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Bugrimenko, E. A. "XII Elkonin Readings." Cultural-Historical Psychology 12, no. 2 (2016): 80–85. http://dx.doi.org/10.17759/chp.2016120208.
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The article introduces the reader the main content of report presented at the XII Elkonin Readings (4th March, 2016). Elkonin Readings takes place each 2 years in Psychological Institute, Russian Academy of education. This year they are focused on the problem of “Mediation and development”. Speakers from different institutions presented their approaches to solving these problems. The theoretical foundation of the new understanding of the relationship of functional genesis and ontogenesis, buildings mediation activities, proximal development areas have been disclosed in the articles of V.V. Rubtsov, D.B. Elkonin, P.G. Nezhnov. The new conditions for mediation were created on the basis of the different materials (games, reading, and spatial image of “self”) according to an experimental practice of teaching and correction of self- development. Developing of creative ways of mediation were mentioned in the articles of L.I. Elkoninov, E.O. Smirnov, E.A. Abdulaeva, E.A. Bugrimenko, N.U. Mangutov, that meet actual problems for modern children.
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Fátima, Cíntia Regina de, and Flávia Gonçalves da Silva. "A ATIVIDADE LÚDICA NO DESENVOLVIMENTO DA CRIANÇA: contribuições de Elkonin para a Educação Física Escolar." InterEspaço: Revista de Geografia e Interdisciplinaridade 3, no. 10 (January 24, 2018): 109. http://dx.doi.org/10.18764/2446-6549.v3n11p109-132.
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LUDIC ACTIVITY IN CHILD DEVELOPMENT: Elkonin’s contributions to scholar physical educationLA ACTIVIDAD LÚDICA EN EL DESARROLLO DEL NIÑO: contribuciones de Elkonin para la educación física escolarAs atividades lúdicas, como conteúdo curricular da Educação Física, ao mesmo tempo em que propiciam momentos de lazer e recreação, também representam formas pedagógicas de promover o ensino, uma vez que fazem parte do conteúdo da cultura corporal. A partir disso, o objetivo deste trabalho foi estudar as concepções de atividades lúdicas na perspectiva de Elkonin, compreender sua relação com os processos de desenvolvimento e aprendizagem e relaciona-las aos conteúdos da Educação Física escolar na educação infantil. Este estudo foi feito a partir da análise da principal obra de Elkonin – Psicologia do jogo – e dos objetivos da educação física na educação infantil colocados nos documentos oficiais do MEC e da concepção sobre a cultura corporal. A atividade lúdica, para Elkonin, é a representação de um papel e o uso de um objeto subentendendo outro. É por meio do jogo que a criança apreende a realidade e desenvolve as funções psíquicas, possibilitando sua ação consciente no mundo. Sob este ponto de vista apresenta-se a importância das atividades lúdicas no desenvolvimento da criança e algumas estratégias pedagógicas que visam facilitar o ensino da educação física. Conclui-se que há a necessidade do professor de educação física compreender o indivíduo em sua totalidade e, em função disso, ensinar a cultura corporal para além do aspecto motor, contribuindo, intencionalmente, para o desenvolvimento da criança. Torna-se assim oportuna a concepção do educar pelo movimento, superando as teorias que se limitam à compreensão de corpo versus mente, ainda recorrente na prática pedagógica do professor de educação física.Palavras-chave: Educação Física; Psicologia Histórico-Cultural; Ensino-Aprendizagem; Desenvolvimento.ABSTRACTThe ludic activities, as Physical Education curricular content, propitiate at the same time leisure and recreation moments and also represent pedagogical ways to promote learning, once it is part of the body culture content. Thereof, the purpose of this paper was to study the Ludic Activities conceptions in Elkonin’s perspectives, to comprehend its relation to learning and development processes and to relate these conceptions to scholar Physical Education contents in early childhood education. This study was done from the analysis of Elkonin’s main work – Psychology of play - from the physical education purposes in childhood education used in Brazilians’ educational official documents and from the body culture conception. To Elkonin, the ludic activity is the representation of a role and the use of one object being understood as other. It is through the game/play that child apprehends the reality and assimilates psyche functions, enabling its conscious action in world. In this way, it is learning that boosts development and not the opposite. Under this point of view it is shown the ludic activity importance in child development and some pedagogical strategies that look for facilitate the body culture contents teaching. We conclude that the physical education teacher must comprehend the individual in its totality and, because of this, teach physical education over and above motor aspects, contributing, intentionally, to child development. In this way it makes opportune the conception to educate through movement, overcoming the theories that are limited to the comprehension of body versus mind, still recurrent in the physical education teacher’s pedagogical practice. Keywords: Physical Education; Historical-cultural Psychology; Teaching-Learning; Development.RESUMENLas actividades lúdicas, como contenido curricular de la Educación Física, mientras ofrecen momentos de recreación también representan formas pedagógicas de fomentar la enseñanza, ya que hacen parte del contenido de la cultura corporal. A partir de eso, el objetivo de este trabajo fue estudiar las concepciones de actividades lúdicas en la perspectiva de Elkonin, comprender su relación con los procesos de desarrollo y aprendizaje y relacionarlas a los contenidos de la Educación Física escolar en la educación infantil. Este estudio se hizo a partir del análisis de la principal obra de Elkonin - Psicología del juego - y de los objetivos de la educación física en la educación infantil colocados en los documentos oficiales del MEC y de la concepción sobre la cultura corporal. La actividad lúdica, para Elkonin, es la representación de un papel y el uso de un objeto deduciendo otro. Es a través del juego que el niño aprehende la realidad y desarrolla las funciones psíquicas, permitiendo su acción consciente en el mundo. Desde este punto de vista se presenta la importancia de las actividades lúdicas en el desarrollo infantil y algunas estrategias pedagógicas que tienen por objetivo facilitar la enseñanza de la educación física. Se concluye que hay la necesidad del profesor de educación física comprender al individuo en su totalidad y, por eso, enseñar la cultura corporal más allá del aspecto motor, contribuyendo, intencionalmente, al desarrollo del niño. Se vuelve así oportuna la concepción del educar por el movimiento, superando las teorías que se limitan a la comprensión de cuerpo versus mente, aún recurrente en la práctica pedagógica del profesor de educación física.Palabras clave: Educación Física; Psicología Histórico-Cultural; Enseñanza-Aprendizaje; Desarrollo.
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Elkoninova, L. I., and I. S. Grigoryev. "Exploring Child Play within the Framework of Cultural-Historical Psychology: Experience and Perspectives." Cultural-Historical Psychology 11, no. 3 (2015): 16–24. http://dx.doi.org/10.17759/chp.2015110303.
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The paper reconstructs the history of the problem of the development of mind on the example of child play. It reveals how researchers from the cultural-historical school of thought explored the developmental function of play, recorded quantitative leaps in its development and attempted to reconstruct it — from the works of L.S. Vygotsky and his followers (activity approach to role play: A.N. Leontiev, D.B. Elkonin, N.Ya. Mikhaylenko, N.A. Korotkova and others) to the works of researchers who studied the very act of development in play (L.I. Elkoninova, T.V. Bazhanova, K.O. Yuryeva). It is argued that the concept of the cultural form of play that contains the Challenge (limited by possibilities of action, by risk) and the Response to it serves as a foundation not only for role-playing games, but also for games with rules and computer games too. The Challenge is associated with action which transforms the situation of acting and is typical of all forms of play that are required to tie together everything that is separated in an everyday behavior of a child.
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Facci, Marilda Gonçalves Dias. "A periodização do desenvolvimento psicológico individual na perspectiva de Leontiev, Elkonin e Vigostski." Cadernos CEDES 24, no. 62 (April 2004): 64–81. http://dx.doi.org/10.1590/s0101-32622004000100005.
