Keyword: «preschool education»

This paper examines the issue of the effective use of didactic games as a means of developing the speech of preschool children.

The article, based on many years of practical experience in teaching in preschool institutions, including MBDOU “Kindergarten No. 99 of Combined Type” in Kazan, explores the socio-psychological barriers that arise in the interaction between parents and teachers of preschool educational organizations. The theoretical foundations of the concept of barriers are revealed, an expanded typology is provided, and the current causes of their occurrence and consequences for the educational process are analyzed. Special attention is paid to the requirements of the updated standards – FSES DO (ed. 2022) and FOP DO (2023), where the importance of family and teacher partnership is emphasized. Based on practice, specific ways of overcoming barriers are proposed, including active involvement of parents, and recommendations for teachers, heads of preschool institutions and parents.

The article examines the role of game technologies in teaching English to preschool children. The author argues that playing is the leading activity and the most effective means of developing foreign language skills in preschool foreign language education. Based on the analysis of the Federal State Educational Standard for Preschool Education and current research, the normative and methodological foundations for the use of game technologies are identified. Their classification is presented, the principles of lesson planning are described, as well as methodological aspects of integrating game tasks into the lesson structure. The conclusion emphasizes the need for a systematic approach to the use of games in teaching English to preschoolers.

The article addresses the theoretical conceptualization and structural modelling of a new pedagogical category – the digital developing subject-spatial environment of a preschool educational organization with elements of artificial intelligence (digital DSSE with AI elements) – in the context of foreign language development of children aged 4–7. Existing studies consider the digital environment and artificial intelligence technologies separately, which limits their combined didactic potential and does not allow for the identification of the synergistic effect of integration. The aim of this article is to develop an original author's definition and a structural model of the digital DSSE of preschool educational organizations with AI elements, as well as to substantiate its role as a pedagogical condition for the foreign language development of children aged 4-7. The principal research methods include a theoretical analysis of the regulatory framework and scientific literature, the conceptualization of the author's original concept, a systematic analysis of the structural components of the environment, and pedagogical observation during the testing of the designed environment. The main results include the formulation of an original author's definition of the digital DSSE of preschool educational organizations with AI elements as a holistic pedagogical system that ensures the dynamic adaptation of the content of foreign language interaction; the development of a seven-component structural model that includes the regulatory, infrastructure, information and content, methodological and pedagogical, communication and management, subject, and security units; the identification of risks in the functioning of this environment and the mechanisms for their minimization; and the description of the synergistic effect of the integration of the digital DSSE and AI technologies. The theoretical significance of the work lies in the introduction of a new pedagogical concept and its differentiation from related categories. The practical significance lies in the fact that the developed model has been tested in preschool educational organizations and has confirmed the positive impact of the designed environment on the foreign language speech development of preschoolers.

The article presents the role and effectiveness of online sessions in the process of speech development in senior preschool-aged children. It analyzes the modern possibilities, methods, and tools of distance learning that contribute to the development of children’s communication skills. The article includes an original study based on observations and questionnaires, which allows for the evaluation of the effectiveness of online sessions in terms of the development of various components of speech: phonetic culture, vocabulary, grammar, coherent speech, and artistic language. The results indicate that with the use of modern technological tools and well-structured methods, it is possible to ensure speech development even under remote learning conditions.