Keyword: «discourse»

Currently, the relevance of high-quality cognitive development of children, starting from preschool age, has increased significantly. If previously there was an accumulated demand for the quality of cognitive development among certain groups of the population, now this norm is enshrined in the Russian education system. Due to the complexity of cognitive processes development, technologized means, including cognitive classes, become the most significant in practice. There are different tools for working with cognitive phenomena, processes and research. However, there are now only scattered studies in the pedagogical field which reveal some aspects of the development of cognitive activities. The basis here is most often the most famous cognitive-taxonomic theory of B. Bloom, which reveals the main levels of development of cognitive activity that contribute to the achievement of educational goals. At the moment, the problem of selecting the most effective forms, methods and techniques, teaching aids, including for conducting cognitive classes for the development of cognitive activity of older preschool children remains unresolved. This article achieves the goal of formulating the basic requirements for the development of learning tasks for older preschoolers, which can be used at different stages of cognitive training. Analysis and synthesis were used as research methods, including when studying literature on the research topic, survey, questionnaire, and mathematical methods for processing empirical data. As a result of theoretical research, the works of domestic and foreign researchers in the field of developing a cognitive paradigm of education, as well as studying the process of development of children's cognitive activity, were analyzed. The practical significance of the study lies in testing a number of formulations of learning tasks at different stages of a cognitive lesson for the further creation of a constructor for compiling such tasks on any topic. The article may be of practical interest for teachers of preschool organizations and other researchers of this issue.

This article reveals the various approaches of scientists to the theory of discourse analysis, which makes it impossible to determine a single interpretation of discourse analysis in the study of language and gender. Attention is drawn to the fact that the concept of feminism has not lost its meaning today, despite the actualization and promotion of the concept of active participation of the female sex in the life of society, analyzes the concept of worldview, which gives rise to understanding and overcoming these difficulties.

The epigraph is a unique element of the text, allowing an adequate interpretation of the author's idea and artistic information of the complete text. It is a part of the existential discourse and can act as a communicative sign. As a communicative element, the epigraph participates in the dialogue of cultures, ensuring relations between representa-tives of different eras. The epigraph has been a subject of research for not such a long span of time. However, at the moment there are several classifications of its functions. Many researchers identify the main functions such as dialogical, intertextual and aesthetic functions. They are known as primary functions. Nevertheless, secondary functions also attract attention, but are not fully explored yet. The article presents several classifications of epigraph functions, and only one contains secondary functions. These include synthetic, characterological and rhythmic functions. The article presents the results of studying the primary and secondary functions of the epigraph using the following literary texts as the material for research: "Fiesta (and the Sun Also Rises)" by Ernest Hemingway and Ran-som Riggs's trilogy "House of Strange Children". According to the results, the epigraph most often represents informative, notionally thematic and intertextual functions. The topic is considered to be not fully studied and requires further research.