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Este estudo se propõe a analisar algumas contribuições da psicologia de Leontiev, Elkonin e Vigotski no campo da psicologia do desenvolvimento, mais especificamente a questão da periodização da ontogênese humana. Leontiev e Elkonin, seguindo a linha sócio-histórica ou histórico-cultural iniciada por Vigotski, desenvolveram as bases de uma psicologia do desenvolvimento que superasse o enfoque naturalizante tão forte nesse campo. Segundo eles cada período do desenvolvimento individual humano é caracterizado por uma atividade principal, ou atividade dominante, a partir da qual se estruturam as relações do indivíduo com a realidade social. São analisados também os períodos que Leontiev e Elkonin detectaram no desenvolvimento dos indivíduos nas condições sociais da USSR.
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Zuckerman, Galina. "Longitudinal formative interventions in the Elkonin – Davydov’s context." Problemy Wczesnej Edukacji 42, no. 3 (September 30, 2018): 20–24. http://dx.doi.org/10.26881/pwe.2018.42.03.
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The paper presents the historical description of the development of D.B. Elkonin and V.V. Davydov’s original educational system and the fundamental components of the genetic modeling experiment in this system. The history of the Elkonin-Davydov laboratory is seen as a series of macrocycles of genetic modeling experiments. Each cycle once begun, has been going on through the following decades.
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Puentes, Roberto. "Didática desenvolvimental da atividade: o sistema Elkonin-Davidov (1958-2015)." Revista Obutchénie 1, no. 1 (March 15, 2017): 20–58. http://dx.doi.org/10.14393/obv1n1a2017-2.
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Marcolino, Suzana, Flávia Cristina Oliveira Murbach de Barros, and Suely Amaral Mello. "A teoria do jogo de Elkonin e a educação infantil." Psicologia Escolar e Educacional 18, no. 1 (June 2014): 97–104. http://dx.doi.org/10.1590/s1413-85572014000100010.
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O artigo é um estudo bibliográfico que analisa as teses centrais da Teoria Histórico-Cultural do Jogo desenvolvida por D.B. Elkonin e colaboradores. O objetivo é identificar elementos que possam subsidiar a organização da educação na infância tendo o jogo como atividade-guia. As teses configuram uma sólida teoria sobre o jogo infantil, apresentando como elementos originais a concepção histórica do surgimento do jogo e seu caráter social na ontogenia. Conclui-se que, para a Teoria Histórico-Cultural do Jogo, o eixo de uma educação na infância que leve em conta o jogo como atividade-guia deve incidir sobre a apresentação das várias esferas da vida social e do conteúdo das atividades humanas. Entende-se que o objetivo da intervenção pedagógica no jogo protagonizado é o desenvolvimento do papel social representado. Discute-se que o jogo protagonizado não deve se opor a outras atividades, tampouco deve ser considerado como atividade a preponderar sobre as demais.
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Zuckerman, G. A. "Co-action of Learners: Resolved and Unresolved Issues." Психологическая наука и образование 25, no. 4 (2020): 51–59. http://dx.doi.org/10.17759/pse.2020250405.
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Experimental research into co-action of learners, its structure and its role in the formation of developmental outcomes of learning in elementary school age was directed by the internal logic of the theory and practice of learning activity created by D.B. Elkonin, V.V. Davydov and their disciples. In 1970–80s, a gap was recognized between the cooperative search for new ways to solve novel educational tasks as performed in the classroom and the basic theory employed in design of the classroom practice. To bridge this gap, two questions were answered: (1) what forms of cooperation and communication are adequate for the content of educational activities based on a theoretical generalization; (2) what is the role of collaboration with peers in shaping core learning activities. The paper describes new challenges that currently face researchers in this area and formulates hypotheses about the nature of co-action. We present the experimental evidence that the Elkonin-Davydov educational system effectively promotes and shapes co-action of learners.
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Elkoninova, L. I. "Unity of Affect and Intellect in Socio-Dramatic Play." Cultural-Historical Psychology 12, no. 3 (2016): 247–54. http://dx.doi.org/10.17759/chp.2016120314.
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The article presents the interpretation of the unity of affect and intellect (L.S. Vygotsky) as exemplified in a socio-dramatic play. Emotions (e.g. unwillingness to submit to the rule), and understanding of the reasons for the rules by a child are studied separately from each other, since their interconnection is implied, but not experimentally proven. This paper makes an attempt to “catch” the unity of affect and intellect as part of developmental psychology based on the idea of the connection of the semantic and technical aspect of the action (D.B. Elkonin et al.), of the intelligent emotions (A.V. Zaporozhets) and the act of development (B.D. Elkonin). It describes a qualitative shift in socio-dramatic play related to the cultural shaping of emotions; it shows the child’s feeling of its action in the play. It shows how the child’s steps in the playing space aimed at achieving the culmination of the story are related to the unity of affect and intellect.
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Marcolino, Suzana, and Suely Amaral Mello. "Temas das Brincadeiras de Papéis na Educação Infantil." Psicologia: Ciência e Profissão 35, no. 2 (June 2015): 457–72. http://dx.doi.org/10.1590/1982-370302432013.
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O objetivo do artigo é discutir os temas da brincadeira de papéis sociais na Educação Infantil, revelados por meio de análise conduzida com base nos estudos da Psicologia Histórico-Cultural. Para Elkonin, na idade pré-escolar a brincadeira atinge o auge de seu desenvolvimento, e se caracteriza pela criação de uma situação imaginária, pela presença de regras e de papéis sociais. Foram observadas situações de brincadeira de crianças de quatro anos e meio a cinco anos e meio em 11 escolas da rede municipal de uma cidade de médio porte do interior paulista. A partir do registro das observações, foram identificadas 27 cenas de brincadeira de papéis. A análise dos dados colhidos confirma a tese de Elkonin de que o desenvolvimento da brincadeira de papéis relaciona-se com o que a criança conhece de sua realidade, e indica a necessidade do estabelecimento de certas condições para que esse desenvolvimento ocorra na Educação Infantil. Nesse sentido, discute-se a necessidade de uma mediação do professor calcada na compreensão da riqueza de implicações que a brincadeira de papéis tem para a formação da pessoa.
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Esterbrook, R. L., S. A. Esterbrook, A. Dreyfus, T. A. Karpekova, and E. N. Soldatenkova. "Development of Communication in Children with Autism Spectrum Disorders in the United States and Russia." Психологическая наука и образование 21, no. 3 (2016): 56–66. http://dx.doi.org/10.17759/pse.2016210307.
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The article presents an analysis of theoretical principles and methodological approaches within the framework of research schools both in the United States and Russia; these schools provide the basis for the development of effective learning and communication skills for children with Autism Spectrum Disorders (ASD). The authors consider the indicators for communication disorders in children with ASD, as well as the main strategies for overcoming them in the context of utilizing verbal behavior analysis (B.F. Skinner, M.L. Sundberg, J.W. Partington, and M.L. Barbera - USA), the tradition of cultural-historical psychology (L.S. Vygotsky, D.B. Elkonin, B.D. Elkonin - Russia), reflective-activity approach (A.N. Leontiev, V.K. Zaretsky – Russia), the theory of systemic dynamic localization of higher mental functions(A.R. Luria – Russia), and method of ”replacing ontogenesis” (B.A. Arkhipov, A.V. Semenovich Russia). Despite the differences in methodologies used by American and Russian scholars, the most important idea is that the researchers and practitioners of both schools have common goal: to concentrate their efforts on developing social interaction skills in children with ASD, which helps them to better adjust in their lives and function in the social environment.
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Maximov, L. K., and L. V. Maximova. "Vasily Vasilyevich Davydov in Nizhnevartovsk: Expanding the Educational Space of Developmental Learning." Психологическая наука и образование 25, no. 4 (2020): 89–99. http://dx.doi.org/10.17759/pse.2020250409.
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Using one of the Russian regions as an example, the article describes the activities of an outstanding Russian psychologist and scientist V.V. Davydov during the period of active introduction of the technology of learning activity into the mass educational practice in Russian schools. We outline the problems V.V. Davydov was interested in, the ones connected with the practical implementation of the theoretical approach of his scientific school to the development of a new content, forms and methods of education. The applied researches of V.V. Davydov’s scientific school which were defined as the system of developmental learning by D.B. Elkonin—V.V. Davydov are still in demand. We describe the attitude of V.V. Davydov to the regional specifics of training teachers for the Elkonin— Davydov developmental learning system and to teaching primary school children with special educational needs within the learning activity framework. The article is based on our recollections, audio and video recordings of V.V. Davydov at a scientific and practical seminar, meetings with teachers and students of Nizhnevartovsk and Megion.
