MASTERING THE RUSSIAN LANGUAGE AS A MOTHER TONGUE BY CHILDREN OF PRESCHOOL AGE IN THE CONDITIONS OF INFORMATION SOCIALIZATION

Statement of the problem. Nowadays, preschoolers are developing in a space of enhanced informational impact, which determines the qualitative changes in their perception, consciousness, thinking, motivational and emotional-volitional spheres, activities, ethical and value aspects of life. There are processes of too early inclusion of the child in the world of gadgets, which leads to disruption in communication with parents and adults, slower speech and communication skills development, autism spectrum disorders. The processes cause the problems in the formation of children’s thinking, the development of their cognitive activity, which results in the gradual loss of their native language as a leading tool of consciousness. The fact arouses concern as the speech development of preschoolers is undergoing changes related to the formation of speech abilities, skills, prerequisites for reading and writing, the culture of speech communication. The study addresses the problems of preschoolers’ understanding of the semantic diversity of their native language, difficulties in forming the vocabulary, mastering the system of language concepts, morphological, word-formation and syntactic regularities, mastering the sound culture of speech, the formation of coherent speech and communicative competence. Despite the fact that the issues of speech development of preschoolers in various aspects are rather widely covered, however, the particularities of preschool children learning the Russian language as a native language in the context of information socialization require a deeper consideration. The purpose of the article is to consider not only the psychological effects of information socialization on the speech development of a child, but also to search for new methods that contribute to the mastery of the Russian language as a mother tongue, forms of mastering the role-playing game as a leading neoplasm of preschool childhood, the development of the emotional sphere and cognitive activity. The research methodology includes theoretical analysis, a synthesis of studies conducted by international and Russian scientists, and research in the field of language education of children, diagnosis of speech and communicative development of children, mastery of the Russian language as a mother tongue. Empirical methods are implemented to diagnose the level of mastery of the Russian language as a native one. Research results. The study presents diagnostic data on the level of mastery of the mother tongue by senior preschoolers. The conclusion is drawn on the importance of the integrative application of interactive dialogue methods and techniques that contribute to the activation of the creative, cognitive, communicative initiative of preschool children: work on the semantics of the word; creating conditions for the development of the desire of children to integrate into joint activities; role-playing games using the role-changing technique; stimulation of children’s imagination in verbal inventing stories; application of techniques for creating plot compositions in a verbal story. Conclusion. The study presents new methods that contribute to the mastery of the Russian language as their native mother tongue by preschoolers to study and develop their creative, communicative and cognitive experience. The results show that the techniques help to increase the efficiency of communication between children and adults, to optimize the adaptation process of a child in the world of the Russian language, its value-national component.