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Background. Currently, key aspects of children’s mental development remain insufficiently studied in psychological science and educational practice, among which the problem of the relationship between speech and thinking stands out. Despite considerable attention to this area, an in-depth study of a number of classical works makes it possible to identify works that were previously underestimated and are now gaining special importance due to their important conclusions and prospects for further research. Such works include a monograph that presents a study of the relationship between words and images in solving various tasks for preschoolers, carried out by psychologists under the guidance of L.A. Venger.

Objective. Analysis of the results of an experimental study conducted by a research team led by L.A. Venger in the late 1990s and devoted to the study of the genesis and mechanisms of interaction between verbal and figurative components of thinking in preschool age.

Methods. Analysis of scientific literature, review and presentation of the initial data and results of the study of the relationship between words and images in the process of solving mental tasks by preschool children.

Results. The study showed that in preschool age, thinking is mediated primarily by images and visual models, and speech performs auxiliary, guiding and expressive functions, but is not the main means of solving cognitive problems. It was established that the word can become a mediating means only when solving logical problems that require conceptual analysis and planning, which is typical for senior preschool age. Figurative and verbal thinking develop in parallel and independently of each other, but with specially organized training, close relationships are formed between them.

Conclusions. The data of the presented study strongly suggests that speech performs mainly an auxiliary role when using visual models in solving mental tasks (generating an image, drawing on past experience, designating visual means of solving problems, etc.). The word can perform a mediating function by the older preschool age when solving tasks by children where it is necessary to establish hierarchical relationships between generalizations and generalized speech planning. The study of the problem of the relationship between image and word in solving cognitive tasks by preschool children not only provided answers to some important psychological questions on the complex topic of the relationship between speech and thinking, but also outlined further lines of study of this problem.

Relevance and purpose of the study. Studying the impact of digital technologies on the development of preschool children is one of the topical areas of modern psychology. Digital devices become part of the microenvironment of a child’s development from the first years of their life. However, their impact on a preschooler, is associated, on the one hand, with the discovery of new opportunities, and, on the other hand, with the emergence of risks and difficulties, is a great challenge for parents, teachers, and psychologists. In this regard, the study was aimed at identifying the features of the use of digital devices (tablet / computer) as components of the family educational microenvironment and studying their influence on the intellectual development of older preschoolers.

Sample consisted of 200 preschoolers aged 6-7 years, their parents (mainly mothers) from Moscow city.

Methods. Methods of express diagnostics of intellectual abilities /MEDIS, (E.I.Scheblanova, I.S.Averina, E.N.Zadorina); expert evaluation of intellectual and creative activity, creative thinking of preschoolers in a specially designed game lesson; the survey of the parents about the use of a tablet / computer at home for the development of a child (frequency, time, programs / games); and methods of qualitative and quantitative analysis (statistical package SPSS Statistics 22).

Results. It was revealed that in the families of the majority of preschoolers (96%) digital devices (tablet / computer) are used for their development, but the intensity (time) of use was different: 20-30 minutes for almost half of the older preschoolers, and 30-60 minutes for a little fewer children; but for individual preschoolers, the time exceeded one hour. The analysis of the number of children’s interactions with digital devices (as part of the family educational environment) during the week showed that a significant part of the children were divided into two approximately equal groups (about 40% in each): the frequency of using a tablet / computer in the first group was 1-2 times a week, in the second – 3-4 times a week. There were significantly fewer preschoolers who used a tablet/computer 5-7 times a week – about a fifth. Among the computer programs / games used at home for the development of older preschoolers, those that develop logical thinking turned out to be the most in demand: three quarters of children use them. Approximately half of the children learn programs/games that develop memory, counting and reading skills. The comparison of the children’s intellectual indicators, taking into account the frequency of using a digital device, showed that preschoolers who spend at a tablet/computer 1-2 times a week have a higher level of the development of intellectual abilities than their peers who use this digital device more often.

Conclusion. The peculiarities of the use of a tablet/computer by preschoolers as a component of the family educational microenvironment may determine the variability of the indicators of children’s intellectual development. These features must be taken into account when developing recommendations for parents on the digitalization of the family microenvironment.

