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Background. The relevance of the article is related to the increase in the number of violations of the logic of Russian speech of senior preschool children in a multilingual environment, with the lack of development of methodological techniques for identifying these violations and correcting them in the process of familiarization with works of children’s literature in different languages.

Objectives. To demonstrate linguo-methodological techniques for analyzing presuppositions that determine the logic of speech (correctness of word order, their compatibility, sequence in a sentence), as well as techniques for determining the degree of logical connection of words in Russian texts obtained as a result of their translation by older preschool children from Tatar, English and Chinese; to develop methodological recommendations for working on the logic of children’s Russian speech in a multilingual environment.

Sample. The study (2020-2024) analyzed 333 children’s texts: in Russian — 84, in English — 82, in Tatar — 84, in Chinese — 83.

Methods. The following methods were used: linguistic and psycholinguistic methods of text analysis, identification of presupposition, determination of the degree of logical connection of words in a sentence, mathematical processing of the research results; pedagogical experiments, translation and comparative analysis of texts.

Results. The results of the study were: methodological interpretation of the features of presupposition in Russian, Tatar, English, Chinese; methodological procedures for analyzing the logic of children’s Russian speech in a multilingual environment (analysis of presupposition, degree of logical connection) in children’s Russian speech adapted to the tasks of preschool education; linguodidactic interpretation of the obtained data; methodological recommendations for working on the logic of Russian speech in a multilingual environment.

Conclusions. The study concludes that in order to form the logic of children’s Russian speech, overcome logical anomalies in it, and increase the degree of logical connection, various linguo-methodological techniques are needed to overcome the interfering (negative) influence of a second or third language on Russian speech; promising areas of pedagogical research in the context of developing multilingualism may be technologies for developing children’s speech by means of digital content.

Relevance of the article. The development of emotional intelligence allows a person to successfully respond to the challenges facing him during his life. The need for the development of emotional intelligence is also confirmed by the documents regulating the sphere of preschool education. Developed emotional intelligence is also very important for the future of successful schooling, adaptation and building communication. The article presents the results of a theoretical study devoted to the problems of the formation of emotional intelligence in the field of language education of preschool children.

Research progress. Studies devoted to the problem of determining the essence and structure of emotional intelligence are analyzed. The analysis showed the importance of this type of work with preschoolers in teaching foreign languages, and also allowed to identify and describe the prerequisites for the development of emotional intelligence at an early stage of mastering a foreign language. The relevance of developing a problem in early foreign language teaching in accordance with the Federal State Educational Standard of Preschool Education, which sets tasks related to ensuring the social and communicative development of a preschool child, the formation of independence, purposefulness and self-regulation of their own actions; development of social and emotional intelligence, emotional responsiveness, empathy.

The results of the study. The development of emotional intelligence is one of the key components of the child’s psyche, which ensures the formation of his personality in ontogenesis and subsequent successful functioning in society. The priority of practical learning goals existing in the methodology of early foreign language teaching, suggesting a certain pragmatic orientation of the pedagogical process – the formation in a preschool child, first of all, of the ability to speak the language being studied and understand the speech of the interlocutor, does not allow to properly implement the requirement to ensure the development of emotional intelligence in preschool children.

Conclusions. The analysis of studies of the relationship between emotional intelligence and communicative properties, skills and abilities of the individual has shown that the development of emotional intelligence is especially organically integrated into the process of learning English. It is necessary for effective communication and develops in the best way within it, through the development of its speech competencies, through the improvement of the system of language means of the native and foreign languages assimilated by him, and along with the solution of educational and subject-related learning tasks, contributes to the implementation of one of the most effective approaches to teaching foreign languages – the communicative approach.

The relevance of the topic of the article. In the national regions of Russia, the speech of bilingual children is characterized by a large number of errors: it is characterized, on the one hand, by language interference, when the laws of the native language negatively affect the second (Russian), on the other hand, by figurative interference, when the figurative meaning of literary images is native culture comes into conflict with the images and meanings of Russian literature. These interferences negatively affect not only Russian speech, but also thinking, memory, intelligence, – all cognitive and regulatory functions of children. Educators do not always understand what techniques should be used to overcome the negative impact of these interferences.

