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The relevance of research. The changes taking place in society and culture affect the transformation of such a socio-cultural phenomenon as childhood. Obtaining current knowledge about childhood makes it possible to predict the features of the future society, the adult population of which will consist of modern children. Obtaining data on the similarities and differences of ideas about childhood in children and adults can allow us to build effective educational work with parents. This will help adults better understand children, change the educational and the pedagogical process in accordance with the needs, values, and problems of modern preschoolers. The article presents the results of a study of the peculiarities of ideas about childhood as a phenomenon in older preschool children and parents of older preschoolers and designing on this basis of an educational program for parents.

Organization of the study. The aim of the study was to develop methods and conduct a comparative analysis of children’s and parents’ ideas about childhood and to develop a program of educational activities taking into account the identified features. Diagnostic research tools included modifications of "soft" methods (S.N. Mayorova-Shcheglova): the sociographic method (drawing on a given topic "Children and their childhood", analysis of the depicted event) the collision method (analysis of the verbally presented situation) and the comic book method (inventing the child's replicas of the hero in the presented situations). In addition, an auxiliary method was used – a conversation – for the interpretation of children's drawings and a modified projective technique "Ladder".

Research results. As a result of the study, comparative data were obtained on the specifics of ideas of different generations about the phenomenon of childhood, the peculiarities of the understanding of childhood by modern children and modern parents were identified, on this basis a program of educational activities for parents was developed and tested. The program of educational activities: is focused on the development of parental competence as an integrative ability to solve the problems of development and upbringing of children, which involves the implementation of comprehensive educational work, including stimulating motivation, position formation, enrichment of ideas and the formation of practical skills; involves the organization of a system of individual support of parents, a variety of forms of work, the development of parental reflection, stimulating independence and awareness through keeping a personal diary; practice-oriented, illustrated with a large number of examples and cases from real practice; involves updating the existing experience of parents, helps everyone see points of their own growth.

Conclusions. The program of educational activities was designed on the basis of the data obtained on the specific ideas about the phenomenon of childhood of older preschoolers and parents and is focused on the problems of raising a child in a family that are relevant for modern parents and children.

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 topic. The ability to evaluate oneself, one’s own achievements is one of the new formations of a child’s personality that appears at preschool age. The importance of the development of this regulatory ability for a preschooler is that it affects the child’s success in various activities. Numerous studies are devoted to the study of self-esteem in preschool, primary school age. But their content practically does not reveal the qualitative characteristics of self-esteem of older preschoolers. The analysis of children’s judgments allows a deeper understanding of the modern child in the space of evaluation and self-esteem, to explore the uniqueness of the evaluation field in which he develops, and also to rethink the ways to support positive self-esteem in the pedagogical process of preschool education.

The aim of the study was to identify the features of self-esteem of older preschoolers in the group with the norm of development and general underdevelopment of speech.

Description of the research progress. The study involved 50 children aged 6–7 years. There are approximately the same number of boys and girls in each of the surveyed groups. The main group of methods used by teachers were conversations and the method of participant observation of children in organized activities in the classroom, in a natural setting (games, conversations with peers, on a walk). Observation maps were compiled, existing diagnostic conversations were modified, and educational situations for assessment were identified. The severity and nature of the children’s assessment of their own activities were recorded. An additional group of methods included experimental methods for identifying self-esteem: V.G. Schur “Ladder”, “Test de Greefe”, “Draw yourself” A.M. Parishioners, Z. Vasiliauskaite, “What am I?”, Dembo-Rubinstein scales.

The results of the study. Based on the results of the diagnostics, the age norm of the level of self-esteem was found in most children. Inadequately overestimated or underestimated self-esteem was noted in children with a low level of development of the cognitive component of self-esteem, with an insufficiently developed reflective-critical attitude towards themselves. Speech disorders do not have a particular impact on the level of self-esteem of older preschoolers. When considering the qualitative characteristics of self-esteem, it was revealed that evaluative statements in children’s everyday speech are rare and meaningfully impoverished. Children do not have enough assessment and self-assessment skills. The natural speech environment does not always provide the child with sufficient means of expressing an assessment or an idea of the structure of an evaluative statement, therefore, the assessments of six-seven-year-old children are categorical and two-dimensional: do / don’t do, good / bad, normal / abnormal, love / don’t love etc.

Conclusion. The analysis of children’s judgments allows us to conclude that preschoolers have significantly limited ideas about themselves, translation, and repetition of the monotonous adult’s judgments. The image of a preschool child is impoverished, is closed on obedience, diligence, non-conflict, is devoid of value orientation, content, diversity.

Background. Modern society places high demands on the level of language training of children, starting from an early age, which makes it relevant to search for effective methods of speech development and children’s awareness of the phenomena of language and speech. The problem of speech development in the process of speech education at the stage of preschool childhood involves a new consideration of the issues of children’s respect for their native language, which is due to the importance of mastering its national specifics, familiarization with the language as a national treasure. In addition, the development of semantics in speech contributes to the general intellectual development of children, laying the foundation for the subsequent development of more complex language structures and concepts.

Objective. To determine the optimal ways of forming the semantic aspect of speech development in the process of speech education of children in their seventh year of life.

Sample. The study involved 54 children aged 6–7 years (preparatory group for school), attending the preschool department of school No. 1517 in Moscow. The children were divided into two groups: experimental (1EG, 28 children) and control group (2EG, 24 children).

Methods. The diagnostics developed by O.S. Ushakova and V.I. Yashina (Ushakova, Yashina, 2023) were used to assess the level of proficiency in different aspects of speech. The associative experiment was conducted using the methodology developed by researchers at the Speech Development Laboratory of the Research Institute of Preschool Education (Ushakova, Strunina, 2004). The level of logical thinking development was revealed according to the methodology developed by psychologists at the Research Institute of Preschool Education of the Russian Academy of Education under the guidance of L.A. Venger (Diagnostics.., 1978). The level of speech development of older preschoolers was determined by the method of E.A. Smirnova (Smirnova, 1987).

Results. It has been experimentally proven that understanding the meaning of a word is a key moment in speech ontogenesis. To master the meaning of a word means to master the method of reflecting the essential features of an object (phenomenon) for a given society, fixed in the language. The study also shows that if the semantic aspect becomes the center of constructing a coherent statement (description, narration, reasoning), which develops in conjunction with solving all speech tasks in the curriculum, older preschoolers master the ability not only to correctly compose a coherent story, but also to competently construct any utterance. Russian language holidays play a special role in the development of linguistic and communicative abilities of older preschoolers (namely, this role is played by the semantic aspect of children’s speech development), which combine all speech problems and cultivate love and respect for the native language from early childhood.

Conclusions. The use of semantic content in the classroom has an impact on the speech and cognitive development of older preschool children. Without special training in the speech of children, even of the older preschool age, there is an inadequate use of semantic units in speech situations or in the construction of texts of any purpose under the influence of extralinguistic (non-linguistic) factors.