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Puentes, Roberto Valdés, Paula Alves Prudente Amorim, and Cecília Garcia Coelho Cardoso. "Developmental didactic of activity: V. V. Repkin’s contributions to the Elkonin-Davidov system." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (June 29, 2018): 188–95. http://dx.doi.org/10.33531/farplss.2018.3.22.
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The Ukrainian philologist, philosopher, psychologist and didactic V. V. Repkin (1927) is the third most important figure in the Elkonin-Davydov system, however, his work is virtually unknown in the West, especially in Brazil. This educator and scientist made important contributions to the system and, in general, to the developmental didactic of activity in fields as diverse as: theory of study activity, Russian language teaching methodology, teacher training, transition between different levels of education, system diagnosis, creation and consolidation of groups and research centers, as well as the foundation of the International Association of Developmental Education. This article specifically approaches Repkin’s theoretical and methodological contributions in three specific fields of knowledge: 1) activity (content, objectives, tasks and structure); 2) transition from the primary to the secondary level of studies (the new contents of the learning activity, new methods and teacher training) and; 3) developmental teaching of language and the problem of orthographic alphabetization (the phonetic principle, the formation of the phoneme concept, and orthographic writing). One has concluded that most of the work written by V.V.Repkin remains in the Russian and Ukrainian language, which makes it difficult to know its contributions, mainly in the field of the psychological and didactics theory of the Study Activity and the specific didactics of the Russian language. V.V.Repkin, besides criticizing the traditional school because it wrongly tries to prepare for a whole life, formulated a new proposal for the basis of the idea of developmental teaching, whose fundamental aim is to form in the subject the Study Activity that leads to his own transformation via theoretical thought formation (scientific concepts, ways of action and principles of action). Within the study activity theory, V.V.Repkin has contributed specifically in relation to, on one side, the study of developing cognitive interests, its differences to the needs, as well as the attachment existing between them; on the other side, going deeply into the principles of action as a component of the theoretical thought. About the transition process from a level to another, V.V.Repkin contributed pointing to the main challenges inherent to such question, mainly, the methods and contents belonging to the next level and the kind of suitable formation that was necessary for teachers. One has also considered that for the teaching of the Russian language the same hypothesis elaborated for primary teaching could be used, at the same time defended a specific way of Study Activity that had permitted the intimate and personal communication of the adolescents, as well as the learning of regulations of social and organizational work. Based on these and other contributions, it is possible to measure the magnitude of the theoretical and didactics work of V.V.Repkin, which still may be of great utility in the current Brazilian context, taking into consideration the different realities for the improvement of teaching and education.
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Zanelato, Eliete, and Sônia da Cunha Urt. "A PERIODIZAÇÃO DA ATIVIDADE HUMANA PARA VYGOTSKI, LEONTIEV E ELKONIN: RUPTURA OU CONTINUIDADE?" COLLOQUIUM HUMANARUM 16, no. 2 (June 12, 2019): 32–44. http://dx.doi.org/10.5747/ch.2019.v16.n2.h416.
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Rubtsov, V. V., A. A. Margolis, V. T. Kudryavcev, and A. A. Shvedovskaya. "Celebrating the 70th Brithday of B.D. Elkonin. The Mediator Between ‘Non-classical’ Psychologies." Cultural-Historical Psychology 16, no. 1 (2020): 132–33. http://dx.doi.org/10.17759/chp.2020160113.
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Vasilyev, V. G., and A. V. Perevozchikova. "Learning Tasks Setting in the System of DevelopingTraining of D.B. Elkonin and V.V. Davydov under Introducing New Educational Standards in Primary Schools." Psychological-Educational Studies 7, no. 1 (2015): 69–79. http://dx.doi.org/10.17759/psyedu.2015070107.
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Westudythepossibilitiesofthetheoryandpracticeofdevelopingtrainingonthesystemof D.B. Elkoninand V.V. Davydov to form universal educational actions in primary school. Basedontheanalysisofscientificandmethodicalliterature, werevealedtheessenceofeducationalaction "takingfromtheteacherorself-learningtaskssetting" insolvingeducationalproblemsinthesystemofdevelopingtrainingof D.B. Elkoninand V.V. Davydov [2, p. 159, 160]. Developed on this basis, the structure of the educational action "taking from the teacher or self-learning tasks setting" and requirements for the organization of subject material can be considered as sufficient conditions for (as the common way) statement of learning tasks in today's elementary school. We provide practical materials and fragments of guidelines for primary school teachers. Further studies may be associated with the transfer of pupils’ own ability to set goals of learning activities to other social practices and in their own development.
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Paulista, Maria Inês. "Brincadeira de papéis sociais na educação infantil: as contribuições de Vigotski, Leontiev e Elkonin." Dialogia 6 (July 29, 2008): 165–68. http://dx.doi.org/10.5585/dialogia.v6i0.1122.
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Moya, Dóris De Jesus, Marta Sueli de Faria Sforni, and Paula Tamyris Moya. "TEMAS E CONTEÚDO DO JOGO DE PAPÉIS: SINALIZANDO CAMINHOS PARA A ATUAÇÃO PEDAGÓGICA COM A ATIVIDADE LÚDICA NA EDUCAÇÃO INFANTIL." Revista Contexto & Educação 34, no. 109 (August 30, 2019): 121–33. http://dx.doi.org/10.21527/2179-1309.2019.109.121-133.
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Para a Teoria Histórico-Cultural, a atividade lúdica é fundamental no desenvolvimento psíquico da criança. Para compreendermos as razões de se considerar essa atividade importante para o desenvolvimento infantil, realizamos uma pesquisa de caráter bibliográfico, na qual centramos nossa análise na produção de Leontiev e Elkonin, autores dessa linha teórica que se ocuparam do estudo do desenvolvimento psíquico e da periodização do desenvolvimento infantil. Elkonin afirma que o jogo de papéis é a atividade lúdica que maior impacto exerce no desenvolvimento de crianças na faixa etária que corresponde ao final da educação infantil. Ele distingue dois elementos no jogo de papéis, o tema e o conteúdo. Por meio da compreensão desses elementos é possível reconhecer que nas instituições educativas, além de se reservar tempo e espaço para esse tipo de atividade lúdica, é preciso atuar pedagogicamente no conteúdo dela. Essa atuação pedagógica sobre o conteúdo do jogo não é o mesmo que dirigir diretamente as ações da criança, privando-a da liberdade de criação, mas significa atuar de modo a propiciar condições para que as crianças ampliem seu universo cultural, favorecendo o acesso ao conhecimento de várias atividades humanas presentes na realidade objetiva, de modo a enriquecer suas possibilidades de imitação, imaginação e criação na brincadeira.
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Gordeeva, T. O. "Cognitive and Educational Effects of the Elkonin—Davydov System of Developmental Education: Opportunities and Limitations." Cultural-Historical Psychology 16, no. 4 (2020): 14–25. http://dx.doi.org/10.17759/chp.2020160402.
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The Elkonin—Davydov system of developmental education has come a long way, from an experimental program to widespread recognition in elementary schools in Russia. The article is dedicated to the analysis of studies devoted to evidence of the effectiveness of the developmental education system in terms of cognitive development and the formation of educational activities. Four main categories of results were identified, according to which the publications were found and analyzed: differences between children from developmental and so-called traditional classes in the level of theoretical thinking; general cognitive development and intelligence; educational strategies and the ability to solve non-standard problems; traditional educational achievements. The analysis allows to conclude that the developmental education system has a significant potential in relation to the development of theoretical thinking of schoolchildren, the ability to learn independently and solve non-standard problems. On the contrary, schoolchildren from developmental education classes do not differ from schoolchildren in traditional education classes in terms of the level of empirical thinking, as well as in terms of learning indicators related to solving standard problems and demonstrating knowledge and skills required by the school curriculum. The author analyzes the limitations of the studies, including their cross-sectional, non-longitudinal nature, lack of measurement before the start of education, specificity of samples (the majority of them being based on material from school-laboratories), shortcomings in the description of the results. The possible reasons for the heterogeneity of the results are also discussed. The analysis allows to conclude that the system of developmental education offers scientifically based and approved pedagogical technology that promotes the gradual “cultivation” in schoolchildren the theoretical thinking, thinking skills and development of the ability to acquire new knowledge.