The aim of the study. The work is aimed at analyzing the speech of bilingual children, to identify typical speech and semantic errors caused by the influence of linguistic and figurative interference on the Russian speech of children, to determine effective techniques for overcoming interference. The question is posed that such techniques can be techniques for the formation of a child’s linguistic personality, developed in linguodidactics. The assumption is tested that these techniques – with the installation on language and figurative meaning - with a certain sequence, can have the effect of neurocognitive influence, that is, ensure the formation of correct Russian speech in a shorter time.

Description of the research progress. In the course of the study (2019–2021), 257 statements of bilingual children of the senior and preparatory groups (6–7 years old) were analyzed. In this study, 125 children belonged to the group of children with autistic disorders, 132 – to the group of ordinary bilingual children. 32 teachers of preschool institutions of Tatarstan took part in the study.

Research results. It has been observed that children suffering from language interference are more susceptible to figurative interference. The more their Russian speech is subject to linguistic interference, the more it is subject to figurative interference. Figurative interference is a contradictory association connected with cultures that have the same symbolism, but different meanings in different languages and cultures. Autistic children, who are just as bilingual as ordinary children, make mistakes associated with the manifestation of interference much more than ordinary children. In both groups, interference errors in Russian characterize more than half of all children. A sequence of linguodidactic techniques was determined, which included verbal-semantic techniques, techniques of repetition of a speech pattern, techniques of the communicative core, techniques of transposition, techniques of storytelling, interpretation of figurative means, techniques of creative retelling, techniques of theatricalization, motivational-pragmatic feedback techniques. This sequence provided the effect of neurocognitive influence and turned out to be more effective in comparison with traditional methodological techniques.

Conclusion. The data obtained indicate that the linguodidactic techniques implemented in a certain sequence can be called neurocognitive: they help to overcome the negative influence of linguistic and imaginative interference. Such techniques are based on the principles of empathy, reflection, anticipatory synthesis, the communicative core and act with a certain frequency, fixing linguistic and figurative symbols.

Relevance (context) of the topic of the article. Speech development is a key factor in the academic success of students. Reading and writing as types of speech activity are metalinguistic competencies that provide students of all levels of education with the assimilation of the content of academic disciplines, communication and influencing further socialization. Therefore, the issues of timely mass diagnostics of speech development disorders in modern children are becoming more relevant. The article examines the domestic and world experience in the diagnosis of speech disorders, including the use of screenings for assessing the risks of speech and psychological development; the changes in the system of dispensary speech therapy observation of children that have occurred in Russia over the past 10 years are analyzed, models of psychological and pedagogical support of children with speech disorders are described.

The aim of the article is to describe a model of a standardized two-stage speech screening procedure; to present the content of the first stage, the algorithm for its implementation and the analysis of the results of the primary approbation of the questionnaire for assessing speech development in 7-year-old children.

Description of the research progress. The study was conducted in 15 educational organizations in Moscow in 2020-2021. Based on modern ideas about the child’s speech development, a questionnaire was developed to assess speech development and tested in preschool groups with 686 children aged 7 years-7 years and 3 months. The main research methods are observation, questionnaire, methods of mathematical statistics.

The results of the study. A questionnaire for assessing the speech development of a 7-year-old child is presented, which allows identifying students who need logoscreening (stage 2) and differentiated help from a speech therapist teacher. Statistical data on speech disorders in this age group were obtained.

Conclusion. It is concluded that it is important to conduct two-stage speech screening in critical periods of development, and an algorithm for its testing is proposed. The advantages of the screening system for the selection of children in need of psychological and pedagogical support for the executive authorities in the field of education, educational organizations and the child are indicated. 

