PECULIARITIES OF CHILDREN LINGUISTIC WORLD VIEW AS THE WAY OF PERCEIVING AND WORLD KNOWLEDGE ORGANIZATION AS AN EXAMPLE OF LITERARY WORK FRAGMENT

The article is devoted to the investigation of peculiarities of children linguistic world view, which reflects the way of perceiving and world knowledge organization by a child according to his experience and age. The world view depicted in children language differs greatly from the world view of adult carriers of linguistic conscientiousness. A person acting in the world is a prisoner of his own interpretations of this world because very often we pay more attention to the meaning of the fact then to the objective fact itself. Our internal representation of reality has some similarity with external reality, but when we abstract and convert information, we do it in relation to our previous experience. The completeness of person's perception is influenced by his experience, skills and knowledge. Because of the fact that children cannot systematize their knowledge, cognitive experience of a little subject is limited with perceptional impressions. Cognitive experience of a child is not as rich as cognitive experience of an adult. If an object, a phenomenon are new to a subject or don't exist in real life and memory doesn't has cognitive structures of individual or collective intelligence, imagination – ability to form in the mind images being pushed closer to the reality and which can be controlled for choice, – is switched on. The author focuses on the specific features of concept developing and detecting causal connections in children. As follows from the piece of art discourse analysis, the child's eye-mindedness peculiarities become apparent. Eye-mindedness is characterized with “individual” speech, dynamic word creation, metaphorical mapping, active development of rational thinking, emotional constituent of mentality, sorting of objects according to perceptive characteristics, absence of ability to generalize, concentration of attention on object, frequency and issues nature, cognitive interest, intellectual curiosity and investigative behavior. Actual language usage is limited with person's experience, his cognitive and psychological qualities. Language usage records specific implementations of intelligence structures and person's behavior