The relevance of the subject of the article is due to the changes taking place in the world in the field of economy, management, resources, technologies, information, which could not but lead to the transformation of the education system. Today we are at the epicenter of this transformation, as evidenced by the 5th UNESCO Forum on Transformative Education for Sustainable Development, Global Citizenship, Health and Well-being. In the process of transformation, the participants in the educational process are changing: parents, teachers, preschoolers, kindergartens, pedagogical technologies, educational organizations. These processes are carried out in real time, and we are not always able to track and analyze them.

The purpose of the article is to show the results of a study of the transformation of museums from centers of storage of the tangible and intangible heritage of mankind, in the process of change, into non-formal and informal education centers with a set of educational tools and technologies peculiar to various types of museums, and the results of the impact of educational work of museums on children.

Research progress. The article presents the experience of museums as part of the modern process of preschool education based on the analysis of publications of researchers in the field of museum pedagogy. In the course of the research, publications of scientists were studied, both identifying and summarizing trends in the development of the educational activities of museums (for 1990-1999, and for 2000-2007), as well as individual works.

The results of the study show that the attention of museum teachers, especially in recent years, is directed to young children, for whom the museum becomes an alternative educational platform due to the resources that are already available in the museum and mastered as educational resources; due to programs based on museum and educational technologies to the greater willingness of museum teachers to implement new tools and technologies into their programs; by focusing on interactive forms of interaction; by involving the family more widely in museum activities, etc.

Conclusion. The current structure of education in the world is seriously destabilized due to the growing dissatisfaction with the results of the formal system, the lack of demand for trained personnel by the modern economy, the spread of informal forms of primary education and funding crises at the state and local levels. New horizons are being opened up by technological advances in communication, content sharing, and cultural expectations for access, empowerment, and personalization. A new era has begun, characterized by new economies based on various methods of sharing and using educational resources. In these conditions, the efforts of state educational policies are gradually turning to non-formal and informal education, the leaders of which is museums. This work should be taken into account at the state level today.

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.

The relevance of the topic of the article. Puppet theater is a cultural practice, the use of which in purposeful and systemic educational activity becomes an additional resource. The article examines the connection between the existence of a puppet in a modern puppet theater and the developing possibilities of this type of art for the viewer - a child and an adult.

The aim of the study: to study the possibilities of modern puppet theater as a space for understanding children’s play.

Research methods: theoretical and phenomenological analysis.

Description of the research progress. The study analyzes of the features of cultural-historical development and dependence on the social situation with the invariability of psychological laws of preschool age; the openness of a modern child to the emotional experience of the new, but with a different effect of previous stimuli; the insufficiency of the “miracle of revival” for the emergence of a natural experience in the puppet theater due to the richness of experience of visual transformations and animation of digital content. The analysis of the typology of theatrical puppets and the features of their use in modern theater: tablet puppets as the main type; active use and transformation of the subject environment; increasing the role of a “live” actor. In a modern puppet theater performance, the artist is visible and does not hide that he/she controls the puppet; the doll is small and controlled by the artist, who holds it with his hands or sets it aside so that it remains motionless while he/she performs another action; surrounding objects are involved in the game, which become characters, which makes it possible to talk about an analogy with the actions of a child playing, and about the doll as a child’s toy.

Research results. The study shows phenomenon of the similarity of the puppeteer’s position as a child playing a “director’s game” with a doll, and the features of the game direction accompanying the action, when the child directs what is happening, all the time being inside the process and creates an action along the way, experiencing the “resistance of the material”. The puppet theater is analyzed as a means of teaching adults who come as spectators and children to play, if after visiting the theater, adults implement what they see in playing with children; as an effective aid in overcoming cognitive centralization.

Conclusion. The experience of a modern puppet theater can take the director’s play of a child to a qualitatively new level, taking into account the properties of the “subject doll” and contributing to the regulation of behavior, understanding others with changing properties, which must be guided by for the implementation of the idea, the ability to abandon the most interesting and productive scenario, the ability to quickly respond to emerging obstacles and skills abandon the most interesting and productive scenario. The doll sets its own rules for handling it, which leads to the unity of the accommodative and assimilative orientation of the intellect, when the development of a child is considered in the process of separation from visibility, rigid attachment to the surrounding reality, in going out in consciousness beyond the limits of the close time and beyond the visible.