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Smirnov, S. A. "Smart Body or the Problem of Human Corporeality Development in the Context of Outsourced Life. Paper Two." Cultural-Historical Psychology 12, no. 4 (2016): 100–112. http://dx.doi.org/10.17759/chp.2016120410.
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This paper continues to explore the problem of formation of non-organic body of personality touched upon in the previous part. The author shows how this problem is addressed in the works of E.V. Ilyenkov, B. Spinoza and L.S. Vygotsky and, in particular, in the works of D.B. Elkonin and B.D. Elkonin who introduced the concepts of ‘mediatory action’ and ‘event of action’, crucial for the understanding of personality construction. In the final part of the paper the author reviews the practices of blind, deaf and dumb pedagogy as the phenomenon of cultural development and cultural corporeality. Working with blind, deaf and dumb children proves the correctness of the cultural-historical concept aimed at tool/activity-based character of personality structure formation that may well be described in terms of smart corporeality. Without such practices of exploration and acquisition of his/her own behavior the individual becomes a functionally disabled person. Thus the author considers the practice of cultural development an anthropological alternative to the trend of outsourcing that implies the individual’s rejection of his/her basic cultural functions and practices. And this alternative acts as a response to the challenge of the increasing cultural, functional and personal disabilities. The research was conducted with the assistance of the Russian Science Foundation (project №14-18-03087 “Designing Non- classical Anthropology. New Human Ontology”).
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Arce, Alessandra. "O jogo e o desenvolvimento infantil na teoria da atividade e no pensamento educacional de Friedrich Froebel." Cadernos CEDES 24, no. 62 (April 2004): 9–25. http://dx.doi.org/10.1590/s0101-32622004000100002.
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Este artigo apresenta um estudo teórico comparativo da pedagogia desenvolvida por Friedrich Froebel e da teoria da atividade (Leontiev, Elkonin e Vigotski) no que diz respeito ao jogo e ao desenvolvimento infantil. Ainda que essas duas abordagens considerem o jogo uma atividade muito importante no desenvolvimento da criança, elas diferem em sua visão do que seja o significado do jogo no contexto do processo de formação do indivíduo. Essa divergência é uma conseqüência de suas opostas concepções acerca da relação entre a natureza humana e a história.
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Elkonin, B. D. "Modern Era of the Theory and Practice of Learning Activity: Key Issues and Perspectives." Психологическая наука и образование 25, no. 4 (2020): 28–39. http://dx.doi.org/10.17759/pse.2020250403.
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The paper describes the main stages and transitions in the unfolding of the Learning Activity which is reviewed within the framework of D.B. Elkonin and V.V. Davydov’s concepts about the meaning and content of education. The unfolding of teaching/learning is explained through the emergence of a joint action of teacher and students, that is, the Mediative Action. The concept of the Learning Task as a basis for constructing the general method of action, central to the system of D.B. Elkonin and V.V. Davydov, is also considered as a source of learning motivation. The learning task is seen as the distinct opposition between the search for the method of acting (possible scaffolds of acting) and the very achievement of the result, i.e. the opposition between the consideration (of situation) and the immediate achievement (of result), and, therefore, the opposition between the intriguing (interesting) and the required. The paper also focuses on the evolution of modeling as the evolution of sign mediation in the student’s activity. As the student progresses from understanding and configuring the model to using it as a means of acting, the model evolves. Having gained the function of the means, the model becomes a resource of possible action, and that is how the experience of acting appears before the student him/herself. The unfolding of the learning task and modeling is conceptualized as the correlation between functional genesis and ontogenesis.
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Rubtsov, V. V., M. Cole, J. V. Wertsch, A. G. Asmolov, V. T. Kudryavcev, N. N. Nechaev, V. A. Lektorsky, et al. "Human Development and the Creative Potential of Culture (Roundtable of the methodological seminar supervised by V.V. Rubtsov and B.D. Elkonin)." Cultural-Historical Psychology 14, no. 4 (2018): 41–51. http://dx.doi.org/10.17759/chp.2018140406.
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On May 25, 2018 the Moscow State University of Psychology and Education hosted a methodological seminar “Human Development and the Creative Potential of Culture” (supervised by V.V. Rubtsov and B.D. Elkonin) that was dedicated to the 80th birthday of the renowned American psychologist professor Michael Cole, the disciple of A.R. Luria and the successor of the cultural-historical and activity approaches in psychology. Michael Cole has and continues to put a lot of effort into the internationalization and development of these acknowledged Russian approaches all over the world. The seminar was organized by the Cultural-Historical Psychology journal and the International UNESCO Chair of Cultural-Historical Psychology of Childhood (MSUPE). The issues discussed in the seminar included: 1. Understanding culture: from the environment to the origins of human development; 2. Cultural-historical psychology: the language of mutual understanding and the creative tool in science and education; 3. The diversity of cultural mediation of human activity in the modern world; 4. Cultural-activity approach as an interdisciplinary project; 5. Psychology and sociocultural practices of human development; 6. From joint activity towards co-creation of culture; 7. Imagination: the ‘third’ eye of culture. Among the participants of the seminar were Russian researchers V.V. Rubtsov, A.A. Margolis, A.G. Asmolov, V.T. Kudryavtsev, N.N. Nechaev, V.A. Lektorsky, T.V. Akhutina, Zh.M. Glozman, M.V. Falikman, B.D. Elkonin, V.A. Guruzhapov as well as M. Cole himself and his friend and colleague J.Wertsch (both participating online). The paper presents the full text of the discussion.
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Mondardo Cardoso, Eloir Fátima, Lucas Sid Moneretto Búrigo, Gislene Camargo, Aline Alves das Neves, Isadora Da Silva Lemos, and Amanda Caroline dos Santos. "FORMAÇÃO DE PROFESSORES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL PARA A MULTIPLICAÇÃO E DIVISÃO NO SISTEMA ELKONIN-DAVYDOV." Revista de Extensão 5, no. 1 (February 25, 2021): 32. http://dx.doi.org/10.18616/re.v5i1.6391.
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Os professores de Matemática do sexto ano escolar da rede de ensino municipal de Criciúma - localizada no estado brasileiro de Santa Catarina - têm identificado nos estudantes lacunas em relação aos conceitos ensinados nos anos escolares anteriores. Para esses professores, a maioria dos estudantes do início dos anos finais do Ensino Fundamental (EF) apresentam equívocos conceituais em situações relacionadas, principalmente, à multiplicação e à divisão. Nossa hipótese é que esses problemas da não apropriação, pelos estudantes das significações conceituais de Matemática, estão relacionados ao conhecimento empírico adotado para a organização do ensino. Com a finalidade de abolir as lacunas na aprendizagem de Matemática, nos estudantes, desenvolveu-se um projeto de extensão. A questão investigada foi: quais as contribuições de uma formação de professoras dos anos iniciais para reelaborar a organização do ensino de multiplicação e divisão, com base nos fundamentos do sistema de Elkonin-Davydov? Para a análise dos dados foram transcritas as falas das professoras que foram gravadas durante os encontros mensais. A partir das discussões realizadas na formação, as professoras constataram que no sistema de ensino de Elkonin-Davydov a multiplicação e a divisão possuem os mesmos elementos conceituais no contexto da medição de grandezas com base em duas unidades: básica e intermediária, mas com finalidades distintas. Essa constatação supera o modo de ensino fragmentado dessas operações, realizadas por elas, anteriormente a participação no projeto de extensão. Além disso, foi identificada a relação dos elementos da multiplicação em consonância com os fundamentos da Matemática.
