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Background. Currently, key aspects of children’s mental development remain insufficiently studied in psychological science and educational practice, among which the problem of the relationship between speech and thinking stands out. Despite considerable attention to this area, an in-depth study of a number of classical works makes it possible to identify works that were previously underestimated and are now gaining special importance due to their important conclusions and prospects for further research. Such works include a monograph that presents a study of the relationship between words and images in solving various tasks for preschoolers, carried out by psychologists under the guidance of L.A. Venger.

Objective. Analysis of the results of an experimental study conducted by a research team led by L.A. Venger in the late 1990s and devoted to the study of the genesis and mechanisms of interaction between verbal and figurative components of thinking in preschool age.

Methods. Analysis of scientific literature, review and presentation of the initial data and results of the study of the relationship between words and images in the process of solving mental tasks by preschool children.

Results. The study showed that in preschool age, thinking is mediated primarily by images and visual models, and speech performs auxiliary, guiding and expressive functions, but is not the main means of solving cognitive problems. It was established that the word can become a mediating means only when solving logical problems that require conceptual analysis and planning, which is typical for senior preschool age. Figurative and verbal thinking develop in parallel and independently of each other, but with specially organized training, close relationships are formed between them.

Conclusions. The data of the presented study strongly suggests that speech performs mainly an auxiliary role when using visual models in solving mental tasks (generating an image, drawing on past experience, designating visual means of solving problems, etc.). The word can perform a mediating function by the older preschool age when solving tasks by children where it is necessary to establish hierarchical relationships between generalizations and generalized speech planning. The study of the problem of the relationship between image and word in solving cognitive tasks by preschool children not only provided answers to some important psychological questions on the complex topic of the relationship between speech and thinking, but also outlined further lines of study of this problem.

Background. The relevance of the article is related to the increase in the number of violations of the logic of Russian speech of senior preschool children in a multilingual environment, with the lack of development of methodological techniques for identifying these violations and correcting them in the process of familiarization with works of children’s literature in different languages.

Objectives. To demonstrate linguo-methodological techniques for analyzing presuppositions that determine the logic of speech (correctness of word order, their compatibility, sequence in a sentence), as well as techniques for determining the degree of logical connection of words in Russian texts obtained as a result of their translation by older preschool children from Tatar, English and Chinese; to develop methodological recommendations for working on the logic of children’s Russian speech in a multilingual environment.

Sample. The study (2020-2024) analyzed 333 children’s texts: in Russian — 84, in English — 82, in Tatar — 84, in Chinese — 83.

Methods. The following methods were used: linguistic and psycholinguistic methods of text analysis, identification of presupposition, determination of the degree of logical connection of words in a sentence, mathematical processing of the research results; pedagogical experiments, translation and comparative analysis of texts.

Results. The results of the study were: methodological interpretation of the features of presupposition in Russian, Tatar, English, Chinese; methodological procedures for analyzing the logic of children’s Russian speech in a multilingual environment (analysis of presupposition, degree of logical connection) in children’s Russian speech adapted to the tasks of preschool education; linguodidactic interpretation of the obtained data; methodological recommendations for working on the logic of Russian speech in a multilingual environment.

Conclusions. The study concludes that in order to form the logic of children’s Russian speech, overcome logical anomalies in it, and increase the degree of logical connection, various linguo-methodological techniques are needed to overcome the interfering (negative) influence of a second or third language on Russian speech; promising areas of pedagogical research in the context of developing multilingualism may be technologies for developing children’s speech by means of digital content.

The relevance of the subject of the article. The article is devoted to the communication of children with speech disorders in an inclusive kindergarten. Staying in the environment of healthy children has a positive effect on socialization and the formation of communication skills in preschoolers with disabilities. But meanwhile, there may be a contradiction between the social conditions of preschool inclusion and the real opportunities for communication in some children. These contradictions affect children with speech disorders. These children, due to speech pathology, are not capable of full communication. Therefore, the problem of communication and socialization in preschoolers with speech disorders should be solved.

Description of the research progress. Studies on age periodization, according to which communication develops between preschoolers who do not have speech pathologies, are analyzed. The author of the article refers to the brain organization of speech and shows its systemic nature from the point of view of the participation of different brain areas. As a theoretical basis, two classifications of speech disorders are given in the article, with the help of which speech pathologies in childhood are studied; in the future, in accordance with this classification, according to the form of speech pathology, work is carried out to eliminate speech defects. The article has an interdisciplinary character and integrates psychology, pedagogy and speech therapy.

Research results. The work on speech correction begins with the diagnostic stage. Diagnostic examination, which establishes the state of active and passive speech in a child, is based on the position on the systemic structure of speech functions. The article shows that speech has a systemic structure – from elementary to the most complex forms. Speech therapy classes have different aims and structure, depending on the correctional focus on a particular speech defect. In addition to speech therapy classes, recommendations are given on the development of etiquette speech and on the formation of communication skills within the framework of a role-playing game and theatricalization.