The relevance of the study is determined by the need to develop cognitive and executive functions of children of senior preschool age, to prepare them for primary school. Studies show that the relationship between physical and cognitive activity is complex and diverse: in some cases, physical activity affects the development of cognitive and regulatory functions, while in others it does not. We found an unusual form of physically active dance activity. Acrobatic rock-n-roll turned out to be the dance that children like.

The purpose of the study is to conduct a pedagogical experiment, justify the criteria, develop recommendations for the implementation of the relationship between physical and cognitive development of children.

The novelty of the study lies in the use of acrobatic rock and roll as a physically active instrument, as a criterion for the effectiveness of the relationship between cognitive and physically activity.

The research methodology relies on a provision stating that the external and the semantic side of speech is the unity, which is a verbal thinking (Vygotsky, 1999), and structural approach to the analysis of speech (Morgenthaler, 1980), dialectical – creative activities for children (Veraksa, 2020).

The results showed a noticeable positive shift in the experimental groups in ability to convey the theme and idea of the tale - 73% of children and in the control group - 54% of children.

Contradictionary results of studies on the development of self-regulation in different activities in children are identified. The structure of self-regulation includes the ability to goal-setting, modeling conditions of activities, programming actions and self-control. The specificity of the manifestation of these abilities in different types of activity and features in preschool children is shown.

The method includes four problem situations. The first part is aimed at diagnosing the ability to self-regulate cognitive activity (metacognitive abilities). The second part is aimed at diagnosing the ability to self-regulate play activity (metaplay abilities).

Situations 1 and 3 suggest a hypothetical inclusion of the child in cognitive and play activities. The child must identify the goal and objectives, the conditions for the implementation of the activity and the program of action. Situations 2 and 4 are aimed at diagnosing self-control in cognitive and play activities. These situations imply a child’s assessment of «completing the assignment by other children».

Testing results indicate a relatively uniform distribution of the examined children according to the level of development of self-regulation abilities in different types of activities. Close and moderate correlation between the indicators of the abilities in cognitive and play activities was found. However, only 8% of the examined children showed a harmonious profile of metacognitive and meta-play abilities.

Self-regulation in preschool children has its own specifics in different types of activities. To diagnose metacognitive and metaplay abilities, it is necessary to use different diagnostic tasks. The results of testing the method indicate that it can be used in scientific research and for the diagnosis of mental development of preschool children.

The article is an attempt to analyze the anthropology of cognitive development and physical growth of children in a bilingual environment. Bilingual children who speak native Tatar and Russian learned to communicate Russian through a set of physical exercises. A diagnostic study was conducted among older preschool children in Tatarstan (237 children in the first three months of 2019). It was based on the criteria of connectivity: inter-sentence connection (ISC); semantic structure (SS); complex syntax (CS). It indicated that 67% of older preschool children showed no evidence of connectivity in statements made during the retelling of a fairy tale or writing a story on a given topic.

In the formative pedagogical experiment, a set of exercises was used to integrate physical and speech activity by the connectivity criteria. The study showed that work in the second (Russian) language created the Russian language environment and to some extent suppressed the interference of the native language. Activation of cognitive functions of the child in the second language, according to our observations, led to inhibition of these functions in the native language. However, on the whole, the pedagogical experiment demonstrated the effectiveness of integrated work as cognitive functions related to cognitive processes including memory, thinking, attention, imagination, perception have improved significantly in the second language for bilingual children. It was concluded that such work should take place in several stages: diagnostic, preparatory, practical and disciplinary.

The ability to recognize emotional states by the expression of the face is part of the group of competencies necessary for the successful implementation of communication activities. Body language, as an important means of communication, is ambiguous in content, which can lead to difficulties in understanding and responding to information (M. Lisina, Kh. Sherjazdanova). The relevance of learning how to recognize emotions in preschool age is related to the high importance of communicative competence for the child’s socialization in kindergarten and preparation for school.

