FORMATION OF LANGUAGE: PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS

Abstract

In child development, language plays a crucial role in the processes of differentiation and reintegration into new situational forms. These forms include "others," "language for others," "themselves," and "language for themselves," among others. Language is both a process and a product that gains unique sense and character through joint activity between parents and the child. The structure, functions, and contents of indirect speech act as the basis for individual consciousness. Some researchers have provided evidence that the dialectics of communication with others and oneself is central to the conscious self-control of children.
According to L. Vygotsky, the language initially acquired by a child is not an independent version of grammar but a means of communication created through interactions between parents and the child. A. Luria's research indicates that for all higher cognitive processes, it is necessary to transition from external social experience to internal psychological control. In other words, the development of cognitive control requires the shift from relying on social experiences to relying on internal psychological processes.