Conclusion. Working in a kindergarten to restore speech reduces the “risk zone” for socialization. With sufficient communication, children acquire the possibility of full inclusion in the peer environment.

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 topic of the article is due to the need to develop competencies in bilingual children related to the construction of original texts in a second language. We assumed that if children explore the mechanisms for constructing coherent speech in different languages, compare the features of their implementation in these languages, independently carry out transposition (positive transfer of coinciding schemes for organizing coherent speech) and overcome interference (divergent schemes for constructing a coherent text), then the quality of their bilingual utterances may improve.

The aim of the study is to show the results of a study on the implementation of the technology of research-based learning to build a text (coherent speech). Coherent speech is understood in the article as a text created using the following mechanisms: 1) interphrase communication, 2) consistent implementation of structural and semantic units, 3) linguistic means of stylistic unity.

The pedagogical experiment was carried out on the basis of preschool institutions of the Republic of Tatarstan, in which children learn three languages – Russian, Tatar, English. The experiment took place in 2018-2022. The data obtained were compared with control groups in which such tasks were not used. The total number of subjects was 2427 children of senior preschool age. In the pedagogical experiment, we tried to transform the traditional methodological scheme into a technological one – research, in which children stop playing the passive role of performers and turn into researchers of the structure of the text (the structure of coherent speech). Coherent speech becomes the object of research for children, the subject is the mechanisms for constructing a coherent text in the first, second, sometimes third languages.

The results of the study turned out to be significant: if in the experimental groups the number of children who were able to construct an original text in the second language increased by an average of 50%, then in the control groups by only 3%.

Conclusion. Research-oriented technology for the formation of textual competencies can be used in teaching different languages. This technology stimulates independent search, teaches to compare the features of two languages, independently carry out transposition (positive transfer of the laws of one language to another language), overcome text interference (the negative influence of the laws of one language on another), develops competencies in the analysis and compilation of coherent texts in the native language, second and third languages.

The relevance of the topic of the article. In the national regions of Russia, the speech of bilingual children is characterized by a large number of errors: it is characterized, on the one hand, by language interference, when the laws of the native language negatively affect the second (Russian), on the other hand, by figurative interference, when the figurative meaning of literary images is native culture comes into conflict with the images and meanings of Russian literature. These interferences negatively affect not only Russian speech, but also thinking, memory, intelligence, – all cognitive and regulatory functions of children. Educators do not always understand what techniques should be used to overcome the negative impact of these interferences.

The aim of the study. The work is aimed at analyzing the speech of bilingual children, to identify typical speech and semantic errors caused by the influence of linguistic and figurative interference on the Russian speech of children, to determine effective techniques for overcoming interference. The question is posed that such techniques can be techniques for the formation of a child’s linguistic personality, developed in linguodidactics. The assumption is tested that these techniques – with the installation on language and figurative meaning - with a certain sequence, can have the effect of neurocognitive influence, that is, ensure the formation of correct Russian speech in a shorter time.

Description of the research progress. In the course of the study (2019–2021), 257 statements of bilingual children of the senior and preparatory groups (6–7 years old) were analyzed. In this study, 125 children belonged to the group of children with autistic disorders, 132 – to the group of ordinary bilingual children. 32 teachers of preschool institutions of Tatarstan took part in the study.

Research results. It has been observed that children suffering from language interference are more susceptible to figurative interference. The more their Russian speech is subject to linguistic interference, the more it is subject to figurative interference. Figurative interference is a contradictory association connected with cultures that have the same symbolism, but different meanings in different languages and cultures. Autistic children, who are just as bilingual as ordinary children, make mistakes associated with the manifestation of interference much more than ordinary children. In both groups, interference errors in Russian characterize more than half of all children. A sequence of linguodidactic techniques was determined, which included verbal-semantic techniques, techniques of repetition of a speech pattern, techniques of the communicative core, techniques of transposition, techniques of storytelling, interpretation of figurative means, techniques of creative retelling, techniques of theatricalization, motivational-pragmatic feedback techniques. This sequence provided the effect of neurocognitive influence and turned out to be more effective in comparison with traditional methodological techniques.

Conclusion. The data obtained indicate that the linguodidactic techniques implemented in a certain sequence can be called neurocognitive: they help to overcome the negative influence of linguistic and imaginative interference. Such techniques are based on the principles of empathy, reflection, anticipatory synthesis, the communicative core and act with a certain frequency, fixing linguistic and figurative symbols.

In this issue of the journal, we present the international experience in the study of narratives in preschool children. The authors of the articles live and work in different European countries (Bulgaria, Poland, Finland, Sweden and Russia). All publications are grouped around the same topic of the story of children in a monolingual or bilingual situation.

Relevance (context) of the topic of the article. Speech development is a key factor in the academic success of students. Reading and writing as types of speech activity are metalinguistic competencies that provide students of all levels of education with the assimilation of the content of academic disciplines, communication and influencing further socialization. Therefore, the issues of timely mass diagnostics of speech development disorders in modern children are becoming more relevant. The article examines the domestic and world experience in the diagnosis of speech disorders, including the use of screenings for assessing the risks of speech and psychological development; the changes in the system of dispensary speech therapy observation of children that have occurred in Russia over the past 10 years are analyzed, models of psychological and pedagogical support of children with speech disorders are described.

