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Journal articles on the topic 'Elkonina'

Author: Grafiati
Published: 28 June 2021
Last updated: 29 July 2025

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1

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. Rub
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2

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 (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
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3

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 argu
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4

Kudryavtsev, V. T. "Round Table "From the Psychology of Play to the Psychology of Learning: the Scientific School of D.B. and B.D. Elkonin." Cultural-Historical Psychology 20, no. 1 (2024): 64–67. http://dx.doi.org/10.17759/chp.2024200109.

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<p>Review of the round table on the topic "From the psychology of play to the psychology of teaching: the scientific school of D.B. and B.D. Elkonin", dedicated to the 120th anniversary of the birth of D.B. Elkonin, which took place on February 29, 2024 at the Moscow State Psychological and Pedagogical University. Pedagogical University. The state of the Elkonin scientific school is reflected both from a historical point of view and from the point of view of new approaches developed within its framework recently, and related research perspectives. The participants agreed that the scienti
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5

Endab, John Paul. "Project: EBS (ELKONIN Boxes Strategy)." International Journal of Research Publication and Reviews 5, no. 5 (2024): 5843–57. http://dx.doi.org/10.55248/gengpi.5.0524.1272.

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6

Vygotsky, L. S. "Two Letters to D.B. Elkonin." Cultural-Historical Psychology 20, no. 1 (2024): 5–8. http://dx.doi.org/10.17759/chp.2024200101.

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7

Facci, Marilda Gonçalves Dias. "A periodização do desenvolvimento psicológico individual na perspectiva de Leontiev, Elkonin e Vigostski." Cadernos CEDES 24, no. 62 (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 re
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8

Camilo, Marcos Gomes. "Система Elkonin-Davidov: Роща теории развивающего обучения". Núcleo do Conhecimento 06, № 06 (2021): 142–58. https://doi.org/10.32749/nucleodoconhecimento.com.br/ru/90589.

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В данной статье представлена сущность исследований Elkonin и Davidov по дидактике развития, основанных на предположениях, разработанных Vigotski, относительно роли образования и обучения в построении психики человека. Между тем, понимание важности связи между образованием и развитием, определение роли школы в преобразовании реальности учеников, цели формирования у ученика научно-теоретического мышления, а также того, как научное выделяются концепции., которые опосредованы, могут способствовать осознанию. Что касается конкретно системы Эльконина-Давыдова, упор был сделан на развитие мысли, кото
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9

Zuckerman, Galina. "Longitudinal formative interventions in the Elkonin – Davydov’s context." Problemy Wczesnej Edukacji 42, no. 3 (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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10

Camilo, Marcos Gomes. "Das Elkonin-Davidov-System: Ein Hain der Entwicklungstheorie." Núcleo do Conhecimento 06, no. 06 (2021): 142–58. https://doi.org/10.32749/nucleodoconhecimento.com.br/bildung-de/entwicklungstheorie.

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Dieser Artikel stellt die Essenz von Elkonin und Davidovs Forschung über Entwicklungsdidaktik auf der Grundlage der von Vigotski entwickelten Annahmen über die Rolle von Bildung und Lehre, beim Aufbau der menschlichen Psyche dar. In der Zwischenzeit betonen wir das Verständnis der Bedeutung des Zusammenhangs zwischen Bildung und Entwicklung, die Definition der Rolle der Schule bei der Transformation der Realität ihrer Schüler, den Zweck der Konstruktion wissenschaftlichen theoretischen Denkens in den Schülern und auch, wie wissenschaftliche Konzepte, die vermittelt werden, ins Bewusstsein einl
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11

Puentes, Roberto. "Didática desenvolvimental da atividade: o sistema Elkonin-Davidov (1958-2015)." Revista Obutchénie 1, no. 1 (2017): 20–58. http://dx.doi.org/10.14393/obv1n1a2017-2.

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12

Elkonin, D. B. "Quotations from D.B. Elkonin's Speech at the Meeting of the Academic Council of the Psychological Institute Dedicated to His 80th Anniversary." Cultural-Historical Psychology 20, no. 1 (2024): 9. http://dx.doi.org/10.17759/chp.2024200102.

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13

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 (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 in
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14

Camilo, Marcos Gomes. "The Elkonin-Davidov System: A Grove of Developmental Teaching Theory." Núcleo do Conhecimento 06, no. 06 (2021): 142–58. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/developmental-teaching.

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This article presents the essence of Elkonin and Davidov's research on developmental didactics based on the assumptions developed by Vigotski, regarding the role of education and teaching, in the construction of the human psyche. In the meantime, we highlight the understanding of the importance of the connection between education and development, the definition of the role of the school in transforming the reality of its students, the purpose of the construction of scientific theoretical thought in the student and, also, how scientific concepts, which are mediated, can institute in the awarene
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15

Camilo, Marcos Gomes. "O Sistema Elkonin-Davidov: Um Bosquejo Da Teoria Do Ensino Desenvolvimental." Núcleo do Conhecimento 06, no. 06 (2021): 142–58. https://doi.org/10.32749/nucleodoconhecimento.com.br/educacao/ensino-desenvolvimental.

