Abstract:
© 2016 Gabdrakhmanova and Guseva.The actuality of the research is due to the fact that in multinational Russia one of the most important issues is education of bilingual children in national republics and of migrant children, speaking their native language. This is due to multicultural environment of Russian regions and to migration processes that have marked the issue of education, adaptation and socialization in a new socio-cultural environment that necessitates socio-pedagogical maintenance of migrant children in educational establishments. In this situation, it acquires a new shade – full linguistic proficiency in both languages ensures bilingual children a successful socialization and equal access to quality education conducted in Russian, which becomes socially important. The purpose of the article is substantiation of the propaedeutic preparation model for such children to master the Russian speech as non-native and experimental verification of pedagogical conditions complex ensuring the effectiveness of this model. The leading method is a pedagogical experiment that allows to test the developed model of propaedeutic preparation model of preschool children to master the second (Russian) language based on activity approach and which represents a continuous process. The developed structural and functional model of propaedeutic preparation process of bilingual children to mastering the Russian speech includes the following components: axiological-purposeful, content-related, process-activity component, evaluation-effective component. The model aims to introduce into practical work of national educational institutions the teaching conditions conducive to solving the problems of pre-school children socialization and to improving propaedeutic preparation of pre-schoolers to mastering the Russian speech.