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Rosen (Udovenko), M. V. "Psychologist of personality development in the system of developmental learning of the D.B. Elkonin and V.V. Davydov." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (June 29, 2018): 176–82. http://dx.doi.org/10.33531/farplss.2018.3.20.
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This theoretical and bibliographic work aims to discuss the Psychology of personality development in the System of Developing Education of D.B. Elkonin and V.V. Davydov. This system outlines the problem of the perception of the concept of development in society, the lack of a common understanding of what a person is, its functions, essential characteristics and stages of personality development in different areas of psychology. The reasons for the emergence of a tendency aimed at the early development of a child in society are analysed. A brief description of the personality theory of A.K. Dusavitsky and G.K. Seredais also provided. A brief analysis of the history of the concept of developing learning is also given. The article describes the vision of the role and place of a developmental psychologist in education, based on the author's 20 years of experience as a practical psychologist in education. This vision is based on the ideas of L.S. Vygotsky, the provisions of the activity approach in psychology. This vision is reduced to the following points: 1. The psychology of personality development arises when social and\or educational environment demand for the child's personality development. The System of Developing Education of D.B. Elkonin and V.V. Davydovis initially aimed at forming the subject's position of the student and perceives the child as an integral personality. 2. The main task of a psychologist of personality development is psychological and pedagogical support of the educational process. The support is carried out in various forms and advice. The advice is related to participants in the educational process: teachers, children, parents and school administration. The methods are chosen depending on the tasks: reflection regarding the educational process, monitoring of the development of the personality at different age stages, examination of the educational process from the point of view of personal development, joint design of the developing environment, seminars and training aimed at solving various development problems and so on. 3. Requirements for the professionalism of the developmental psychologist in the first place is the ability to perceive the child holistically. The developmental psychologist helps all participants of the educational process to reformulate emerging problems into development tasks at each age stage. 4. Psychological and pedagogical support of the educational process is carried out according to the plan, and each form of work is tied to the stage of the educational process. 5. The psychologist concludes that the development of the child in the presence of their problems is age-appropriate. The main task of the developmental psychologist is to correctly and regularly monitor training activities and personal development according to a certain algorithm. 6. The psychologist of personality development, along with the functions described above, performs the function of organizing a dialogue or moderating a discussion between all participants in the learning process.
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Isaev, E. I., N. S. Еzhkova, and S. V. Pazukhina. "Talented Researcher of Developmental Education (to the 100- th Anniversary of G.I.Minskaya)." Психологическая наука и образование 24, no. 3 (2019): 108–12. http://dx.doi.org/10.17759/pse.2019240310.
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The article highlights the main milestones of the scientific and pedagogical activity of G.I. Minskaya — a prominent representative of the research team that developed an innovative system of developing training in the form of educational activities. It has revealed an important role of tentative research activities in changing the forms of children’s thinking. It is emphasized that G.I. Minskaya was at the origins of a large-scale experiment under the leadership of D.B. Elkonin and V.V. Davydov — headed the experiment at school № 11 in Tula. She has contributed to the identification of psychological and pedagogical conditions of teaching younger students to solve mathematical problems with alphabetic data.
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Martins, Maria Sílvia Cintra. "Hibridismo e plasticidade na constituição dos gêneros do discurso." Trabalhos em Linguística Aplicada 48, no. 1 (June 2009): 23–39. http://dx.doi.org/10.1590/s0103-18132009000100003.
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O trabalho que apresentamos baseia-se no pressuposto de que a diferenciação entre gêneros primários e gêneros secundários do discurso ainda constitui um dos pontos pouco esclarecidos entre nós da concepção bakhtiniana concernente aos gêneros do discurso. Temos, como objetivo, apontar para a elucidação dessa teorização a partir de conceituações presentes, por um lado, entre os psicólogos russos Luria (1986), Vigotski (2001) e Elkonin (1998), por outro, na Teoria da Enunciação (CULIOLI, 1997; VOGÜÉ, 1989). Apresentamos, de início, reflexões de alguns autores a respeito da diferenciação traçada pelo filósofo russo. Em seguida, a partir de algumas poucas sugestões presentes em sua obra, apontamos para possíveis esclarecimentos com base nos enfoques sócio-histórico e enunciativo. Esses aportes apontam para fenômenos de plasticidade e hibridização na constituição dos gêneros.
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Pashkovskiy, Vladimir E. "About permanent diagnostics in child psychiatry." Neurology Bulletin LIII, no. 1 (April 20, 2021): 48–51. http://dx.doi.org/10.17816/nb56989.
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The article analyzes the problem of diagnosis in child psychiatry. It is shown that errors in it are largely associated with the features of development at the early stages of ontogenesis. The need to take into account in the diagnostic process the theoretical positions of P.P. Blonsky, L.S. Vygotsky, D.B. Elkonin about crises in childhood and adolescence and V.V. Kovalev about the levels of neuropsychic response are discussed. The article shows that early developmental arrhythmia affects the diagnosis of such a pathology as autism spectrum disorder. It is emphasized that the typical childhood clinical diffuseness of the disorder is underestimated. It is argued that the heterochrony of development in childhood strongly requires a transition from noso-centered to risk-centered diagnostics.
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Calambas Muelas, Yolima Andrea, Sayra Dayana Gutiérrez Cubides, Andrea Stefania Narváez Orejuela, and Silvana Tenorio Velásquez. "Desarrollo cognitivo, psicoafectivo y del juego en niños y niñas con dificultades de aprendizaje que cursan primero, tercero y cuarto de primaria." Poiésis, no. 37 (August 20, 2019): 44–64. http://dx.doi.org/10.21501/16920945.3338.
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El desarrollo cognitivo, psicoafectivo y del juego han sido considerados como factores que influyen dentro del proceso de aprendizaje. En la presente investigación se pretende describir el desarrollo cognitivo, psicoafectivo y del juego en seis niños que presentan dificultades de aprendizaje y que cursan primero, tercero y cuarto de primaria en los departamentos del Valle del Cauca, Cauca y Meta en Colombia. Cabe resaltar que Elkonin será el principal autor, puesto que es el referente desde la Neuropsicología histórico-cultural para estudiar el desarrollo del juego por etapas y en su propuesta teórica plantea que el juego favorece procesos atencionales, de regulación de la conducta y el desarrollo de las neoformaciones psicológicas en el niño, necesarias para la escolarización y el aprendizaje de la lectura, la escritura y el cálculo. Como idea central, Elkonin y diversos exponentes han demostrado la relación entre el desarrollo del juego temático de roles y el desarrollo de la actividad voluntaria en el niño, crucial para la adaptación a la escuela primaria. En la investigación se utilizó un estudio de caso múltiple de corte no experimental con diseño transaccional, enfoque mixto donde el alcance de la investigación es descriptivo. Los instrumentos utilizados son la Batería Psicopedagógica Evalúa de García y González (2002), específicamente el Evalúa 0, 3 y 4, el Test del Dibujo de la Familia de Louis Corman, y se diseñó para la evaluación de las etapas del juego un Protocolo de exploración, un formato de entrevista y encuestas con padres y docentes. Los datos arrojan que los participantes presentan un desempeño bajo en cuanto al desarrollo cognitivo y las habilidades escolares, lo que contrasta significativamente con el adecuado desarrollo del juego. Los niños más pequeños y con mayores dificultades en la realización de las tareas del Evalúa, aún no alcanzan la etapa del juego temático de roles. A nivel emocional, se encontró que los niños presentan inseguridad y baja autoestima, que influyen en los niveles de adaptación.
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Margolis, A. A. "Zone of Proximal Development (ZPD) and Organization of Students Learning Activity." Психологическая наука и образование 25, no. 4 (2020): 6–27. http://dx.doi.org/10.17759/pse.2020250402.