This paper analyzes research on the characteristics and conditions of development of the ability to recognize emotions in childhood. The majority of scientists allocate the following factors: recognition of emotions by facial expression passes a way from the undifferentiated perception of a sign of emotion through allocation of separate elements of mimicry to the integral and generalized perception; there are distinctions in type of perception of emotions of different modalities; ability to recognize emotions depends on experience of child-parent relations and influences personal and social development of the child.

Based on the results of research by A. Shtetinina, E. Listik, M. Kuzmishcheva, J. Russell, D. Lable, R. Thomson, T. Forslund, S. Denham, etc., the hypothesis about the relationship between the two determinants that make the success of the recognition of emotions in preschool age: the development of the proper cognitive means involved in the process and the peculiarities of interpersonal relationships between the child and parents is substantiated. This conclusion is consistent with the provisions of L. Vygotsky, L. Bozhovich, M. Lisina and others on the important role of communication with a close adult for the mental development of the child: the adult acts as a source of various influences, enriches the experience of the child, sets the task of mastering new knowledge, supports and corrects his efforts, as well as acts as a role model for the child.

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.

The aim of research: reveal the potential of forming cognitive interest in social phenomena in children 5–6 years by means experimentation.

Introduction. Based on classical and modern research the theoretical justification of the relevance of the problem of forming cognitive interest in social phenomena in children are presented, potential of use of social experimentation are motivated.

Methods. 40 children aged 5-6,5 years (18 girls and 22 boys) took part in the research. To study the features and pedagogical conditions of development of cognitive interests in children used technique N.B. Shumakova «Voprosiki»; monitoring of educational activities; analysis of calendar plans and questionnaires of kindergarten teachers. At the formative stage, the series of educational situations by using social experimentation of children was tested. The effectiveness was evaluated during the control diagnostics using the techniques Mann-Whitney.

Results. The data of control diagnostics reveal to positive dynamics of indicators of cognitive interest to social phenomena in children of the experimental group. Differences between indicators of cognitive interests at ascertaining and control stages are statistically significant.

Conclusion. Organization of social experimentation contributes to the formation of children 5-6 years of cognitive interest in social phenomena, the expansion of communication skills, overcoming of egocentrism, increased activity, safer than spontaneous social experimentation of preschoolers.

Goal-setting. The paper focuses on narrative abilities of preschool children as a resource for their cognitive development. Considering the speech and language development by children applies Lev Vygotsky’s cultural-historical approach. The development is viewed as a dialectical process: development is considered not as a gradual growth, but as a series of qualitative transformations. The study emphasizes two statements from Lev Vygotsky’s analysis: first, the idea of the genetic connection of telling (and drawing) stories with the future learning of reading and writing; second, the idea of connection between figurative and verbal means of creating narratives at the preschool age. Lev Vygotsky’s ideas were considered in relation with current studies on children’s narrative abilities.

Procedure and Methods. The paper describes the study on connection between the structure of children’s narratives and the dialectical thinking of preschoolers.

Applied methods: “What can be at the same time?” (N.Veraksa); “What can be the other way round?)” (A. Belolutskaya); “Children’s test of cyclic representations” (N. Veraksa, S. Senyukova), “Tell a story” (A. Mak Keib). The study involved 34 children aged from five years to six years and eleven months. Each child was studied individually to avoid the influence of other children on the content of the story. A study on the method “Compilation of history using a dialectical pattern” (I. B. Shiyan) involving 44 senior preschool children (5 – 6.5 years of age) has been conducted. Children were asked to invent their own story (based on imagination or describing real events that happened to the child) using a dialectical pattern (beginning, middle, end) or without using one.

Results and Conclusion. The connection with the success of dialectical approach was detected only for stories based on the pattern. The study came to conclusion that using the “beginning, end, middle” storytelling pattern encourages children to create a more complex narrative, including operating with opposites. The creation of narratives can be used as a resource of cognitive development, in particular development of dialectical thinking in senior preschool children.