The aim of the article is to describe a model of a standardized two-stage speech screening procedure; to present the content of the first stage, the algorithm for its implementation and the analysis of the results of the primary approbation of the questionnaire for assessing speech development in 7-year-old children.

Description of the research progress. The study was conducted in 15 educational organizations in Moscow in 2020-2021. Based on modern ideas about the child’s speech development, a questionnaire was developed to assess speech development and tested in preschool groups with 686 children aged 7 years-7 years and 3 months. The main research methods are observation, questionnaire, methods of mathematical statistics.

The results of the study. A questionnaire for assessing the speech development of a 7-year-old child is presented, which allows identifying students who need logoscreening (stage 2) and differentiated help from a speech therapist teacher. Statistical data on speech disorders in this age group were obtained.

Conclusion. It is concluded that it is important to conduct two-stage speech screening in critical periods of development, and an algorithm for its testing is proposed. The advantages of the screening system for the selection of children in need of psychological and pedagogical support for the executive authorities in the field of education, educational organizations and the child are indicated. 

The relevance of the topic of the article. An analysis of the indicators of irregularity in a child’s speech, speech disorders, and the existing methods of their measurement shows that disturbances in the fluency of speech in preschool children are mainly associated with evolutionary stuttering. There are no methods of objective assessment of fluency of speech and its disorders in stuttering in the Russian literature and speech therapy practice, while abroad there are different models of categorization of indicators of speech irregularity and various objective methods of measuring fluency of speech in children with normal conditions and with stuttering are used.

The aim of the research. The study of physiological and pathological indicators of speech irregularity of preschool children with stuttering and without speech disorders for the differential diagnosis of normal and deviating speech development is the aim of the study.

Description of the research progress. The study involved 35 children aged 4,5–6,5 years: 16 children without speech disorders and 19 children with stuttering of varying severity. The fluency / irregularity of speech was assessed using technology for assessing the indicators of speech irregularity (Vanderbilt technology) based on the analysis of two representative speech samples of 100 words each (a conversation and a story based on a series of plot pictures): the total percentage of speech irregularity, the percentage of physiological and pathological indicators of speech irregularity were calculated, the dominant types of speech irregularity in both groups were identified.

The results of the study. A significant difference was revealed in physiological and pathological indicators of speech irregularity in preschoolers with normal conditions and with stuttering. The article provides evidence of the connection of mainly pathological indicators of speech irregularity with stuttering, and physiological indicators - with normal speech development. In preschoolers with stuttering, a direct relationship was found between the overall percentage of speech irregularity and the severity of stuttering. In the group of children without speech disorders, preschoolers with a risk factor for stuttering were identified, for whose parent’s recommendations on a protective general and speech regime were developed.

Conclusion. The results of the experimental study demonstrate the advisability of including Vanderbilt’s technology in a comprehensive examination of the speech of a preschool child. The specific nature and frequency of manifestation of indicators of speech irregularity in preschool children make important diagnostic information about the typical / atypical development of speech irregularity.

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 relevance of the topic of the article. Each period has its own significance for the upbringing, socialization and education of the future of the nation - children, but preschool education occupies a special place. It sets the stage for building ideas, relationships, and competencies. The development of connected speech during this period is a priority in the work of a preschool teacher who is looking for working methods that are adequate to the modern development of technologies.

The aim of the research. Preschool education is associated with one of the most sensitive periods for children – preschool age, therefore, it involves a system of methods, forms and means of implementing modern educational content, taking into account the characteristics and nature of pedagogical interaction.

Description of the research progress. The presented educational software products “Grandfather and Turnip”, “Kolobok” and fairy tales of the Cunning Peter are an attempt to answer the need to find forms of work for the development of connected speech in children.

The results of the study. “Grandfather and Turnip”, “Kolobok” and fairy tales about the Cunning Peter provide learning objectives in all educational areas: Coherent speech, Vocabulary, Grammatically correct speech, Sound culture, Perception of a literary work, Reproduction of a literary work. It is impossible to present the possibilities for each of them in this text. Attention will be focused on the main aspects of Connected speech and the perception of a literary work, without claiming to be complete.

Conclusion. The educational software products “Grandfather and Turnip”, “Kolobok”, “Cunning Peter”, presented in this article, contribute to the implementation of modern requirements in the direction of the way of conducting the main form of pedagogical interaction - situation, namely, to take place in a playful form, i.e. play should not be an element, but should be fully integrated into the educational process. They are also suitable for additional forms of interaction that are organized according with the needs and interests of children during extracurricular time. In both cases, they contribute to the formation of competencies. The capabilities of software products are not limited to the presented technological solutions. Their use is a matter of creative search and digital competence of children’s teachers.

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.