Oshchepkova, E. S.

Background. Language development is one of the most important tasks of education. Therefore, the study of those factors that affect it remains in demand. Though the relationship between language development and executive functions has been broadly studied recently, there is no data on their relationship in a longitudinal perspective in children aged 6 to 8 years. A comprehensive analysis of the relationship between language development and executive functions is of great importance for transition from kindergarten to primary school.

Objective. The study focuses on how narrative ability develops in children from preschool to the middle of elementary school and how it is associated with the level of executive functions.

Sample. The material was obtained during a three-year longitudinal study. The study sample data was collected in two sections: a) in kindergarten (n = 288, M = 6.59 years, SD = 4.11 months) and b) in the second grade of primary school (n = 210, M = 8.75 years, SD = 3.84 months).

Methods. The children’s executive functions were assessed with the NEPSY-II diagnostic toolkit, as well as with the DCCS method. The children’s narratives were assessed with the method of creating stories based on a series of pictures.

Results. 1) A statistically significant increase in micro- and macrostructure of narratives was found. 2) In kindergarten, girls demonstrate higher indicators in both macro- and microstructure of narrative than boys. However, by the 2nd grade, these significant differences are no longer observed. 3) Analysis of the relationship between narrative indicators and components of executive functions revealed that the strongest positive relationship is observed between auditory working memory and macro-microstructure in the preparatory group, however, by the 2nd grade, this relationship ceases to be significant. 4) It was shown that children who demonstrated higher rates in all executive functions at preschool age have higher results in narratives at school.

Conclusions. The important role of the development of executive functions during the preschool period of childhood in the development of narrative ability at school age is shown.

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.