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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.

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.