PSYCHOLINGUISTIC ASPECTS OF LANGUAGE ACQUISITION BY PRESCHOOL CHILDREN

Abstract

The present article is devoted to the study of the complex and multifaceted process of language acquisition by preschool children, considering it from the standpoint of modern psycholinguistics. The paper analyses the key theoretical approaches to understanding this phenomenon, including the views of behaviourists, nativists and supporters of interactionist concepts, which allows us to present a holistic picture of scientific discussions.

The main stages and regularities of the formation of the speech system in preschoolers are identified, starting from the first sounds and babbling to complex syntactic structures and coherent speech. Particular attention is paid to the formation of the phonetic and phonemic side of speech, which is the basis for correct pronunciation and understanding of language. The process of enriching the child's active and passive vocabulary, the mechanisms of forming the meaning of words and their use in speech are studied. The article describes how children gradually learn the grammatical rules of their native language, building phrases and sentences in accordance with the existing norms.

The article theoretically substantiates the inextricable link between speech development and cognitive processes. The influence of language on the formation of thinking, memory, attention and perception in preschool age is investigated. The role of language as a means of cognition of the world around us and regulation of our own behaviour is determined.

A significant place is given to the influence of the social environment on the process of language acquisition. The role of communication with adults and peers, play activities, reading fiction in stimulating speech development is analysed. The importance of the speech environment, the quality of adult speech and their activity in communicating with the child is determined.

On the basis of the analysis, the possible causes and manifestations of speech disorders in preschool age are investigated, and approaches to their prevention and correction are theoretically substantiated.

The conclusions of the article emphasise the importance of an integrated approach to the study and support of preschool children's speech development, based on a deep understanding of the psycholinguistic mechanisms of this process. The results obtained are of practical importance for teachers, psychologists and parents, providing them with scientifically based knowledge for effective work with children.