ABILITY TO PERCEIVE THE PHENOMENA OF SPEECH REALITY IN RELATION WITH THE CONCEPT OF EMOTIONAL STATE OF PRESCHOOL CHILDREN

The article researches scientific positions in the context of psychological and pedagogical studies which deal with the ability to perceive the phenomena of speech reality in relation with the concept of emotional state of the children of preschool age. The author studies the questions of formation of emotional apprehension, abilities and verbalization acquisition by the children of preschool age. The paper defines principal positions and conditions of formation of the vocabulary used by a child, which reflects the scope of emotions; discusses the problem of studying the laws of acquisition of these values, mechanisms of their development. It also defines characteristics composing a psychological structure of the word, and its semantic structure. The article considers the issues that define the place and role of emotional processes in semantic formations of a child. Emotions are the foundation for semantic denotations which are the result of verbal activity. In this regard, the article emphasizes the influence of emotional processes on the formation of the child’s conscious attitude to the word. As a result of the research, the author concludes that emotions and vocabulary of emotions of the preschool children develop with activity and depend on the contents and structure of this activity. The structural components of the activity influence immediately on the emergence of a preschooler experiences, defines the motives and purposes which form the emotional concepts. Formation of verbalization is connected with learning of a word only when a child has the vision of the objects and phenomena that denote them.