Детермінація когнітивного та емоційного компонентів мовлення у дітей старшого дошкільного віку

Abstract

The purpose of the study is to carry out a theoretical analysis of the cognitive and emotional components of speech in older preschool children. The main research methods are theoretical analysis of psychological and pedagogical literature. Analysis of research materials proved that the cognitive sphere is a multifaceted mechanism, the work of which is provided by intellectual components: sensation, perception, thinking, memory, attention, imagination and speech in particular. In cognitive linguistics, the functioning of language is considered through cognitive activity, and its processes are studied through language phenomena: awareness of speech constructions, understanding of word meanings (semantic competence),grammatically correct speech, expression of one's own opinion, improvement of speech abilities. Each speech action has an emotional accompaniment, the concept of emotions is realized through verbalized (structural-semantic, lexical) and no verbalized (facial expressions, gestures, actions) sign system. Understanding cognitive interaction with the functional speech system makes it possible to understand the more complex mechanisms of speech ontogenesis. This is especially true if there is a need to learn the language and speech of children with typical psychophysical development and speech disorders. The study of scientific statement on the issues of our study indicates the leading components of speech readiness for school, namely: cognitive (intellectual-speech) – covers the idea of semantic constructive significance of language and speech, the formation of speech components; motivational (learning motive) – understanding of social and cognitive motives of learning, their arbitrariness in the organization of behavior and during learning; activity (speech activity) – active participation in various types of speech activity, manifestation of independence, creativity, initiative, cooperation with children and teachers; emotional (verbalization of emotions and feelings) – awareness and control of their emotional state, adequate expression of emotions indifferent life situations, the ability to explain and recognize them in other people.