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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.

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.

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.

Background. In modern inclusive education, the need to explore opportunities for preserving and strengthening the cognitive health of children with varying levels of speech development becomes particularly important. Special attention is paid to children with speech disorders who do not fall under the category of disabilities, but who experience difficulties in perceiving information and assimilating programs. Polymodal perception, being a basic cognitive function, is closely related to a child’s speech and mental development. It is important to note that older preschool age is the most favorable period for the correction of these processes due to the neuroplasticity of the brain. That is why the development of preventive and rehabilitation measures aimed at strengthening interanalytical connections and the integration of sensory modalities is becoming an important area for improving the quality of education and speech therapy.

Objective. The study examines the functional state of polymodal perception and the possibilities of its psycho-regulation in the educational process among older preschool children in an inclusive environment.

Sample. The study involved 349 children aged 6–7 from kindergartens in the Irkutsk region, with both typical and impaired speech development.

Methods. To assess speech and characterize speech development, a methodology based on the guidelines of O.B. Inshakova (Inshakova, 2022) was used. The diagnostics of polymodal perception by I.Yu. Murashova (Murashova, 2018) were applied, identifying the dominant modality, the degree of activity in non-dominant modalities, and the child’s functional individual profile of polymodal perception: Harmonious (sufficient interaction between dominant and subdominant modalities in the perception process, creating a complete polymodal image); Disharmonious-selective (with selective emphasis on the dominant modality); Disharmonious-inert (with fixation on the dominant modality).

Results. The study examined the features of polymodal perception in older preschoolers with different levels of speech development in inclusive education. At the ascertaining stage, disharmonies in the structure of perception were revealed, which served as the basis for the formative experiment. Experimental training was aimed at psychoregulation of perception through the creation of a special information environment without changing the program content. The essence of creating an information educational environment was that monomodal and multisensory methods of information presentation were used in the classroom instead of traditional verbal methods. The results of the control stage showed that without targeted impact, compensation for violations is weak. At the same time, the high effectiveness of rehabilitation measures aimed at strengthening children’s cognitive health through strengthening the integrative activity of sensory modalities has been proven.

Conclusions. Data were obtained on the holistic structure of polymodal perception in children aged 6–7, both under typical conditions and in cases of speech development pathogenesis. The developed approaches contribute to a more successful development of educational programs and increase the effectiveness of speech therapy. The study has important practical significance, since the proposed methods can be used in preschool educational institutions to support children with speech development problems.

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.