Communicative and speech development of senior preschoolers with a non-native Russian language in a Russian-speaking kindergarten environment

The purpose of the study is to develop and implement the content of correctional and developmental activities for the communicative and speech development of senior preschool children with a non-native Russian language in the Russian-speaking environment of a preschool educational organization. The article examines the problems of child bilingualism from the point of view of pedagogy, sociolinguistics, and speech therapy. The paper presents theoretical (analysis, generalization and systematization of approaches to determining the communicative and speech skills of senior preschoolers with a non-native Russian language) and empirical (non-included observation, diagnostic situations, conversation, quantitative and qualitative processing of research results) research methods. The results of the diagnosis of the communicative and speech skills of senior preschoolers with a non-native Russian language allowed the author to identify the dominance of a low level. The scientific novelty of this study is that it adds to our understanding of how children learn languages. It explains how to assess the communication and language skills of older preschoolers who speak a language other than Russian as their first language. It also suggests methods for helping these children improve their communication skills by immersing them in a Russian-speaking environment, practicing conversations in Russian in typical situations, and playing language games. The effectiveness of these methods is shown by the positive results of the control experiment.