P. Novikova
REFLECTION OF SUBJECTIVE EXPERIENCE OF THE SOCIAL SITUATION OF DEVELOPMENT IN THE SPEECH OF YOUNGER STUDENTS
Abstract. In the given research an attempt of psychological and psycholinguistic analysis of child’s experience of social situation of development and its reflection in speech is carried out. Thus the main criterion of a child’s mastering of the social situation of development is his or her ability to describe essential characteristics of the social situation of development in the form of a formalized speech statement, its generalization by means of language (according to Vygotsky in a sign). The study of the speech of the younger schoolboy is aimed at the allocation of a set of certain linguistic means which are used for an estimation of a degree of entrance into and mastering of a social situation of development. The absence of certain speech features points to the experience of difficulties in the child’s mastering of the social situation of development, and their presence indicates successful interiorization. Exactly these two parameters can be referred to the peculiarities of subjective experience of the social situation of development by a junior schoolboy. The applied aspect of research is presented by classification of speech features on which a teacher, school psychologist, a social teacher or a parent can draw conclusions about normativity or non-normativity of mental processes proceeding at the given age stage.
Key words: social situation of development, speech mediation, speech markers, experience, younger school age.