The main theoretically and experimentally substantiated conclusion is the statement that human personal development is carried out in conditions of interaction with another person. Genesis, existence, design and self-improvement of personality are ensured by individual biological and social unity, as something that models and implements the personal movement. Analysis of problem in speech behavior of 5–7-year-old child and aspects that contribute to the establishment in child’s behavior of psychological achievements allows to identify a number of external socio-pedagogical and internal psychological factors that characterize speech behavior of preschoolers.
In this paper, the role of semantic constructs and values that regulate the activity of 5–7-year-old child in the system of “human-human” interaction and in the process of making important decisions about further speech behavior is determined. Internal determinants in formation of individual speech behavior are individual values that the child has mastered and which regulate and govern his/her behavior. The confirmed connection between communicative and speech development and value orientations proves that the system of child’s value orientations acts as a driving force in establishing contacts of child with environment. The role of creative achievements in child’s communicative and speech development in regulation of speech behavior of senior preschooler in interaction with peers in familiar and uncertain communicative situations (groups of inclusive education) is proved. The effectiveness of identity with others demonstrates the development of communicative and creative speech qualities, including predictions, anticipatory imagination, designing the future image of interacting result and actualization of semantic regulation of child’s speech behavior.
It has been found that in childhood a great influence on verbal behavioral formation is provided by socializing agents with which a child directly interacts. They can be family (parents or persons who constantly care for and communicate with the child, sisters and brothers), kindergarten (primarily educators) or society (peers, friends). It is determined that the relationship between parents and children, features of family communication, types of parental attitudes, values of parents in matters of social interaction are powerful factors in shaping the achievements of personal and communicative speech development of preschool children. It is important to translate the values of adults, which implicitly support or destroy the child’s need to communicate with another person. The most common mechanism for the formation of child’s character traits, which is responsible for self-control and social competence, is the interiorization of means and skills of control used by parents. The socio-psychological factor in the formation of constructive speech behavior of a child in situations of novelty and uncertainty / or lack of experience in communication with children who has special educational needs is also the interaction of preschool specialists with parents.
Modern preschool educational institution whose purpose is to provide physical, psychological and social competence of a child from birth to six or seven years, the ability to adapt to a normal existence among people, formation of value attitude to the world, learning personal existence, arming with basic science and art of life, is a factor in the formation of speech behavior of a child with peers and adults. As soon as a child enters a preschool institution, an important adult appears in his/her microenvironment. It is an educator. The effectiveness of child’s socialization in preschool and external manifestation of his/her achievements in speech behavior of social environment depends significantly on communication with educator and his behavior.
Among the external factors influencing the formation of speech behavior of preschool child, the strategy of educational work with children, which is associated with the development of speech in preschoolers, is very important. The linguistic direction of educational work with preschoolers affirms the practice of adaptive criteria of child development, where the speech development of preschoolers reflects the efforts of adults to master the normative requirements of phonetics, vocabulary and grammar, which is insufficient in modern conditions because it ignores creative features of speech behavior. The practice of introducing innovative activities in preschool education affirms the advantages of theoretically proven and experimentally confirmed direction of child psychology, namely communicative and speech development of the child, in which the development of child’s personality is considered in the unity and interconnection of all signs manifested in child’s behavior, consciousness and personality.
