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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.