The relationship between language and emotional development in preschoolers: theoretical review

Relevance. Both speech and the affect are critically important for the development of the child, his academic achievements. The interrelation of these mental functions shows opportunities for the development of preschoolers.

Objective. Analytical review of classical and modern studies of Russian and foreign scientists on the types of relationship between speech and emotional development in preschool children.

Methods. Critical analysis of the literature on the emotional and speech development and their relationship.

Results. On the basis of the analyzed works, a conclusion is made about the close connection and interaction of the emotional and linguistic functions of the child in the process of ontogenesis. Particular attention is paid to the relationship between the emotional competence of the child (the ability to recognize and name emotions) and the level of development of the lexical aspect, especially the knowledge of words associated with the affect. Another significant area of intersection of language and emotions is the communication, which is the more successful for a child, the better his speech and emotions are developed. As an interpretation, several approaches are proposed — as well-established within the framework of the cultural-historical approach of L.S. Vygotsky and modern cognitive models.

Conclusions. This analysis allows to both get acquainted with the latest domestic and foreign works in the field of the relationship between speech and emotions of children, and to see the possibilities for the practical application of the approaches revised. In particular, to assess the contribution of speech functions to emotional regulation and self-regulation of the child, as well as to improve the development of the emotional vocabulary of children.

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