The article substantiates the relevance of observations on the formation of differentiation between family and institutional discourse of the younger preschooler and on the role of the child’s metalanguage activity in the formation of this differentiation. An overview of the main ideas of modern researchers on the institutional discourse of a preschooler is presented. The novelty of the work is that, in the words of L.V. Shcherba, not a normative, but an objective approach. The purpose of the article is to characterize the genre-syntactic features of a child’s speech in a preschool institution in comparison with the genre-syntactic features of his speech in a family discourse. The subject of research is the internal differentiation of these discourses and its reflection in the speech of the child. The material for the study was the results of monitoring the development of speech in a child at the age of 3 years and 11 months. The main research methods are observation and comparative analysis. The thesis that children’s speech in a preschool institution is a special case of institutional discourse is substantiated. It has been established that in institutional discourse the opposition between utilitarian-everyday and cognitive-game speech is not only not lost, but is carried out even more than in family discourse. The need to exist in different types of discourse stimulates the child’s metalanguage activity. The conclusion that institutional discourse creates favorable conditions for the formation of egocentric speech is supported.
MESENYASHINA et al. (Thu,) studied this question.