The Development of Cognitive Regulation in Connection with the Communicative Competence of Monolingual and Balanced Bilingual Children

Preschool age is the most favorable period for mastering languages due to a number of psychological factors. This potential children's opportunities, intensive development language abilities. Therefore, an indispensable pedagogical condition early bilingualism creation educational environment children. The aim study cognitive regulation in connection with communicative competence balanced bilinguals (Tatar / Russian) and monolinguals (Russian), whose socialization carried out different developing subject-spatial environments. research methodology based on sociocultural concepts “environmental” influences mental (Vygotsky, 1999; Bronfenbrenner, 1999). empirical involved 60 children aged 5 7 years, among them 30 socializing bilingual (Tatar/Russian) environment, Russian-speaking linguistic environment. To diagnose children’s regulation, subtests NEPSY-II neuropsychological battery were used: “Repetition sentences”, “Memory construction”, “Inhibition”, “Sorting cards according changeable attribute”; communication - methods “Pictures” by E.O. Smirnova E.A. Kalyagina, “Peculiarities interpersonal relations children” G.R. Khuzeeva; level general intelligence version Raven Test methodology. Statistical processing obtained data was using non-parametric U-Mann-Whitney test, Spearman correlation analysis. Conclusions recommendations. It has been established that older preschool age, compared monolinguals, have advantages particular, updating non-verbal information context target (visual working memory), blocking suppressing irrelevant verbal (inhibitory control). Bilingual preschoolers are more active communication, but less prone leadership dominance peer group, while monolingual readily take leading role group desire high social position group. Differences convergence indicators groups revealed, children, significantly associated competence, they as ability use operations solving problems. We assume content program institution focused primarily development, it speech development.