Keyword: «zone of proximal development»

This article focuses on integrative methods of teaching Russian as a foreign language, including CLIL (Content and Language Integrated Learning), which combines language learning with the acquisition of disciplinary content. Using the example of an Armenian school, effective models of integrating Russian as a foreign language with history, literature, geography, music, and art are demonstrated. The use of CLIL in teaching Russian as a foreign language allows for the creation of a multifunctional educational environment where language becomes a tool for learning rather than an end in itself.

The article analyzes the theoretical foundations of psychological and pedagogical support for the development of voluntary attention in older preschool children. The essence, properties and stages of the formation of voluntary attention, the role of speech and the adult in its genesis are revealed. The methods and techniques of working with preschoolers are described, taking into account the zone of proximal development and the transition from external to internal regulation.