Table of contents (expand)
- Developmental psychology as a science: subject and sections
- Problems and directions in the development of developmental psychology
- Sections of developmental psychology
- Relationship of developmental psychology with other sciences
- Developmental psychology research methods and their characteristics
- The concept of development in developmental psychology
- Periodization of human development
- The influence of society on the development of man and his psyche
- Periods of mental development of children
- The stage of child development and its composition
- Intrauterine development of the child and its features
- Development of sensory and motor skills in infancy. "Revitalization Complex" and its contents
- Child personality development (psychoanalysis, sociodynamic theory)
- Cognitive schema and its content
- Forms of communication during infancy. Criteria of M. I. Lisina
- Problems of prenatal psychology
- Life "acquisitions" of a child in early childhood
- Semantic function and its meaning for children
- Features of the reproductive activity of children
- Crisis of the 1st year of a child's life
- Stages of sensory development of children of the 1st year of life
- Syncretism and the mechanism of transition to thinking
- Egocentrism and its meaning
- Crisis 3 years
- Play and its role in the mental development of the child
- Leading activity of the child towards the end of early childhood
- Central neoplasms of early childhood
- Preschool age (3-7 years). Development of perception, thinking and speech of the child
- Preschool age (3-7 years). Development of attention, memory and imagination
- Crisis 6-7 years. The structure of psychological readiness for learning
- Imitation and its role in child development
- Activities specific to preschool childhood
- Neoplasms of the initial period of school life
- Junior school age. Development of speech, thinking, perception, memory, attention
- The specifics of the mental and physiological development of adolescents (boys, girls)
- Teen personality development
- Chronological boundaries of early adolescence
- Youthful friendship and love. Self-esteem of high school students
- Central neoplasm of adolescence
- Worldview and the leading activity of youth
- Personal development in youth. youth crisis
- Self-determination and acquisition of social status in youth
- Classification of periods of adult life
- The social position of the individual and its significance
- Family and its importance for socialization. Family types
- The content of human communication
- Maturity. Typology and characteristics of the period of maturity
- Crises of 40 years, adulthood, biographical crisis
- Features of psychological changes associated with retirement
- Reasons for deviant behavior
- Standard installation of an elderly person
- Clinical forms of mental disorders of mature and old age
- The theory of intentionality and its content
- Mental abilities and memory of the elderly. Retirement stress and its manifestations
- The problem of loneliness in old age
- Natural-scientific and theological views on death
18. SEMANTIC FUNCTION AND ITS SIGNIFICANCE FOR CHILDREN
The first simple sounds uttered by a child appear in the 1st month of life. The child begins to pay attention to the speech of an adult.
The buzzing appears between 2 and 4 months. At 3 months, the child has his own speech reactions to the speech of an adult. At 4-6 months, the child goes through the cooing stage, begins to repeat simple syllables after the adult. In the same period, the child is able to distinguish intonation the speech addressed to him. The first words appear in a child's speech at 9-10 months.
At 7 months, we can talk about the appearance of intonation in a child. On average, a one and a half year old baby operates with fifty words. At about 1 year old, the child begins to pronounce individual words, name objects. For about 2 years, he calls simple sentences consisting of two or three words.
The child begins active verbal communication. From the age of 1, he switches to phonemic speech, and this period continues until the age of 4. The child’s vocabulary quickly expands, and by the age of 3 he knows about 1500 words. From 1 year to 2 years, the child uses words without changing them. But in the period from 2 to 3 years, the grammatical side of speech begins to form, he learns to coordinate words. The child begins to understand the meaning of words, which determines the development of the semantic function of speech. His understanding of objects becomes more accurate and correct. He can differentiate words and understand the generalized meaning. From 1 year to 3 years, the child enters the stage of pronouncing polysemantic words, but their number in his vocabulary is still small.
Verbal generalizations in a child begin to form from the 1st year of life. First, he combines objects into groups according to external signs, then - according to functional ones. Next, general features of objects are formed. The child begins to imitate adults in his speech.
If an adult encourages the child, actively communicates with him, then the child's speech will develop faster. At the age of 3-4, the child begins to operate with concepts (this is how words can be defined by the semantic language structure), but they are not yet fully understood by him. His speech becomes more coherent and takes the form of a dialogue. The child develops contextual speech, egocentric speech appears. But still at this age the child is not fully aware of the meaning of words. Most often, his sentences are built only from nouns, adjectives and verbs are excluded. But gradually the child begins to master all parts of speech: first, adjectives and verbs, then unions and prepositions appear in his speech. At 5 years old, a child already masters grammar rules. Its vocabulary contains about 14 words. The child can correctly compose sentences, change words, use temporary forms of the verb. Dialogue develops.
Author: Loshchenkova Z.B.
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