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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.

Building a connected etiquette speech in verbal communication is a long process. This is the fruit of personal development as a result of proper linguistic, ideological, moral and aesthetic education and upbringing. The development by each teacher of his own program for systematic etiquette education will give great results, especially if parents participate in it.

Connected etiquette speech (CES) in preschool children occurs in terms of verbal communication with direct contact or orally, in the form of dialogue. Functionally, the CES is implemented in the form of a connected dialogical unity, consisting of replica-stimuli and replica-responses. In contrast to the usual dialogue, in which speech is produced, ready-made, “cliched” expressions or words-formulas of speech etiquette are reproduced in a connected etiquette speech.

The main goal of connected etiquette speech in preschool children is to bring harmony into their relationships, to provide the necessary mutual tolerance in communication. Verbal communication in kindergarten is carried out in a certain obligatory context, in which the etiquette associated with speech can and should be consciously studied by children in its functional dimensions in the act of verbal communication. Various thematic etiquette situations from the daily life of children are offered.

The study was conducted in a kindergarten in a small town in Bulgaria with preschool children. The children were offered play situations in which they had to use various types of etiquette forms.

The results of the study will be presented at a later stage of work on the problem, when creating a comprehensive Program of mastering unmarked connected speech by these children. The program will include both the provision of knowledge about individual subsystems of speech etiquette as sign systems and rules for their use, and exercises for their practical mastering using appropriate methods and means of constructing connected etiquette speech. Compliance with the rules of etiquette, in principle, presupposes their knowledge, but it would be naive to believe that, knowing the etiquette norms, the child will begin to act in accordance with them. Usually, he remembers them only when he violates them and thereby harms the interests of others. It can be assumed that one of the reasons for this phenomenon is related to the fact that we teach the rules, and not educate according to them.

In the course of the study, a number of conclusions and generalizations are made. Knowledge of speech etiquette ensures its functioning, or etiquette can be formed only through etiquette. This is the only way to build the belief that the use of speech etiquette has become axiomatic, as an obligatory component of interpersonal speech contacts. Etiquette verbal communication should become conscious, and this is possible only when conscious politeness becomes a habit, a norm of behavior.

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 provides an express analysis of digital resources for preschool education. The problems and prospects of their use in the practical activities of kindergarten teachers are identified. Digital content for preschool education has a large number of disadvantages: the presence of spelling, lexical, syntactic, structural and semantic errors, the lack of clear guidelines when submitting didactic materials, etc. The use of such content negatively affects the development of cognitive functions of the child: understanding, comprehension, memorization, reproduction. This is reflected in the coherent speech of children. When diagnosing coherent speech as an indicator of the development of cognitive functions of children, we took into account the number of correctly reflected by them: 1) microthemes (subthemes – what or who is spoken about in the text); 2) the main cores of information (the main thoughts of paragraph sentences); 3) means of inter – phrasal communication (lexical repetitions-nouns, pronominal and synonymous substitutions, etc.). These indicators negatively characterize the didactic material recommended in the digital version for preschool education. A pedagogical experiment conducted in kindergartens in Tatarstan in 2017-2019 suggested two strategies. According to the first strategy, working with the text took place in the form of fairy-tale therapy and included reading a fairy tale in the conditions of music and video accompaniment. The second strategy of working on the fairy tale included (in addition to reading, music and video accompaniment) musical and rhythmic exercises to the music of P. Tchaikovsky. These exercises were performed during a pause after completing the reading of each microtext of the fairy tale according to special drawings. The effectiveness of working with the text has increased significantly: the number of children who are able to convey microthemes, the main ideas of paragraph sentences, and means of inter-phrasal communication has grown.

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.

This article describes the methods of developing children’s coherent speech as an important means of supporting children’s cognitive initiative in early childhood educational institutions and the family. In the study methods of linguistic analysis of a text as an example of a coherent speech were used.

The use of these methods in the diagnosis of speech development of children and educators has shown that the existing speech development work in early childhood educational institutions is not practically aimed at building coherent speech skills: there is no coherence not only in the speech of children, but also in the speech of teachers.

The usage of structural features of the text, including interfacing, semantic structure and structure of a complex entire syntaх, have significantly increased the level of development of coherent speech of children and educators.

Research has shown that speech communication is an important means of developing a child’s cognitive abilities. After all, just as a child speaks (coherently or incoherently), so he or she thinks, organizes and directs cognitive activity.

The research proves that in the early childhood there are new tasks of communication as communication with adults is actively developing there are problems of interpretation of the content of digital resources, television and computer animation, etc. Therefore, the development of children’s cognitive abilities by means of childhood reading, music, visual, physical and mathematical culture should be based on the peculiarities of not only thinking, but also coherent speech.

Background. Modern educational approaches place significant emphasis on the continuity and consistency of learning, creating optimal conditions for children’s successful adaptation during the transition from preschool to primary education. The development of coherent speech is a key aspect of school readiness, as it fosters communication skills, cognitive development, and successful academic performance. Therefore, investigating pedagogical conditions that support continuity in the development of coherent speech is of particular importance for educators and parents seeking to ensure children’s effective development.

Objective. To develop, justify, and experimentally test pedagogical conditions for ensuring continuity in the development of coherent speech in older preschoolers and first-graders.

Sample. The study involved 200 parents of children aged 6-7, 150 preschool educators, 80 primary school teachers, 200 preschool students, and 58 first-grade pupils.

Methods. The study was conducted using a set of theoretical and empirical methods. For the theoretical understanding of the problem, analysis, synthesis, comparison and forecasting were used, as well as the study of literature from various fields. The empirical part included observation, monitoring of children’s issues, conversations with children, teachers and parents, surveys and analysis of documentation and educational resources. An important element was the pedagogical experiment, which made it possible to test hypotheses in real conditions. The data was processed using mathematical statistics and qualitative analysis methods, which ensured the reliability and scientific validity of the results obtained.

Results. Methodological recommendations for the continuous development of coherent monologic speech in older preschoolers and first-graders were developed. These include unified approaches to speech development, a consistent strategy based on principles of continuity, gradual complexity of material, and alignment of content, methods, and interconnections between speech development activities in preschool and primary school settings.

Conclusions. Continuity in the development of coherent speech in older preschoolers and first-graders is achieved through the following pedagogical conditions: regular assessment of current speech development levels; specialized didactic approaches; balanced development of all speech components with long-term progression in mind; implementation of evidence-based methodological recommendations tailored for both age groups.

 

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.