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The paper focuses on the specifics of children’s learning activity organization aimed at creating the Zone of Proximal Development. From this perspective, we analyze the potential of the theory of learning activity and the practice of developmental learning (D.B. Elkonin, V.V. Davydov), outline the achievements of this approach and reveal the issues of concern regarding the correlation between students preconceptions and scientific concepts. The paper thoroughly reconstructs the scientific discourse between the academic standpoints of the “Developmental Learning” and the “School of the Dialogue of Cultures” supporters, showing the relevance of this discourse in the light of modern challenges in education. Finally, we discuss the approaches to the task of developing theoretical thinking in students and engaging them in quasi-investigations presented in the works of M. Hedegaard and E. Etkina.
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Smirnova, Elena, and Irina Riabkova. "Teoria da brincadeira na psicologia histórico-cultural." Teoria e Prática da Educação 22, no. 1 (April 9, 2019): 84. http://dx.doi.org/10.4025/rtpe.v22i1.47434.
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O artigo expõe a teoria da brincadeira infantil de L. S. Vigotski de acordo com a qual o principal indício da brincadeira é a criação da situação imaginária e a substituição de objetos e personagens reais por imaginários. O texto mostra que a existência da brincadeira está ligada ao surgimento de afetos generalizados que fazem emergir a realização imaginária dos desejos infantis, ou seja, a unidade afeto e intelecto. Analisamos o papel da brincadeira com roteiro e a de papéis, de D. B. Elkonin - aluno e seguidor de Vigotski. São apresentados tipos de brincadeiras com roteiros (processuais, com papéis, dirigidas, de acontecimentos). Na parte final do artigo, são analisadas as principais diferenças dos estudos sobre a brincadeira entre a psicologia russa e a ocidental.Palavras-chave: Psicologia Histórico-Cultural. Brincadeira. Imaginação.
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Smirnova, Elena, and Irina Riabkova. "Teoria da brincadeira na psicologia histórico-cultural." Teoria e Prática da Educação 22, no. 1 (April 9, 2019): 84–97. http://dx.doi.org/10.4025/tpe.v22i1.47434.
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O artigo expõe a teoria da brincadeira infantil de L. S. Vigotski de acordo com a qual o principal indício da brincadeira é a criação da situação imaginária e a substituição de objetos e personagens reais por imaginários. O texto mostra que a existência da brincadeira está ligada ao surgimento de afetos generalizados que fazem emergir a realização imaginária dos desejos infantis, ou seja, a unidade afeto e intelecto. Analisamos o papel da brincadeira com roteiro e a de papéis, de D. B. Elkonin - aluno e seguidor de Vigotski. São apresentados tipos de brincadeiras com roteiros (processuais, com papéis, dirigidas, de acontecimentos). Na parte final do artigo, são analisadas as principais diferenças dos estudos sobre a brincadeira entre a psicologia russa e a ocidental.Palavras-chave: Psicologia Histórico-Cultural. Brincadeira. Imaginação.
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Nechaev, N. N. "Category of Development as the Basis of Psychologicaland Pedagogical Research in Education." Cultural-Historical Psychology 14, no. 3 (2018): 57–66. http://dx.doi.org/10.17759/chp.2018140305.
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The article dwells on the fundamental problem of a person’s psychological development within the joint activity context. The starting point for the author are L.S. Vygotsky’s and D.B. Elkonin’s positions on the source and conditions of development, its psychological mechanism determining the internal dynamic of development. The article presents a systemic view of development as an objective process thus providing the opportunity to specify D.B. Elkonin’s position represented in his conception of child’s development stages periodization. The “dual” character of a subject’s mode of activity is outlined. It means that in the course of joint activity it always finds its realization within the subject’s system of relations by way of the subject’s modes of actions thus providing the possibility to avoid the disruption between motivational (personal) and operational technical (object-oriented) domains of activity still characteristic for the present-day psychology views. The psychological mechanism of a subject activity development is considered as resolution of contradictions that emerge in the course of his involvement into the new forms of joint activity, which demands the respective changes of the modes of actions previously formed which in its turn causes the transformation of the subject’s relations system. It is claimed that in the course of joint activity the concrete modes of the subject’s actions at every stage of his development cease to correspond to the system of his relations being formed thus leading to the transformation of the activity motivational base that determine these modes development.
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Ulanovskaya, I. M. "The Role of Educational Practice in the Learning of Basic Psychological Concepts (Based on Practical Training of 1st year Master Students Studying “Cultural-Historical Psychology and Activity Approach in Education”)." Психологическая наука и образование 20, no. 3 (2015): 102–20. http://dx.doi.org/10.17759/pse.2015200312.
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The article describes experience of the practical training for 1st year master students studying «cultural-historical psychology and activity approach in education» entitled “Study of the educational environment of the school”. The basis for training was provided by Moscow school #91 which systematically implemented in the elementary school the program of developing training, developed in the framework of Elkonin-Davydov theory of learning activity. There are examples of tools proposed and developed by teams of master students to evaluate certain characteristics of the educational environment and the results of their use to solve diagnostic problems. It is shown how techniques of deep studying, setting difficult practically significant substantive issues, independent work, group discussions, group projects development and defence, the master students applied, contribute to the formation of the bases of professional critical thinking, reflection and cognitive attitudes.
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Andrushchenko, T. Y., G. M. Shashlova, and A. S. Shubina. "The Practice-oriented Model of «School Psychology» Master's Program." Психологическая наука и образование 20, no. 4 (2015): 31–39. http://dx.doi.org/10.17759/pse.2015200403.
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We presented the experience in the development and testing the module “Psychological diagnosis of students” of the “School psychology” master program in “Psychological and pedagogical education” training direction. We discussed contemporary contexts of design educational modules that are defined by ideas of cultural-historical approach of the scientific school of L.S. Vygotsky, educational theories and activities of developing education by D.B. Elkonin, V.V. Davydov, collectively distributed educational activity of V.V. Rubtsov. We analyzed the issue of professional competence training in educational psychologists at higher education. We presented the connection between the content of masters training and the requirements of the Professional standard “Teacher-psychologist (the psychologist in education)”. Within the context of the network of educational organizations we paid special attention to the content and organization of distributed practice as the basic condition of master’s professional competences formation and their readiness for the implementation of the working activities.
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Vorontsov, A. B., and V. A. Lvovsky. "New Projects in Developmental Learning." Психологическая наука и образование 25, no. 5 (2020): 83–94. http://dx.doi.org/10.17759/pse.2020250507.
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The article outlines the existing practices of developing learning which are being implemented in educational institutions of the Russian Federation since 1998 to the present day, taking into account modern trends and challenges to the world education: individualization and personalization; digitalization, networking, collaboration (cooperation, team work); interdisciplinary content of education as a norm; metacompetency as a result of education; smart learning in the era of the information society with the availability of communication technologies and team work; gamification as an introduction to learning educational games, etc. To all these challenges and trends of the modern reality, the educational system of D.B. Elkonin—V.V. Davydov has its own ‘answers’, through certain practices that are realized in the network of classes and schools of developmental learning in Russia. In addition, we describe new projects that can be viewed as a resource for the development of the Russian educational system.
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Dos Anjos, Ricardo Eleutério. "O PAPEL DA EDUCAÇÃO ESCOLAR NO DESENVOLVIMENTO DA PERSONALIDADE DO ADOLESCENTE." Nuances: estudos sobre Educação 25, no. 1 (May 22, 2014): 228–46. http://dx.doi.org/10.14572/nuances.v25i1.2941.
