Gegentana

Background. In the context of globalization, the standardization of preschool education has become a key tool for improving educational quality. Possessing distinct socio-cultural characteristics and having undergone numerous reforms throughout their history, China and Russia demonstrate unique pathways in standardizing preschool education, yet face similar challenges such as excessive uniformity and adaptation difficulties. Using comparative analysis, this study identifies similarities and differences in the development of theory and practice between the two countries, offering a cross-cultural perspective for optimizing international educational policy, particularly in the context of balancing globalization and localization in developing nations.

Objectives. To systematically compare the stages, structural features, and current challenges of preschool education standardization in China and Russia, paying special attention to the interplay of socio-economic transformations and cultural traditions in shaping standards, as well as to analyze differences in the selection and implementation of educational policy instruments.

Sample. Selected regulatory and policy documents, academic publications, and practical examples from China (2001-2020) and Russia (1990-2020), including the cities of Beijing, Shanghai, Moscow, St. Petersburg, and Kazan, with regional coverage extending to other cities and nearby villages.

Methods. The literature analysis method was applied to systematize regulatory documents and scholarly works, the comparative method was used to contrast standards based on objectives, curricula, and assessment, and case-study analysis was employed for an in-depth examination of the effectiveness of educational standards implementation in selected kindergartens. The research was supplemented with quantitative data on the distribution of educational resources.

Results. China is characterized by a subject-oriented approach and centralized control, emphasizing educational accessibility but facing a tendency towards “schoolification.” The Russian education system focuses on play-based methods and institutional autonomy; however, this creates regional inequality in resource distribution. Both countries encounter an imbalance between the standardization of approaches and educational flexibility, uneven distribution of educational resources, and differences in the use of technologies in education.

Conclusions. Standardizing preschool education requires maintaining a balance between unification and diversity in the educational process content, integrating cultural traditions with international experience. It is also necessary to enhance the effectiveness of educational policy through flexible educational standards and the equitable distribution of educational resources. As a solution, a model of “core competencies + space for development” is proposed, along with strengthening professional support for teachers and creating mechanisms for interregional resource sharing.

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.