The article analyses theoretically the relations between communicative-speech development and manifestations of a child’s activities at interpersonal interactions. We determined that a child’s communicative-speech development is the base for his/her successful or unsuccessful interactions with the world. Personal qualities of communicative-speech development contribute to the establishment by a preschool child of wide contacts of with others, which, in turn, contributes to development of cognitive and linguistic qualities supporting a child’s language progress. Variable and effective motives for a child’s communication with people ensures the coordination of his/her communicative and speech actions, allows the child to predict the possible development of events, to be creative in communication. If adults give a child negative assessments and have a low culture of interpersonal relations, limited and closed interests, the child’s inner world is impoverished; thus, his/her consciousness develops poorly, he/she has difficulties in overcoming of standards and stereotypes at implementation of their own intentions. The deformed or absent motivation for interactions, because of experienced failures at relations with others, leads to the fact that many children of senior preschool and primary school age lack independence. They are unsure of themselves, are often feared in new situations, behave negatively, prone to conflicts, and perceive inadequately behavior of other children and adults and people’s attitudes to them. The conclusion is made that the orientation to communication, willingness to interact with others, understanding of an “person-situation” system, value orientations reflecting communicative experiences ultimately determine preschool children’s social and intellectual activities at their interactions with the world. The harmonious development of preschool age children’s communicative-speech skills is based on adults’ often communications with children, when adults talk with them and read them fiction books and cognitive literature; enrich children’s experience with positive impressions during walks, excursions, interesting observations in the social, cultural and natural environment.
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