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The article describes the findings of the historic-theoretical study of research methods utilized by preschool teachers in terms of analysis of understandings about their specificity in the national psychological and pedagogical science. The aim of this study is to uncover the strategies for studying children through observations and comparison forms of the documentations of results conducted by the preschool teachers. The analysis was performed beginning from the preschool teacher’s diary designated by research team under the guidance of

O. Dyachenko to the maps of development for the modern curriculums of preschool education (“Beginnings”, “From the Birth to School”, “World of Explorations” etc.). The main method of the study is a problem analyses, that allowed defining the goals and tasks of the use of the diaries and development maps as tools of documentation and analyses of results through observation; rules and choice of developmental milestones in children for the diaries and maps; methods of filling them up, analyzing and interpreting data. Directions for the improvement of design, implementation and analysis of the diaries and development maps children are identified. The conditions for effective interaction between preschool teacher, psychologist and other specialists through implementing of strategies for exploration of children are discussed. The objectives for the development of professional competences in preschool teachers in the area of pedagogical diagnostic are given.

Search for compact and at the same time effective means of pedagogical diagnostics, which could easily fit into the educational activities of preschool educational institution leads to a discussion of the possibility of using pedagogical problem situations as such means. These situations contain certain social problems that a child solves together with an adult. Problem situations create conditions of children’s activities and communication, where it is necessary to analyze and / or evaluate the behavior of other people and choose a strategy own behavior in view of its possible consequences. Problem situations are used in psycho-diagnostics, and are similar to the method of the natural experiment. By their target orientation, substantial and structural organization (themes and questions), species (illustrative simulation and real situations), requirements to their design and stages, educational and diagnostic problem situations are quite similar. The process of transformation of pedagogical problem situations into the diagnostical suggests following the logic of the diagnostic process, compliance with its stages - design, content organization, analysis and prognosis.

The purpose of the article is to show the results of a study on the diagnosis and development of historical memory among future teachers of preschool organizations studying in Russian regions with state national-Russian bilingualism. The empirical basis of the study was the pedagogical departments of the universities of Tatarstan, Chuvashia, and Mari El. In the course of diagnosing the level of development of historical memory among future teachers, it was found that more than half of them do not have historical memory, a third of students admit that they are not ready to form historical memory in their future students in educational institutions, many have a poor understanding of events that have historical significance for the country are lost in the concepts of a large and small Motherland characteristic of a bilingual environment.

The problem is that universities practically do not conduct diagnostic monitoring of the development of historical memory; many teachers ignore these issues when students master worldview and communication modules; there is no effective strategy for the formation of historical memory as a basic basis for the education of patriotism and citizenship in classes in the disciplines of the general cultural block. In total, 1886 students and 12 university teachers took part in experiments (diagnostic and formative) over 5 years (2019–2023).

The research methods used were questionnaires, testing, pedagogical observation, pedagogical experiment, generalization of research results at interregional scientific and practical conferences, and mathematical data processing.

The main results of the study were problem areas in the formation (unformation) of students’ historical memory in the conditions of state national-Russian bilingualism, a pedagogical strategy for the development of historical memory in the process of mastering the disciplines of the general cultural block, and methodological recommendations for the formation of historical memory in bilingual regions.

Conclusions. In universities with state national-Russian bilingualism, it is necessary to carry out diagnostic monitoring of the development of students’ historical memory, identify problem areas of this development, and design pedagogical strategies for patriotic education based on the data obtained. Promising areas of pedagogical research can be models, technologies, means of forming historical memory when mastering disciplines of both general cultural and professional blocks, as well as the formation of historical memory in the conditions of scientific research or teaching practice.