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Neste artigo apresenta-se a essência da pesquisa de Elkonin e Davidov sobre a didática desenvolvimental a partir dos pressupostos desenvolvidos por Vigotski, a respeito do papel da educação e do ensino, na construção do psiquismo humano. Destaca-se, nesse ínterim, o entendimento da importância da conexão entre educação e desenvolvimento, a definição do papel da escola na transformação da realidade dos seus alunos, a finalidade da construção do pensamento teórico científico no aluno e, ainda, como os conceitos científicos, que são mediados, podem instituir na tomada da consciência. Acerca espec
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Camilo, Marcos Gomes. "Il sistema Elkonin-Davidov: un boschetto di teoria dell'insegnamento dello sviluppo." Núcleo do Conhecimento 06, no. 06 (2022): 142–58. https://doi.org/10.32749/nucleodoconhecimento.com.br/formazione-it/dellinsegnamento-dello-sviluppo.

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Questo articolo presenta l'essenza della ricerca di Elkonin e Davidov sulla didattica dello sviluppo basata sui presupposti sviluppati da Vigotski, riguardo al ruolo dell'educazione e dell'insegnamento nella costruzione della psiche umana. Nel frattempo, la comprensione dell'importanza del nesso tra educazione e sviluppo, la definizione del ruolo della scuola nel trasformare la realtà dei suoi studenti, lo scopo di costruire il pensiero teoretico scientifico nello studente e, anche, come il pensiero scientifico risaltano i concetti, che sono mediati, possono istituire la consapevolezza. Per qu
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17

Rodin, Yu I., E. N. Luschnikova, and A. V. Mishina. "The problem of subjectivity in the health care of a pre-schooler." Science and School, no. 2 (April 28, 2023): 163–76. http://dx.doi.org/10.31862/1819-463x-2023-2-163-176.

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The article reveals subjectivity as a fundamental problem of developing and health-preserving education of preschool children, the dialectic of which reveals itself in the concept of joint subject activity; an attempt is made to approach the understanding of the fundamental question of health psychology, developmental psychology, developmental and health-preserving pedagogy: How to carry out pedagogical influences against the background of high rates of physical and mental development of preschool children, high sensitivity of the child’s body and psyche to environmental influences, rather low
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18

Лактионова, Е. Б., and Я. В. Чежина. "D.B. ELKONIN: THE DIFFICULT FATE OF A SCIENTIST, PSYCHOLOGIST, AND SOLDIER." Russian military psychological journal, no. 1(3) (April 1, 2024): 68–71. http://dx.doi.org/10.25629/rmpj.2024.01.08.

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В статье, посвященной личности известного отечественного психолога Даниила Борисовича Эльконина, ученика Л.С. Выготского, продолжателя традиций культурно-исторического и деятельностного подхода в психологии, рассматриваются основные вехи его жизненного и научного пути, гражданская ответственность при выполнении военного долга на фронте, вклад в развитие отечественной психологии, в том числе и в разработку основ военной психологии, понимание механизмов развития психики ребенка-дошкольника, принципов развивающего обучения, разработанных совместно с В.В. Давыдовым. Авторами отмечается, что в наст
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19

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 emotio
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Silvestre, Bruno Silva, and Ivone Garcia Barbosa. "Formação docente e as relações dialéticas da brincadeira e do jogo nas teorias de Elkonin, Vigotski, Luria, Leontiev e Wallon." Educ. Form. 7 (June 15, 2022): e7339. http://dx.doi.org/10.25053/redufor.v7.e7339.

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O artigo apresenta-se com o objetivo de analisar as relações dialéticas da brincadeira e do jogo no campo da educação, como atividades que promovem o desenvolvimento humano em uma perspectiva histórico-social-cultural e dialética, referenciando-se nas teorias de Elkonin (2009, 2017), Vigotski (1996, 2008, 2017), Leontiev (1983, 2010), Luria (1992, 2010) e Wallon (1975, 2007). Tem-se como problema: quais determinações teóricas os autores Elkonin, Vigotski, Leontiev, Luria e Wallon apresentam quanto à percepção e ao desenvolvimento da brincadeira e do jogo como atividade, desenvolvimento humano
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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 communicat
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Camilo, Marcos Gomes. "El sistema Elkonin-Davidov: una arboleda de la teoría de la enseñanza del desarrollo." Núcleo do Conhecimento 06, no. 06 (2021): 142–58. https://doi.org/10.32749/nucleodoconhecimento.com.br/educacion-es/ensenanza-del-desarrollo.

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Este artículo presenta la esencia de la investigación de Elkonin y Davidov sobre la didáctica del desarrollo basada en los supuestos desarrollados por Vigotski, con respecto al papel de la educación y la enseñanza, en la construcción de la psique humana. Mientras tanto, destacamos la comprensión de la importancia de la conexión entre educación y desarrollo, la definición del papel de la escuela en la transformación de la realidad de sus estudiantes, el propósito de la construcción del pensamiento teórico científico en el estudiante y, también, cómo los conceptos científicos, que están mediados
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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 cul
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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 th
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Voronkova, I. V., E. N. Lagutina, and A. A. Adaskina. "Features of Educational Motivation and Emotional Attitude to Learning of 4-grade Students (on the Example of Traditional and Developmental Education)." Psychological-Educational Studies 14, no. 1 (2022): 32–48. http://dx.doi.org/10.17759/psyedu.2022140103.

