Assessment of the relationship between bilingualism indicators and indicators of cognitive and emotional development of children of senior preschool age

Abstract

This article is devoted to assessing the relationship between indicators of bilingualism and indicators of cognitive and emotional development in preschool children. Various measures were used to assess the level of bilingualism, including active language proficiency, comprehension, and switching between languages. During the study, it was found that the level of auditory-verbal intelligence remained at an average level, although the level of visual working memory turned out to be higher in children studying in the Yakut language. Children who study in the Yakut language showed higher visual working memory scores. However, the levels of development of auditory-verbal working memory were at an average level. In children who study in the Yakut language, the auditory-verbal memory turned out to be lower compared to visual memory. In children studying in Russian, the auditory-verbal working memory was more highly developed, while the level of cognitive control associated with restraining momentary manifestations and reactions corresponded to the age norms. Physical control was at a fairly high level. Also, during the diagnostic process, data were obtained on the emotional development of children. Children who master the Russian language during the learning process showed better results.