Concentration of information in the speech of bilingual children
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Abstract
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.
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