is a good bridge to their literacy in primary classes. It is important their narrative abilities to be developed in both languages. Some American and European researchers found out recently that parents reading books in the mother tongue of bilingual children helps them to acquire the literacy in their second language. 

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.

This paper considers the problem of formation of constructive competence of the musical director of preschool educational organization. A special attention has been paid to the functional component of the designated competence, because it is one of the important conditions for gaining experience in the design of educational activities, the creation of didactic and methodological materials, new forms, methods, programs and technologies of educational activities based on knowledge, skills and practical activities.

The following research methods have been defined: a) theoretical: analysis of psychological, pedagogical and methodical literature; analysis and generalization of the theory and practice of the system of advanced training for musical directors of pre-school educational organizations; b) empirical: study and analysis of pedagogical experience on the problem of formation of constructive competence of musical directors of pre-school educational organizations; observation, questionnaires, pedagogical experiment; c) methods of mathematical and statistical processing: performance of the procedure of mathematical and statistical processing of results, experimental work, comparison, generalization.

This paper highlights the results of experimental work, confirming the hypothesis put forward and proving the academic novelty of the study, which is to clarify the concept of constructive competence of the musical director of a pre-school educational organization, the development and implementation of technology for the formation of constructive competence, the definition and justification of criteria, indicators and means of pedagogical diagnosis to determine the level of constructive competence.

The review outlines the general concepts, the essence of what constituted bilingualism and its types in psychology. The relevance of considering the impact of early bilingualism and bilingual education is due to the growing popularity of bilingual educational programs.

The review shows that bilinguals can be systematized by age, synchronization of the language skill acquisition, the degree of proficiency in both languages, and the representation of languages in one’s own mind or cultural affinity. It was emphasized that the intellectual development of bilingual children is the most studied issue in terms of studying bilingualism. Research identified the advantages of bilingualism in the following features of cognitive development: the formation of concepts, the use of complex analytical strategies in solving non-verbal problems, attention focusing and ignoring false signals, verbal originality and flexibility, creativity in solving mathematical problems. Studying bilingualism in neurophysiological research confirmed the hypotheses of the increase in the number and density of neural connections in the areas responsible for linguistic operations and cognitive abilities. The analysis of well-known methods aimed at assessing language skills in bilingual children has been carried out.

Background. Currently, there is a decrease in the concentration of information in independent statements of bilingual preschool children, which negatively affects their cognitive and social-communicative development. This is aggravated by the lack of methodological experience and systematic approaches to the development of information saturation of speech in preschool institutions, which requires attention from both scientists and practitioners in the field of pedagogy.

Objective. To determine the level of information concentration depending on the type of bilingualism in the speech of preschool children.

Sample. The study of the concentration of information in the speech of bilingual children was conducted over several years (2012-2022) based on bilingual kindergartens in Tatarstan. The sample consisted of 719 statements of children, recorded and logged in writing.

Methods. The research methods used were linguistic text analysis procedures related to optimization the understanding of statements by German and Soviet psycholinguists (U. Gelling, A. Müller, S. Schwier, J. Mikk), a pedagogical experiment, and methods of mathematical processing of the results. The empirical material for the analysis was statements of older preschoolers in Russian and Tatar. The retellings of fairy tales recommended for older preschoolers in Russian were analyzed.

Results. The main results of the study are the development and adaptation of diagnostic procedures for the concentration of information in the speech of bilingual children, specifically focused on Russian-language texts; features of differentiation of programs depending on the type of bilingualism (coordinate, subordinative, mixed); methodological aspects of work on the concentration of information: intercultural, illustrative-visual, musical-aesthetic, visual-creative, communicative-creative and semantic.

Conclusions. In the general space of digitalization of preschool education, active use of the possibilities of artificial intelligence, it is necessary to find time for thoughtful work with the texts of outstanding examples of children’s fiction, it is necessary to systematically conduct diagnostic observations of the concentration of information in children’s speech and methodological work on the development of information richness in their speech. Promising areas of pedagogical search can be models, technologies for diagnostics and development of the syntactic, logical, conceptual structure of speech of bilingual children of preschool and primary school age.