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A partir dos pressupostos da psicologia histórico-cultural e da pedagogia histórico-crítica, este artigo procurou analisar teoricamente o papel da educação escolar no desenvolvimento da personalidade do adolescente. Foram pesquisadas não somente as obras de Vygotski, como também de Leontiev, Luria, Elkonin, entre outros autores que contribuíram e contribuem para a formação do conjunto de trabalhos elaborados pela psicologia histórico-cultural. A pedagogia histórico-crítica, a partir das obras de Dermeval Saviani e Newton Duarte, foi utilizada como mediação entre a psicologia histórico-cultural e a educação escolar, por entender que esta teoria pedagógica é compatível com os pressupostos da “Escola de Vygotski”. Este trabalho apresenta a concepção da psicologia histórico-cultural sobre a personalidade do adolescente como superação das concepções psicológicas naturalizantes e idealistas, explicitando, ainda, a relevância da transmissão dos conteúdos escolares para o desenvolvimento da personalidade nessa idade de transição.http://dx.doi.org/10.14572/nuances.v25i1.2941
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Nunes, Rodrigo Lima, and Irieneu Aliprando Tuim Viotto Filho. "DESENVOLVIMENTO HUMANO E JOGO DE PAPÉIS SOCIAIS: UMA LEITURA À LUZ DA TEORIA HISTÓRICO-CULTURAL." Nuances: estudos sobre Educação 27, no. 2 (February 20, 2017): 231–48. http://dx.doi.org/10.14572/nuances.v27i2.3776.
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Este trabalho tem por objetivo inserir-se no debate acerca do desenvolvimento humano e do jogo de papéis sociais, buscando trazer contribuições, a partir de uma leitura da Teoria Histórico-Cultural, à educação infantil. Aborda-se que o processo de humanização dos indivíduos se dá a partir da apropriação e objetivação da cultura historicamente produzida, sob a orientação de determinadas atividades, dentre elas a atividade principal do jogo no período da infância. Nesse caminho, a partir dos escritos de Elkonin, Leontiev e Vigotski, discuti-se quais são as características históricas fundamentais de tal atividade, seus fundamentos centrais e quais são as importantes transformações psíquicas que opera. Conclui-se que esta atividade é fundamental para o desenvolvimento das crianças que se encontram em idade pré-escolar, sendo assim, há que serem superadas visões naturalistas e espontaneistas que, muitas vezes, orientam a realização desta atividade na escola de educação infantil.
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Vorontsov, A. B. "Future of the Learning Activities in Teenage School: Content, Methods, and Forms." Психологическая наука и образование 20, no. 3 (2015): 56–69. http://dx.doi.org/10.17759/pse.2015200307.
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V.V. Davydov scientific ideas of developing training. Since the early 1990s their scientific research results have been formed in the educational system and began to be used in general primary school. However, when the widespread use of developmental education in elementary school, further studies on the age possibilities of adolescents and the content of their education have not been completed. Targeted research was organized again under the leadership of B.D. Elkonin only in 2000. Designing of teenage school in the framework of the principles and ideology of this system started at the same time at the Psychological Institute of the Russian Academy of Education and many other educational institutions. The article presents the hypothetical ideas about the content, forms and methods of organization of educational process in the second stage of schooling. Particular attention is paid to the fate of the educational activity in teenage school, as well as methods and forms of organization of other activities in the adolescent school.
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Chudinova, E. V. "“New Biology” and Its Educational Outcomes." Психологическая наука и образование 24, no. 3 (2019): 63–73. http://dx.doi.org/10.17759/pse.2019240306.
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The paper presents data of a study on the effectiveness of an experimental school course in biology based on the principles of Davydov—Elkonin developmental learning in comparison with traditional courses. The study involved 395 students of 5th, 6th, and 9th classes. The results show that children can be more successful at achieving not only subject, but also metasubject educational outcomes like reading literacy, ability to work with signs, symbols and models etc, which are all required by the federal state education standard, if the content of education is changed in such a way that the integral system of key concepts becomes the subject matter, presented not as a means of describing an object, but rather as a basis for its transformation by students. When learning is organised that way, it provides an opportunity for primary school students with underdeveloped reading skills to compensate for the lack of reading literacy, although it will still be hard for them to master subject concepts successfully enough.
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Gordeeva, Tamara O., Oleg A. Sychev, Anastasiya N. Sidneva, and Diana V. Pshenichnyuk. "What Determines the Elementary School Students' Desire to Learn? The Structure of the Subject Motivation of Students Studying within Different Educational Systems." Vestnik RFFI, no. 4 (December 12, 2019): 31–40. http://dx.doi.org/10.22204/2410-4639-2019-104-04-31-40.
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The authors carried out the investigation dealt with the influence of the educational system on schoolchildren’s subject academic motivation. The intrinsic and extrinsic motivations of the study of mathematics and Russian language in elementary schoolchildren enrolled in the Elkonin – Davydov system of developmental education (N = 337) and the so-called traditional education (N = 669) are analyzed. The children enrolled in the developmental education classes showed significantly higher rates of intrinsic motivation and identified motivation, which are two most beneficial types of academic motivation. This means that learning activities in the developmental education classes are more based on interest, desire for self-development and understanding the value of the educational process, than ones in the so-called traditional classes are. Another meaningful and independent contribution to the quality of academic motivation (especially children’s intrinsic motivation and identified moti- vation) is made by children’s satisfaction with their teachers’ personality. Features of developmental education that contribute to student motivation are discussed.
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Corneto, Nathalia. "A IMPORTÂNCIA DA LUDICIDADE NA INFÂNCIA E O DESENVOLVIMENTO INTEGRAL DA CRIANÇA." COLLOQUIUM HUMANARUM 12, no. 3 (September 10, 2015): 86–96. http://dx.doi.org/10.5747/ch.2015.v12.n3.h222.
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This article presents a reinterpretation of authors such as Albornoz, Huizinga, Piaget, Bettelheim, Elkonin, João Batista Freire, among others, addressing the theme of playfulness, of fun and games in childhood and its importance for the integral development of children. This will initiallyperformed an overview of the evolution of the concept of child in society, with the main aim to highlight the role of play culture and movement in early childhood education, encouraging parents and teachers to enter the routine of children, various kinds of play and games, respecting each stage of development and also the interests of children, to make it a pleasant moment. Playing is the most important moment of childhood, full of meanings and learning, and is therefore critical to the expansion of the construction of concepts, standards, control of the will, thought, language, imagination, creativity, memory, motor skills, social interaction and personality. Thus, this paper focuses on the types of games and activities and their role in the whole development of children.
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Fedorovich, E. Y., and E. E. Sokolova. "Michael Tomasello versus Alexei Leontiev: A Dialogue in Time." Cultural-Historical Psychology 14, no. 1 (2018): 41–51. http://dx.doi.org/10.17759/chp.2018140105.
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The article provides an overview and critical analysis — from the point of view of activity theory of A.N. Leontiev’s scientific school and, more broadly, from the standpoint of cultural and activity psychology — of the latest comparative psychological studies of "joint activity" mechanisms in humans and in apes performed by Michael Tomasello and his colleagues and co-authors. These studies have convincingly proven the fundamental differences between cooperation in animals and collaboration in humans, which confirms many provisions of the psychological activity theory developed in the 1930s. Yet, the comparative analysis of the researches by Tomasello’s group and Leontiev’s scientific school provided in the article reveals that in spite of the seemingly similar results obtained in these studies, their interpretation varies considerably. Unlike M. Tomasello, A.N. Leontiev and his disciples (D.B. Elkonin, A.V. Zaporozhets and others) always claimed that "predisposition" of individuals towards collaboration emerged as a result of their labor activity which required coordinating various actions of individual participants who therefore fulfilled rather social than biological purposes.
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Gnoatto, Patrícia, and Janaina Damasco Umbelino. "Elementos constituintes da atividade do brincar: imaginação e imitação como síntese na ação da criança." Zero-a-Seis 22, no. 42 (November 5, 2020): 770–95. http://dx.doi.org/10.5007/1980-4512.2020v22n42p770.
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O presente artigo é parte de uma pesquisa sobre a importância da atividade do brincar para as crianças em idade pré-escolar. Nosso objetivo é apresentar elementos que justifiquem considerá-la como a atividade principal deste período de vida das crianças, bem como compreender o papel que a imaginação e a imitação têm nas ações realizadas durante a brincadeira. Para isso, inicialmente apresentamos o conceito de atividade e atividade principal, fundamentados nos estudos de Vigotski, Leontiev e Elkonin. Na sequência, discorremos como a imaginação e a imitação constituem uma unidade no momento da brincadeira, resultando, desse modo, na ação da criança durante a atividade. Ao final do texto, apresentamos nosso entendimento de que é por meio desta atividade que as crianças da pré-escola se apropriam das atividades tipicamente humanas e da cultura, representando nas brincadeiras de papéis sociais as relações sociais das quais participam, e colocando em ação os sentidos produzidos por meio das experiências que produzem o conteúdo da imaginação e imitação.
