THE ACQUISITION OF EXPRESSIVE AND SEMANTIC PLAN OF LANGUAGE BY CHILDREN DURING THEIR COGNITIVE DEVELOPMENT

Abstract

The article is devoted to the problem of formation of child speech and thinking process. The acquisition of speechproducing activities by children has a long history of investigation. The article refers to the viewpoints interpreting the
origination of language competence based on different psycholinguistic theories. Main features characteristic to the
word meaning in the early stages of cognitive and intellectual development are explained. The origination of language
and speech is not only the consequence of physiological, but also psychological activities. The acquisition of expressive
and semantic plan of language by children during various stages of intellectual development is the result of complex
cognitive processes. Cognitive basis of the acquisition of language and its structural units is formulated by means of
social practice. The shaping and development of the nominative function of word and its coordination with different
objects is the result of multi-stage process, followed by complex thinking operations. In subsequent stages, a child designates new meanings to existing words. A series of semantic components are united within a single form and a word
denotes an appropriate meaning depending on the practical context. During the process of intellectual development
changes are observed both in the form and content of language units.