A COMMUNICATIVE PORTRAIT OF A MODERN PRESCHOOL CHILD IN THE CONTEXT OF GENDER CONDITIONING

Abstract

The article is aimed at the gender-based justification of the communicative differences of preschool children. The purpose of the study is to identify and describe the gender peculiarities of the communicative portrait of preschool children linguistic personality. Based on transcripts of oral speech of children and the educator, samples of their individual answers, data from the included observation of the subjects’ communicative behavior, the authors demonstrate a comprehensive model for describing the communicative portrait of a preschool child, which corresponds to the three-level structure of the linguistic personality, allows to consider the specifics of age and gender, situational factor. As a result of the comparative analysis, features of the communicative portraits of modern preschool children at the supra-verbal, verbal-semantic, cognitive and pragmatic levels of the organization of their linguistic personality are revealed. It is shown how the gender identity of a child influences the lexical and grammatical features of his speech, determines communicative attitudes in communication.