Monolingual education and training technology in preschool educational organizations

This article explores the problem of preserving the Buryat language in childhood through the implementation of monolingual education and training technologies in preschool educational institutions. It examines the main reasons for language loss, emphasizing the importance of the early language environment and the need for a special pedagogical approach. The article presents the goals, objectives, and content of the methodology, including vocabulary activation, development of sound and coherent forms of speech, familiarization with literature, and creativity. The key principles include communicativeness, which ensures the child's active interaction with the language through direct communication; continuity, which allows for the gradual development of the child's speech throughout the entire period of stay in the educational institution; integrativeness, which implies interconnected teaching of various aspects of the language; and individuality, which takes into account the individual characteristics of each child. The article describes the methods and forms of educational activity used in this technology, such as immersion, play, communication, project-based learning, and situation modeling. The article presents the results of a pedagogical experiment conducted in the Republic of Buryatia, demonstrating positive dynamics in children's language acquisition, despite difficulties caused by the irregular participation of some children in classes. The role of a student-centered approach and the importance of family support are emphasized. The conclusion highlights the importance of the widespread dissemination of the proposed technology for the effective preservation of the native (Buryat) language and national culture

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