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The relevance of the article’s subject is due to the need to develop bilingual children’s thinking in their second language – Russian. Reasoning is one of the forms (units) of thinking. We assumed that if, during the acquaintance of children with the works of children’s literature, an analysis of the structure of reasoning is carried out – to determine the main idea (thesis), the type of connection of arguments (sequential, parallel, mixed), to find (and formulate) a conclusion, to distinguish between full and abbreviated reasoning, to use special (lexical) means of connecting parts of reasoning – then the efficiency of reproducing the text heard and discussed, the quality of constructing one’s own reasoning will increase significantly.

The purpose of the article is to show the results of a study on the implementation of the methodology of working on reasoning in the process of familiarizing older preschoolers with works of children’s literature. Reasoning is understood as a unit of thinking, as a compositional form of speech, a functional type of speech that is more characteristic of the scientific style of speech, but is also present in fiction in the form of an author’s view, an author’s assessment and an author’s interpretation of facts.

The course of the study. The pedagogical experiment was conducted on the basis of preschool institutions of the Republic of Tatarstan, in which 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 no work on reasoning was carried out. The total number of subjects was 476 children of senior preschool age (236 in experimental groups, 240 in control groups). Russian Russian literature In a pedagogical experiment, we tried to focus children’s attention on the structural features of reasoning in works of Russian fiction, to use the identified features in the construction of children’s own statements-reasoning in Russian.

The results of the study turned out to be significant: there are practically no changes in the number of correctly constructed arguments in the control groups, in the experimental groups there is a significant increase (on average by 30%). This proved the positive effect of working on the structure of reasoning.

Conclusion. The results of the study convince that the work on the development of bilingual children’s abilities to reason in Russian should be connected with the definition of the main idea of the work of art, with the identification of arguments proving the main idea of the author, with the formulation of the conclusion that the author wanted to convey to the reader. In this regard, it is recommended to: teach children to find and build a complete reasoning (thesis, proof, conclusion) that explains the ideological content of a fairy tale or story; identify brief (or abbreviated) arguments in literary texts, explain which parts of it and why they are abbreviated; find consistent, parallel and mixed connection of arguments in the arguments and independently build in their statements; use special reference words to connect the thesis with arguments, arguments with the conclusion; offer children tasks, exercises aimed at constructing their own reasoning on various topics.

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 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.

This article focuses on tendencies of development of children of the preschool age connected with features of modern socialization. Today, the process of entering a child’s culture has a number of specific features. The boundaries between childhood and adulthood are blurred, the child’s position in relation to the adult world is changing, the adult ceases to be a unique bearer of culture, the effectiveness of traditional practices of upbringing and learning becomes ambiguous, and the intensity of the child’s communication with adults and with other children is reduced. One of the reasons for these changes is the rapid integration of digital technology into a child’s daily life. The Internet, computer, tablet, smartphone and other gadgets, which preschoolers often know better than their parents, become not only a toy, but also a means of socialization. The term “digital socialization” is used to define and describe the new facet of a child’s socialization. It is characterized by children’s use of high-tech arsenal of digital devices, the duration of the online status of a child, increasing risks associated with the online environment, an increase in the technical literacy of children compared to their parents, a decrease in the universality of the adult figure and his or her role in relations between parent and child, etc.

The article present parts of a research project where the aim is to investigate six- to seven-year-old children’s language use in storytelling. The children’s oral texts are based on the wordless picture book Frog, Where Are You? Which has been, and still remains, a frequent tool for collecting narratives from children. The Frog story tradition presents a strictly structured reading of the book – a reading that does not fully match the readings of the children. Inspired by Umberto Eco’s concept of the model reader, I explore the interplay between, on the one hand, the pictures as they appear through a picture-semiotic analysis, and on the other, the empirical readers’ narratives and their cultural backgrounds. The main findings are that the Frog story-tradition, in its focus on structure, does not offer a basis for evaluation of the children’s narrative language that gives full credit to the children’s practices as narrators and language users.

Background.  Relevance of the problem of developing critical thinking in modern education is due to the need to prepare a person who is able to adapt to the conditions of a rapidly changing world and work effectively with a large information flow. Critical thinking is a key skill that allows you to achieve such educational results as the ability to analyze information, make independent judgments, solve problems, collaborate, and build constructive relationships.

Objective. To carry out a theoretical analysis of the problem in order to study the already identified possibilities of using pedagogical text analysis to develop critical thinking of a student-teacher. To determine the features of using pedagogical texts to develop critical thinking of student-teachers in the practice of teaching psychological and pedagogical disciplines at a university.

Methods. A questionnaire was conducted during the work. The percentage ratio method and content analysis were used to process the questionnaires.

Sample. 156 people participated in the study: 2nd-3rd year bachelor’s students in the fields of Psychology of Education, Psychological and Pedagogical Education; 1–2 years of the Master’s degree program “Methodological Support in Preschool Education” of the Institute of Childhood, the program “Development of Personal Potential in Education” of the Institute of Psychology of the Herzen University of St. Petersburg.

Results. The analysis of a number of scientific studies has shown that in adults, spontaneous formation of critical thinking and cognitive flexibility practically does not occur even in the process of accumulating professional experience. To develop these qualities, it is necessary to purposefully use special methods and techniques that contribute to the formation of students’ skills of reflection, critical analysis of situations, comparison of different points of view, as well as the ability to perceive and evaluate the surrounding reality from different positions, going beyond their own experience. The conducted study revealed a deficit in the use of pedagogical texts aimed at developing critical thinking in student teachers, as well as the limited number of tasks that contribute to its formation within the framework of mastering psychological and pedagogical disciplines in a pedagogical university. This indicates the need to enrich the programs of psychological and pedagogical disciplines with a larger number or variants of tasks that will effectively develop critical thinking in future teachers.

Conclusions. The higher education system is designed to develop critical thinking, guide student-teachers to master creative ways of solving life problems, self-education and self-development. In order to form critical thinking in students of higher educational institutions when studying various disciplines, it is necessary to systematically use pedagogical texts that present various author’s versions of traditional truths, professional attitudes and values.