Relevance. Research on the narratives of bilingual children is extremely important, as it shows the child’s full linguistic competence, which in turn will allow teachers and educators to choose the appropriate program.

The purpose of this article is to analyze the narratives of Russian-Swedish billing children. The author examines both mistakes (or “innovations”) and strategies that are used by children with a lack of lexical and / or grammatical means. An attempt will also be made to explain the cause of the observed phenomena.

Description of the research progress. The study involved 25 Russian-Swedish bilingual’s children aged from 4.5 years to 9.2 years. The material for this study was collected using a specially developed tool for collecting narratives Litmus MAIN (The Multilingual Assessment Instrument for Narratives). In addition to storytelling from pictures, spontaneous speech data and ethnolinguistic observations were collected.

Results. The study showed that many children were unfamiliar with the Russian equivalent of Swedish words and often used gestures when they did not know the word. Swedish was often used for metalinguistic comments and questions. Children were prone to lexical innovation and changing the meaning of words. They often mixed synonyms or lexical units close in meaning or sound. Children with weak Russian language had cases of transfer, as well as the following grammatical errors: incorrect case endings, mistakes in choosing the verb gender, the use of an incorrect preposition and case form, errors in using an accusative instead of a locative and errors in the form of a verb.

Conclusion. Considering the features of children’s narratives, the author shows how the lack of input and dominant language affects their stories. Since language acquisition in Sweden takes place in a specific context, the input is often limited to situations that the child encounters in daily life. In this regard, parents and teachers of their native language need to find more opportunities to practice the Russian language. It is necessary to create language situations in which children will want to talk about what happened to them. It is important for parents and teachers to try to motivate the child to tell it in Russian, to find time to play together, listen to the child, engage in joint activities and help find lexical means to express their thoughts.

The article discusses the relevance of the problem of children’s speech readiness for schooling, including the development of language and communication abilities of preschool children. It is shown that the transition from kindergarten to school is associated with a change in the social status of a child who becomes a pupil. This is preceded by a huge preparatory work that develops general and special preparation for learning at school, which should result in readiness for school, including speech. The authors consider the cognitive aspect of preschool children’s speech readiness for school. It is shown that the study of the correlation between thought, speech and language in the formation of a preschool child’s personality provides opportunities to identify patterns of development of intellectual, communicative, speech and language abilities in preschool childhood. Language (linguistic) competence in relation to preschoolers is considered as an elementary awareness of the phenomena and facts of language and speech, the formation of the ability to use words, their forms and syntactic structures in accordance with the norms of the literary language, to use synonymic and antonymic resources of the native language. The tasks of the development of linguistic and communicative abilities are presented. The development of all aspects of speech, knowledge of the rules and norms of speech etiquette, and their use, depending on the situation, play an important role in educating the culture of speech communication among preschoolers. The improvement of communicative competence is impossible without learning the basics of speech culture, the absence of which can cause a misconception about the essence of the statement. The prospects of research on the formation of speech readiness for school education are outlined. The conclusions summarize the main points of the article.

The article discusses the development of coherent oral speech in preschool age and possible ways to improve it. The author analyzes the terminological variants of the connective oral speech designation, and put forward the terms “narrative” and “text”, that are considered to be synonyms. On the basis of the psycholinguistic data on the peculiarities of the child language acquisition, the authors describe methods for evaluating children’s retelling and narratives, as well as methodological principles for the formation and development of storytelling skills in senior preschool age. It is proposed to evaluate the parameters of their micro- and macrostructure in children’s narratives. The microstructure is traditionally referred to lexical and grammatical indicators: the number of lexical and grammatical errors, the richness of the dictionary, syntactic complexity, the absence of omissions of major parts of the sentence, pronominalizations index, and others. The macrostructure includes the correspondence to the simplest narrative structure “goal – action – result” and the degree of development of the narrative (complete, simplified or distorted narrative). When learning to create narratives, child needs to move from simpler, personal narratives to more complex, invented ones. Personal narratives include children’s stories about repeated actions or events, and at a later stage – about a bright, memorable event for the child. Fictional narratives are often created using one or a series of images. A story is usually created based on a series of images, and a description is created based on a single image. Among the fictional narratives, stories will be simpler for children than descriptions. Work on creating texts with children should be based on a series of colorful, interesting images, where you can trace temporary and cause-and-effect relationships. It is concluded that learning vocabulary and grammar is not enough for the development of coherent oral speech; special techniques are needed to develop children’s ability to generate text as an integral and coherent unity.

