ОСОБЛИВОСТІ ФОРМУВАННЯ ЛІНГВІСТИЧНИХ ПОНЯТЬ У МОЛОДШИХ ШКОЛЯРІВ

The article is devoted to thepeculiarities of formation of such linguistic concepts in primaryschool pupils, as theformationofscientificconcepts, the systemoftheseconcepts that isoneofthemainobjectivesofschoolinginallitsphases, andhencethequestionoffinding the ways of theirdeepandlasting understanding have alwaysbeenandremainrelevantissues of pedagogicaltheoryandpractice. The psychological-pedagogical andmethodologicalliteratureonthe research problem was studied and analyzed. Thearticledefinestheprocessofformationofscientificconceptsand gives definitionsof the notion «concept»,revealstherelationofconceptsandterms, points out two ways offormationof the concepts, distinguishes the differences betweenscientificandeducationalconcepts. Theauthorrevealsthemethodologicalconditionsthatensurethe learning andformationoflinguisticconcepts: 1) providinganactivementalactivityofpupils; 2) focused effort onthedevelopment in childrenoflinguisticrelationshiptowordsandsentences; 3) ensuringawarenessofessentialandnonessentialattributesoftheconcept; 4) inclusionof a newconcept to the previouslystudied system; 5) disclosure of the essence of languagecategoriesconnection intheprocessoflearning a newcategory; 6) a visualexaminationoftheconceptdescribesdifferentviewsonthecharacteristicsoftheprocessof learning theconcepts by the pupils, particularly stagesofworkontheformationoftheconceptsproposedbypsychologistM. N. Shardakov. The methodologicalstepsto learning theconceptsofprimaryschool pupils are shown. In the conclusion thenecessity of formation of linquistic concepts is proved andperspectivesforfurtherresearchanddevelopmentofthisproblem are determined. Therefore, solving the problem of formation of linguistic concepts in primary school pupils, it should be remembered that we are talking not about memorizing verbal definition or formulation of rules, but about the concept as a form of thought and knowledge, because only the knowledge of definitions, even supported by appropriate examples, does not indicate the formation of concepts. Thus, to ensure a high level of linguistic concepts in pupils you need to know not only learning, but also the methods of its implementation and depending on the specific conditions and stage of learning select the most rational way of forming concepts.