Развитие мышления у старших дошкольников как способности рассуждать в условиях двуязычия

Габдулхаков Валерьян Фаритович; Шишова Евгения Олеговна; Зиннурова Альфия Фидаиловна

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* ��: Pr_Gabdulhakov@mail.ru

T H E O R Y A N D P R A C T I C E O F E D U C A T I O N

UDC 159.99 (571.57) DOI: 10.24412/27824519202241121021

The Development of Thinking in Older Preschoolers as the

ability to reason in conditions of bilingualism

Valerian F. Gabdulkhakov1*, Evgeniya O. Shishova1, Alfiya F. Zinnurova2

1 Kazan (Volga Region) Federal University, Academy of Sciences of the Republic of Tatarstan (Kazan,

Russia)

2 Kazan State University of Architecture and Civil Engineering, Academy of Sciences of the Republic

of Tatarstan (Kazan, Russia)

The relevance of the article�s subject is due to the need to develop bilingual children�s thinking

in their second language � Russian. Reasoning is one of the forms (units) of thinking. We assumed

that if, during the acquaintance of children with the works of children�s literature, an analysis of the

structure of reasoning is carried out � to determine the main idea (thesis), the type of connection of

arguments (sequential, parallel, mixed), to find (and formulate) a conclusion, to distinguish between full

and abbreviated reasoning, to use special (lexical) means of connecting parts of reasoning � then the

efficiency of reproducing the text heard and discussed, the quality of constructing one�s own reasoning

will increase significantly.

The purpose of the article is to show the results of a study on the implementation of the methodology

of working on reasoning in the process of familiarizing older preschoolers with works of children�s

literature. Reasoning is understood as a unit of thinking, as a compositional form of speech, a functional

type of speech that is more characteristic of the scientific style of speech, but is also present in fiction in

the form of an author�s view, an author�s assessment and an author�s interpretation of facts.

The course of the study. The pedagogical experiment was conducted on the basis of preschool

institutions of the Republic of Tatarstan, in which children learn two languages � Russian and Tatar.

At the same time, Tatar is their native language. The experiment took place in 20202022.

The data

obtained were compared with control groups in which no work on reasoning was carried out. The

total number of subjects was 476 children of senior preschool age (236 in experimental groups, 240

in control groups). Russian Russian literature In a pedagogical experiment, we tried to focus children�s

attention on the structural features of reasoning in works of Russian fiction, to use the identified features

in the construction of children�s own statementsreasoning

in Russian.

The results of the study turned out to be significant: there are practically no changes in the number of

correctly constructed arguments in the control groups, in the experimental groups there is a significant

increase (on average by 30%). This proved the positive effect of working on the structure of reasoning.

Conclusion. The results of the study convince that the work on the development of bilingual children�s

abilities to reason in Russian should be connected with the definition of the main idea of the work

of art, with the identification of arguments proving the main idea of the author, with the formulation

of the conclusion that the author wanted to convey to the reader. In this regard, it is recommended

to: teach children to find and build a complete reasoning (thesis, proof, conclusion) that explains the

ideological content of a fairy tale or story; identify brief (or abbreviated) arguments in literary texts,

explain which parts of it and why they are abbreviated; find consistent, parallel and mixed connection

of arguments in the arguments and independently build in their statements; use special reference words

to connect the thesis with arguments, arguments with the conclusion; offer children tasks, exercises

aimed at constructing their own reasoning on various topics.

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Keywords: older preschoolers, thinking, reasoning, bilingualism, text analysis, thesis, argument,

conclusion.

For citation: Gabdulkhakov V.F., Shishova E.O., Zinnurova A.F. (2022). The development of thinking in

older preschoolers as the ability to reason in conditions of bilingualism. Preschool Education Today. 4:16,

10�21 (in Russian). DOI: 10.24412/27824519202241121021

Original manuscript received 08.07.2022.

* Contacts: Pr_Gabdulhakov@mail.ru

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Information about authors

Valerian F. Gabdulkhakov, Doctor of Pedagogy,

Professor, Institute of psychology and education,

Kazan (Volga region) Federal University, Head of

the Center of Applied Pedagogy of the Academy

� � � � � � � � � � � � � � � � � � � � � � � � � �

of Sciences of the Republic of Tatarstan, Kazan,

Russia, ORCID: 0000000327080058;

Scopus:

�56458818500; Web of Science: http://www.researrcherid.

com/rid/N13062013;

Pr_Gabdulhakov@

mail.ru

Shishova Evgeniya Olegovna, PhD in Pedagogy,

Associate Professor of the Institute of Psychology

and Education of the Kazan (Volga Region) Federal

University, Kazan, Russia, ORCID: 0000000349039021,

Evgeniya.Shishova@kpfu.ru

Alfiya F. Zinnurova, PhD in Pedagogy, Researcher

at the Center of Applied Pedagogy of the Academy of

Sciences of the Republic of Tatarstan, Senior Lecturer

at Kazan State University of Architecture and Civil

Engineering, Kazan, Russia, ORCID: 0000000173849396,

instpianrt@gmail.com

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doi: https://doi.org/10.1080/10400419.2016.1125246

25. Chang, J.Y.,

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32. Galloway, N., J. Kriukow, and T. Numajiri.

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�Are Both Classroom Autonomy Support and Structure

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38. Jang, Eunjee, and Janina BruttGriffler.

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Large-Scale Empirical Study of Heritage Language

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Success. Journal of Multilingual and Multicultural

Development 40 (4): 322�337. doi: https://doi.

org/10.1080/01434632.2018.1518451

39. Janina BruttGriffler

& Eunjee Jang 2022.

Dual language programs: an exploration of bilingual

students� academic achievement, language proficiencies

and engagement using a mixed methods approach.

International Journal of Bilingual Education and

Bilingualism. Volume 22. Pages: 1-22. https://www.

tandfonline.com/toc/rbeb20/current

40. Mohanty, A.K. 2019. The Multilingual Reality:

Living with Languages. Bristol, Blue Ridge Summit:

MultilingualMatters.

41. Roo, A. K., Y. Ardasheva, S. N. Newcomer,

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Literacy Skills, and Attitudes to Science Achievement of

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doi:https://doi.org/10.1080/13670050.2018.1434125.

42. Rose, H., S. Curle, I. Aizawa, and G.

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43. Valerian F. Gabdulchakov and Evgeniya

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intheEarlyYears.Monograph.Chapter3.S.D.Tunnicliffe

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license to Springer Nature Switzerland AG. Pp. 6584.

ISBN 978-3-030-99829-5 ISBN 978-3-030-99830-1

(eBook)https://doi.org/10.1007/978-3-030-99830-1

iНе можете найти то, что вам нужно? Попробуйте сервис подбора литературы.

44. Vincze, L., and J. Gasiorek, 2018. �My

Competence,YourCompetence,andtheLanguageweuse:

TheModeratingEffectofInterlocutorLanguageConstraint

in Bilingual Accommodation.� International Journal of

Bilingual Education and Bilingualism 21 (1): 70�78. doi:

https://doi.org/10.1080/13670050.2015.1128385.

� � � � � � � � � � � � � � � � � � � � � � � � � �

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The development of thinking in older preschoolers as the ability to reason in conditions of bilingualism

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