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Dejatelnostnoe a direction in studying ontogeneza speeches

Dejatelnostnoe the direction in studying ontogeneza speeches has started to be formed in second half of XX-th century when have received the development and judgement invaluable ideas of h.p. Vygotsky., In particular, the cultural-historical theory of mentality of the person, sources of the modern theory of activity help to see its theoretical heritage.

Lion Semyonovich has entered concept of the higher mental functions which make the consciousness which is a highest level of mentality. The higher mental functions are formed during interaction with the social environment and thanks to society [Vygotsky 1982]. Mastering by own behaviour occurs to the help of psychological tools - signs.

In a course cultural-historical development interpersonal relations (order relations - submission for performance of joint actions) turn to relations with themselves (the relations having internally - organizujushchuju function), i.e. relations "interpsihologicheskie" become "intrapsihologicheskimi". This process the scientist named interiorizatsiej, process when there is a transformation of external means - signs (the concrete subjects associating with a situation) in internal (images, elements of internal speech). In ontogeneze h.p. Vygotsky allocates following stages interiorizatsii. At first the adult influences the child, inducing it something to make. Then the child adopts ways of the reference from the adult and by means of these ways starts to influence the adult. Further the child begins 34

To influence a word itself. Speech is the main means of self-control [in the same place].

Experimental working out of ideas of h.p. by Vygotsky its pupils had the result opening of a new component of process of mental development in ontogeneze - activity. A.N.Leontev, having analysed a role of public experience in mastering by elements of spiritual and material culture and influence of this process on mental development of the child, especially underlined, that passive assimilation of experience does not assume its high-grade mastering. Experience inclusion in activity of the child and a reconstruction of conditions at which experience is used in activity can be fruitful only, thus it should go and be supervised by the adult. A.N.Leontev noticed, that activity characteristics (its purposes, structure and means) throughout the childhood undergo change, activity kinds are transformed, passing from one to another, and kinds of activity of the child very accurately correspond with stages of its mental development. Zaslugoj A.N. Leonteva that the periodization of mental development began to be considered from positions of the leading activity which is an indicator of mental age of the child is. Dialogue of the child with the adult at performance of joint activity is the main and specific condition of formation of language ability of the person [Leontev A.N. 1981].

Comparing the approach recognised in the western psychology to research ontogeneza, based on «the theory of two factors» (the heredity and environment factors defining development of mentality) and dejatelnostnyj the approach, accepted in domestic psychology mean, it is possible to draw a conclusion that complex consideration of questions ontogeneza, considering character PPD, process of dialogue of the adult and the child, factors of a social environment and the hereditary factor,

Allow to reach true understanding of problems of children's development, in particular, questions ontogeneza speeches.

Ideas of h.p. Vygotsky and A.N.Leonteva have received the further development in the psycholinguistic approach to the analysis of the phenomena of children's speech. Within the limits of this direction mastering by children of the native language is considered as an event in development of speech activity of the child, thus the child acquires public experience, human abilities, norms and ways of behaviour. Speech is considered: 1) in a context of mental development of the child, thus as an analysis subject the mental functions providing the active relation of the child to the validity act; 2) in a context of realisation by the child of various forms of social activity, in particular, PPD and dialogue [SHahnarovich 1991].

1.2.4.

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A source: Kruzhilina Tatyana Vladislavovna. UNDERSTANDING of the TEXT CHILDREN of PRESCHOOL AGE With the ACCOUNT of FACTORS of the SOCIAL ENVIRONMENT the CHILD (EXPERIMENTAL RESEARCH). The dissertation on competition of a scientific degree of a Cand.Phil.Sci. Kursk - 2014. 2014

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