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The article discusses the development of coherent oral speech in preschool age and possible ways to improve it. The author analyzes the terminological variants of the connective oral speech designation, and put forward the terms “narrative” and “text”, that are considered to be synonyms. On the basis of the psycholinguistic data on the peculiarities of the child language acquisition, the authors describe methods for evaluating children’s retelling and narratives, as well as methodological principles for the formation and development of storytelling skills in senior preschool age. It is proposed to evaluate the parameters of their micro- and macrostructure in children’s narratives. The microstructure is traditionally referred to lexical and grammatical indicators: the number of lexical and grammatical errors, the richness of the dictionary, syntactic complexity, the absence of omissions of major parts of the sentence, pronominalizations index, and others. The macrostructure includes the correspondence to the simplest narrative structure “goal – action – result” and the degree of development of the narrative (complete, simplified or distorted narrative). When learning to create narratives, child needs to move from simpler, personal narratives to more complex, invented ones. Personal narratives include children’s stories about repeated actions or events, and at a later stage – about a bright, memorable event for the child. Fictional narratives are often created using one or a series of images. A story is usually created based on a series of images, and a description is created based on a single image. Among the fictional narratives, stories will be simpler for children than descriptions. Work on creating texts with children should be based on a series of colorful, interesting images, where you can trace temporary and cause-and-effect relationships. It is concluded that learning vocabulary and grammar is not enough for the development of coherent oral speech; special techniques are needed to develop children’s ability to generate text as an integral and coherent unity.

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.