LITERARY AND DIDACTIC TEXTS AS A MEANS OF DEVELOPING METACOGNITION IN PRESCHOOL CHILDREN (A METHODOLOGICAL ASPECT OF TEACHER TRAINING)

Abstract

The article addresses the methodological aspect of preparing future preschool teachers to work with literary and didactic texts in a way that fosters metacognitive skills in senior preschool children. The metacognitive potential of two text types is examined: the literary text supports the development of prediction, reflection, and self-regulation through engagement with the plot and identification with characters; the didactic text makes cognitive strategies explicit and brings them to the level of conscious use. A set of methodological techniques for working with text is described — «think-aloud», prediction, metacognitive questions, reading stops — and content priorities for teacher training in the Uzbek–Russian bilingual educational environment are defined. The conclusion is that purposeful selection of textual material and command of methods of its problematization constitute a key competence of the modern preschool teacher.