The article presents the theoretical analysis of children’s speech behavior during their interaction with others. Personal activities of speech behavior require taking into account the characteristics of subjective relations and formed communicative-speech abilities. Speech behavior acts as the same characteristic of personal activities realized in interactions, so, that is a measure of personal activity in behavior.
The analysis of mutual influence of communication and activities allows us to emphasize important conclusions, necessary for understanding of children’s communicative-speech development: communication, by developing a person’s motivational-needful sphere, stimulates manifestations of all object-practical activities; formation and development of communicative skills improves development of preschooler’s object-practical activities, game playing, cognitive skills; emotional personal communications are an important type of activities at preschool childhood; positive or negative impacts of emotional personal communications are manifested especially clear at new formed activities (object-practical, cognitive), as well as in changed communicative situations (new partnership: child-adult, child-child, child-children) or at changed familiar surrounding.
The compared parameters of the general structure of activities and the emotional-personal form of communication demonstrated their mutual influence and significance of emotional personal communication for children’s mental development. The showed new formations characterize changes in activities, consciousness and personality. We emphasise on this correlation with the aim to focus the attention of psychologists, educators and parents on the necessity to form purposefully emotional personal communication of children with surrounding adults and peers. During such communication, non-verbal repertoire and the methods to establish contacts are developed and improved, which is important for further communicative-speech development and improvement of human cognition. The article substantiates that formed and more complicated communicative and speech activities contribute to appearance of generalized components in the structure of any activity and thereby determines its flow in various forms related to communication, increase the efficiency of children’s interactions in their family and kindergarten. The development of all forms and corresponding communicative motives develops also various types of communicative relations.
Vygotskij L.S. (1991) Pedagogicheskaya psihologiya [Educational psychology]. Moscow, Russia: Pedagogika. [in Russian]
Lisina M.I. (2001). Obshhenie, lichnost' i psihika rebenka [Communication, personality and psyche of the child]. Moscow, Russia: MPSI. [in Russian]
Maksimenk S. D. (2015). Osobistist u rozvitku: psihologichna teoriya i praktika [Personality in development: psychological theory and practice]. Sumi, Ukraine: SumDPU ImenI A.S. Makarenka. [in Ukrainian]
Pirozhenko T.O. (2002). Komunikatyvno-movlennіevіy rozvytok dytyny: monohrafiіa [Communication and speech development of the child: a monograph]. Kyiv, Ukraine: Nora-Prynt. [in Ukrainian]
Tarasіuk L. M. (2014). Osoblivostі stanovlennіa mіzhosobуstіsnoі vzaiemodіі dіteі doshkіl'nogo vіku [Features of formation of interpersonal interaction of children of preschool age]. Problemу suchasnoі psуkholohiі – Problems of modern psychology. 24, 646–658. [in Ukrainian]
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link - https://creativecommons.org/licenses/by/4.0/