PSYCHOLINGUISTIC STUDY OF THE LANGUAGE SITUATION IN PRESCHOOL EDUCATION INSTITUTIONS OF THE CITY OF KYIV AT THE BEGINNING OF THE 21ST CENTURY

Abstract

The article is based on the study of cognitive processes in the child’s brain as an individual and reveals the ambiguity of the language situation in preschool education institutions in Kyiv. The relevance of the problem from the point of view of psycholinguistic analysis and neuropsychological diagnosis emained unexplained until today. The importance of this issue lies in the uncertainty of the level of children’s mastery of the state language and its development in the capital as a whole. The focus is on the conditions of active interaction of a child who masters language codes in communication with the social environment, in particular, parents, family, relatives, teachers, educators, informational content, peers or other surrounding children. The language behavior of the child’s environment in the educational process helps to understand the gaps in the Ukrainian language and provide children with a systematic approach to mastering the state language which will allow them to effectively master the school program in the future. Based on the obtained results, further educational losses among children in primary school were analyzed. At the same time, the communicative power of the contact Russian language remains quite high, including among children of different age groups of the population, the functioning of language and speech not only in informal (family, environment), but also in formal communication, such as preschools, kindergartens kindergartens, childcare centers, etc.