Language personality of a preschool child: features of development in the process of listening - Статья

UDC 81’23 LANGUAGE PERSONALITY OF A PRESCHOOL CHILD: FEATURES OF DEVELOPMENT IN THE PROCESS OF LISTENING Nataliia V. Kharchenko Ph.D. in Pedagogy, Associate Professor of the Department of Psychology and Pedagogy of a Preschool Education, SHEE «Pereyaslav-KhmelnytskyiStatePedagogical University named after Hryhoriy Skovoroda», 30 Sukhomlynskyi Str., Pereyaslav-Khmelnytskyi, Kyiv Reg., Ukraine, 08401 harchenko123@rambler.ru Abstract The article focuses on opening of the problem of study the phenomenon of language personality in modern psychological science as a social new formation, subject of interpersonal relations, the man, which owns a set of language skills, properties and capabilities. The research aim is to present the authorial formulation of the concept «development of language personality of a preschool child in the process of listening»; determination of terms and psychodidactic receptions of the development of language personality of a preschool child in the process of listening. In order to achieve the aim were used such methods: analysis of psycholinguistic and psychological literature, integration of derived from the analysis data, formulation of concepts «language personality», «development of language personality of a preschool child in the process of listening», systematization of the generalized information from theoretical research, formulation of conclusions. Research results enabled us to formulate authorial determination of the concept «development of language personality of a preschool child in the process of listening», which we understand as the complecated process of childs special relationships acquisition with the subjective and social world in a form of communication, operations and capabilities, new possibilities of perception and understanding of the language values, their transformation into personal senses, his becoming as a subject of communicative co-operation, a person, whomastered because of vocal (auditive) activity on realization of this communicative co-operation the new special capabilities, competenses and qualities, which form a child as personality. ЯЗЫКОВАЯ ЛИЧНОСТЬ ДОШКОЛЬНИКА: ОСОБЕННОСТИ РАЗВИТИЯ В ПРОЦЕССЕ АУДИРОВАНИЯ Наталия Харченко кандидат педагогических наук, доцент кафедры психологии и педагогики дошкольного образования, ГВУЗ «Переяслав-Хмельницкий государственный педагогический университет имени Григория Сковороды», ул. Сухомлинского 30, г. Переяслав-Хмельницкий, Киевская обл., Украина, 08401 harchenko123@rambler.ru Аннотация Статья посвящена раскрытию проблемы изучения в современной психологической науке феномена «языковая личность», а также обзору психолингвистических и психолого-педагогических исследований в области онтогенеза языковой личности дошкольника в контексте развития аудирования. In particular, for basis in analysing the psycholinguistic literature were taken formulated by him positions in which are exposed the looks on personality. These positions are transformed in to problems of language personality and adapted by us in relation to a category «language personality»: accounting of psycholinguistic realities which we try to explain through a concept «language personality»: a) language personality as a social new formation; b) a set of genetically defined and acquired qualities and characteristics of each child; c) the personality is a subject of public and interpersonal relations; criteria of personality: а) language personality as a special property of a man; b) language personality as a man, owning by certain qualities and possibilities; c) a vocal act - a characteristic of a child as language personality; d) «moral - immoral» choice of vocal behavior as a display of human ability to be responsible for the vocal behavior; e) «moral - immoral» choice of language behavior as the criterion of language personality; to become language personality, a child must be able: а) to estimate from moral position his language interests, necessities and consequences of language actions - own and stranger, orienting on other people and bearing the responsibility for the own language actions; b) arbitrarily produce necessary, but poorly motivated language actions, overcoming personality’s language desires, morally inappropriate in a certain vocal situation; c) intentionally and consciously to change the hierarchy of his speech and language values; to become language personality a child must own by: a) language consciousness and language self-consciousness; b) vocal thought and will; c) ability to sense formation.