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Magalhães, Giselle Modé, and Afonso Mancuso De Mesquita. "O JOGO DE PAPÉIS COMO ATIVIDADE PEDAGÓGICA NA EDUCAÇÃO INFANTIL: APONTAMENTOS PARA A EMANCIPAÇÃO HUMANA." Nuances: estudos sobre Educação 25, no. 1 (March 12, 2014): 266–79. http://dx.doi.org/10.14572/nuances.v25i1.2727.
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O presente trabalho insere-se no diálogo da Psicologia Histórico-Cultural com os processos pedagógicos da Educação Infantil. Aborda-se os conteúdos trazidos por Daniíl Elkonin, autor russo que dedicou seus estudos à periodização do desenvolvimento humano e ao processo de surgimento do jogo na estrutura da atividade do indivíduo, para afirmar que cabe à escola intervir no jogo de papéis como atividade pedagógica da idade pré-escolar. Defende-se aqui uma educação que desnaturalize a mercantilização das relações humanas posta na sociedade capitalista, à medida que, por meio do jogo de papéis, o professor pode ensinar atitudes anticapitalistas às crianças, fortalecendo a luta pela emancipação humana. Conclui-se que o ensino de tais atitudes passa não só pela formação do professor, como também pela sua politização e engajamento na condução da educação pública. Para tanto sugere-se a criação de espaços com atividades culturais, que podem promover o diálogo e a reflexão da categoria.http://dx.doi.org/10.14572/nuances.v25i1.2727
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Sforni, Marta Sueli de Faria, and Ágatha Marine Pontes Marega. "PROCESSO DE DESENVOLVIMENTO INFANTIL: CRISES, RUPTURAS E TRANSIÇÕES." Práxis Educacional 16, no. 42 (October 1, 2020): 406–22. http://dx.doi.org/10.22481/praxisedu.v16i42.6293.
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Embora o processo de desenvolvimento humano seja, normalmente, entendido como algo progressivo e harmonioso, autores da Teoria Histórico-Cultural, como Vigotski, Leontiev e Elkonin, apresentam o desenvolvimento infantil como um processo dialético em que as mudanças e transições são feitas revolucionariamente (idades com crises e idades estáveis). Assim, o desenvolvimento é evidenciado em momentos de transição, com a presença de saltos qualitativos, rupturas, crises, que muitas vezes são compreendidos, de forma equivocada, como sintomas negativos. Uma educação cuja finalidade é a promoção do desenvolvimento, necessita conhecer como ocorre esse processo. Neste sentido, este artigo resulta de uma pesquisa bibliográfica que teve por objetivo compreender esses momentos de transição, com a finalidade de poder atuar pedagogicamente nas crises, de modo que esses momentos sejam favoráveis ao desenvolvimento e não limitadores dele. Concluímos que a condução racional do processo de transição no ambiente escolar requer intervenção pedagógica organizada e assistida pelos adultos envolvidos (professores, pedagogos e familiares).
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Rubtsov, V. V., and V. A. Guruzhapov. "Designing the Master Research Program Taking into Account the Results of Approbation and Implementation of the Professional Standard of the Teacher." Психологическая наука и образование 21, no. 2 (2016): 12–21. http://dx.doi.org/10.17759/pse.2016210203.
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The experience of the Masterresearch program designing “Cultural-historical Psychology and Activity-based Approach in Education” is considered in the article. Special attention is paid to the originality of the content of research activities corresponding to the level of Master program graduates. The authors describe professional competences of the research type and actions that students of the research program master.The basis of the generalized method of study of problems of educational activity is the methodology of Cultural-historical Psychology and Activity Approach in education, to be more precise, the works of L.S. Vygotsky, A. N. Leontiev, A. R. Luria, P. Y. Galperin, A. V. Zaporozhets, D. B. Elkonin, V. V. Davydov and of their followers. The Master research program offers professional training in the form of specially organized research work of students including the solution of the professional research problems and performance of professional research activities aimed at the identification and analysis of learning activity problems (game for pre-school stage of general education). The example of sequence of actions forcarrying out specific Master’s research is provided.
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Zuckerman, G. A., O. L. Obukhova, and N. A. Shibanova. "Play and Learning Activity: Borderline Conflicts." Psychological-Educational Studies 11, no. 4 (2019): 22–35. http://dx.doi.org/10.17759/psyedu.2019110402.
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Illegal invasion of schooling into the preschool education can be peacefully suspended by developing the conceptual play based on narratives, in which special characters are acting. These characters of conceptual play are of the dual nature: while they reason and act as concepts that come alive, they feel and communicate as humans in flesh and blood. In the elementary school, the development of students’ learning activity employs the conceptual plays as a successful conduit for introducing concepts, which cannot be constructed through hand-on activities. In the preschool, the conceptual play opens the way to coach knowledge and skills traditionally associated with schooling. By teaching preschoolers with the help of the conceptual plays, adults get the opportunity to design the learning content that combines affect and intelligence, lays the foundation for operating with schemes, and most importantly, promotes children's initiative in intellectual pursuits and expands its scope. The outlines of conceptual play are exemplified by episodes of teaching literacy in the first grade with the ABC textbook by D.B. Elkonin.
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Stava, Viola S., and Vladlen K. Ignatovich. "The problem of emotional development of preschool children." Pedagogy: history, prospects 3, no. 4 (August 29, 2020): 37–43. http://dx.doi.org/10.17748/2686-9969-2020-3-4-37-43.
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The article considers preschool age as an important stage in the development of a child, which forms the basis of the emotional sphere of a personality. The problem of emotional development of children of this age is shown in the works of famous teachers, psychologists (L.S.Vygotsky, A.N. Leontyev, S.L. Rubinstein, D.B. Elkonin). The emphasis is made on the fact that emotional experiences are caused by a deep inner meaning associated with the leading motive of the child's activity. It is noted that a child at this age begins to foresee not only the intellectual results of his activity, but also emotional ones. Emotional experiences in the child's activities aimed at achieving a result useful for others are highlighted. The systemic activity approach is characterized, according to which emotional development is explained from the standpoint of the ap-pearance of neoplasms of a preschooler. These new formations arise and develop thanks to role-playing games, reading fairy tales and imitating the heroes of fairy tales. A fairy tale that helps create one’s inner world is defined.
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Elkonin, D. B. "Enfrentando o problema dos estágios no desenvolvimento mental das crianças." Educar em Revista, no. 43 (March 2012): 149–72. http://dx.doi.org/10.1590/s0104-40602012000100011.
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O objetivo central do artigo é discutir o conceito naturalista e evolutivo de desenvolvimento mental, especialmente nos modelos teóricos que defendem uma concepção do desenvolvimento humano pautada numa divisão por estágios, relacionando marcadamente idade cronológica e mudanças intra e interindividuais. Tais modelos teóricos dicotomizam a psicologia da criança nos aspectos necessidade-motivação e intelectuais-cognitivos. Pretendendo superar essa dicotomia, Elkonin propõe que o desenvolvimento humano é melhor entendido como movimento dialético de assimilação, pela criança, desde o seu nascimento, dos objetivos, motivos e normas das relações humanas e de aquisição e interiorização dos modos social e historicamente evoluídos de ação com objetos, presentes em uma coletividade. Essa perspectiva dialética de compreender o desenvolvimento permite: 1. entender o processo de desenvolvimento mental como uma espiral ascendente, antes do que linearmente, 2. explanar a significância funcional dos diferentes períodos do desenvolvimento, clarificando seus padrões de transição, e 3. se mostra relevante como um auxílio para resolver a questão da suscetibilidade dos vários estágios do desenvolvimento da criança a tipos particulares de influência.