FEATURES OF A CHILD’S UNDERSTANDING OF A LITERARY TEXT

Abstract

The article deals with the problem of primary school children’s understanding of a literary text. It is believed that the majority of children have a predominant reproductive level of text perception. However, the authors believe that the prevailing stereotypes unreasonably deny younger students the understanding of the conceptual meaning of the text, which the child is able to reach through the emotional understanding of a literary text. They describe the emotional, associative and semantic features of children’s understanding of the text, which allow the young reader to reach the semantic dominants of the work of art. This phenomenon of readers’ understanding of a literary text is considered in the interpretation of Marina Tsvetaeva’s memoirs and is supported by a linguistic experiment conducted with modern primary school children.