This research article attempts to determine strategies that can be used to support children’s cognitive and social-emotional development in early childhood care and education programs. By synthesizing empirical evidence about pedagogical techniques that promote children’s competencies, the article aims to identify those characteristics of programs that ultimately contribute to the effectiveness of early childhood care and education. In particular, the article summarizes strategies that foster children’s acquisition of language, math, and social-emotional skills. In so doing, it responds to the needs of program staff who struggle to understand and address the numerous developmental needs of young children and it provides concrete guidance for policymakers and management personnel who aim to design purposeful programs which benefit child development effectively.

This article analytically discusses questions of children’s fine motor skills (fingers and wrist) development, and the significance of finger gymnastics for language development in children. Verbal and non-verbal components of communication are examined. Developmental milestones of fine motor skills for children from birth to primary school are pinpointed. Particularities and weaknesses of fine motor skills of children with speech disorders are distinguished. Specialized strategies for promoting the children’s fine motor development are offered. Positive results are expected upon the systematic implementation of finger gymnastics. The author characterizes the different types of finger gymnastics: passive, passive-active and active. The article gives recommendations on how to incorporate finger gymnastics into everyday life. It also gives a brief description of the types of finger games.

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.

Relevance of the article. Studies aimed at studying the cognitive aspect of the development of language ability in preschoolers show that the center of the development of language ability is the semantic component that underlies the linguistic development of a preschool child, which includes not only expanding the vocabulary, but also educating children to pay attention to the content of the word, its semantics, enriching connections with other words, because in monologue speech, the meaning of a single word interacts with the semantics of the entire utterance. The formation of coherent monological speech is the central task of the speech development of a preschooler. The work on the meaning of the word, the expansion of the semantic field, the use of the associative principle of vocabulary assimilation, the formation of linguistic generalizations in the assimilation of the grammatical structure of speech develop in preschoolers the arbitrariness and awareness of speech, the ability to sel ect accurate and expressive means when constructing coherent utterances of different types. These provisions apply to mastering not only the native language, but also any other language.

The aim of the study. To summarize the results of research conducted for more than twenty years in the kindergarten No. 215 (then – the preschool department of school No. 324 in Moscow).

Progress of the study. The research conducted under the leadership of F.A. Sokhin, O.S. Ushakova, V.I. Yashina was aimed at developing the theory of language acquisition in preschool childhood, organically combining pedagogical, psychological and linguistic aspects in theoretical analysis and experiment. These studies have shown that children, starting from the younger preschool age, show great interest in language reality, “experiment” with words, create new words, focusing on both the semantic and grammatical side of the language. A necessary condition for their linguistic development is a gradual awareness of linguistic phenomena, i.e. the development of children’s metalanguage activity, which leads to a genuine mastery of the richness of the language.

The research results also showed that enriching the dictionary includes not only expanding its scope, but also educating children to pay attention to the content of the word, its semantics, clarifying the meanings of words, expanding the connections of the word with other words. Along with the semantic side of the word, the problem of lexical compatibility of words also plays an important role, which makes it possible to close the mastery of the semantics of the word with the development of coherent speech.

Conclusions. The formation of elementary awareness of the phenomena of language and speech is one of the most important tasks of both speech and linguistic development, starting fr om preschool age, therefore, we consider this aspect to be central in the initial development of a linguistic personality and understanding the meaning of a word, which is the basic unit of language and the basis of a child’s cognitive development, determines the essence of the development of his language ability.