Ontogenéza detskej reči na pozadí vzťahu kognície, jazyka a reči
Development of Child`s Speech Against Relations of Cognition, Language and Speech

Summary/Abstract: Some information on children’s speech, its development and its relevance to cognition, published in specialised publications, is not always consistent with the recent approaches to language acquisition and with the relevant research findings. Some opinions and attitudes adopted uncritically as general truths can be found in older writings as well as more recent educational, psychological and linguistic literature. Theoretical approach to the child’s language strongly affects the way such language is stimulated in school. Therefore, the aim of this study is to demonstrate, predominantly through word-formation element of children’s language, an alternative option to some traditional or frequent postulates on the development of cognition and speech of the child. The study also indicates possible direction of further research into the child’s speech. It is assumed that language acquisition is simultaneously determined by several factors. In this regard, child’s speech is evaluated on the basis of three of its fundamental determinants – the type and functioning of language, the development and functioning of cognition, and, the impact of the linguistic environment.

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