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The article presents the results of a study of educational motivation and emotional experiences of junior schoolchildren studying in different didactic systems (N=54). It was revealed what motives are leading among students of the 4th grade and whether there are differences in the emotional attitude to learning between children studying in different educational programs. The research used the following methods: observation of the teacher and students in the classroom, conversation with students, M.V. Matyukhina "Diagnostics of the structure of educational motivation of a schoolchild", Methodol
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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 (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, fo
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Rubtsov, V. V., B. D. Elkonin, G. A. Zuckerman, and I. M. Ulanovskaya. "School of D.B. Elkonin - V.V. Davydov: from Research History to Research Perspectives." Cultural-Historical Psychology 20, no. 1 (2024): 16–26. http://dx.doi.org/10.17759/chp.2024200104.

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<p>The article is an introdution to the project “A Model of a Modern School Based on the System of Developmental Education of D.B.Elkonin - V.V.Davydov”. It was presented to the Presidium of the Russian Academy of Education in 2013. Based on more than half a century experience in the development and implementation of a developmental learning system in the practice of experimental Moscow school 91, the authors prove the relevance of the project in solving the basic problems of modern education. The orientation of the developmental learning system on the principles of a
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Camilo, Marcos Gomes. "Le système Elkonin-Davidov : un bosquet de théorie de l'enseignement du développement." Núcleo do Conhecimento 06, no. 06 (2021): 142–58. https://doi.org/10.32749/nucleodoconhecimento.com.br/education-fr/lenseignement-du-developpement.

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Cet article présente l’essence de la recherche d’Elkonin et Davidov sur la didactique du développement basée sur les hypothèses développées par Vigotski, concernant le rôle de l’éducation et de l’enseignement, dans la construction de la psyché humaine. En attendant, nous soulignons la compréhension de l’importance du lien entre l’éducation et le développement, la définition du rôle de l’école dans la transformation de la réalité de ses &
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Sidneva, A. N. "Comparative Analysis of Mathematics Teaching Programs in Primary School from the Standpoint of the Cultural-Historical Activity Approach." Cultural-Historical Psychology 18, no. 1 (2022): 69–78. http://dx.doi.org/10.17759/chp.2022180107.

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In the Russian Federation, 11 mathematics training programs were recommended for implementation in the 2020—2021 elementary school curriculum. The large number of programs raises the question of how they differ, a question which is relevant for both school administrators and primary school teachers, and parents. This article applies the criteria developed in the mainstream of the Cultural-Historical Activity approach to learning, to analyze the most significant differences in the mathematics programs from a psychological point of view. We have analyzed the methodological materials in mathemati
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30

Osinina, T. N. "D.B. Elkonin on the Development of a Child’s Skills: The Position of the Concept of Arbitrary Activity Reproduction." Cultural-Historical Psychology 20, no. 1 (2024): 48–55. http://dx.doi.org/10.17759/chp.2024200107.

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<p>In 2024, the attention of Russian scientific community is focused on the most important date, the 120th anniversary of the birth of Daniil Borisovich Elkonin, the author of the psychological theory of children's play, co-author of the theory of educational activity. The article analyzes the views of D.B. Elkonin on the development of children’s skills from the standpoint of the author’s concept of reproduction of an activity. Arbitrary activity reproduction is a purposeful reconstructive-reproductive process, relatively independent from memorization, characterized
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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 c
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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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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 (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 a
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34

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 (2019): 32–44. http://dx.doi.org/10.5747/ch.2019.v16.n2.h416.

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35

Zaretsky, V. K., D. Vedmitskaya та E. N. Klimenkova. "Project “Tree of Сultural-Historical Psychology”: Interview with B.D. Elconin". Консультативная психология и психотерапия 31, № 4 (2023): 151–66. http://dx.doi.org/10.17759/cpp.2023310408.

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<p>As part of the project “The Tree of Cultural-Historical Psychology” an interview with Boris Danilovich Elkonin is presented — Doctor of Psychology, Professor, Head of the Laboratory “Psychology of the Junior Schoolchild” of the Psychological Institute of the Russian Academy of Education, editor-in-chief of the journal “Cultural-Historical Psychology”.</p>
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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 (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 correspo
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Melo, Frans Robert Lima, and Adão Aparecido Molina. "Abordagem da Teoria Histórico-Cultural para o brincar na Educação Infantil." Educação em Análise 10 (April 23, 2025): 1–14. https://doi.org/10.5433/1984-7939.2025.v10.50744.

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Este trabalho bibliográfico buscou verificar a importância das contribuições da Teoria Histórico-Cultural para o brincar na Educação Infantil no processo de formação humana. Neste intuito, buscar-se-á verificar como o brincar é uma atividade fundamental para o desenvolvimento integral das crianças, fundamentando-se a partir da Teoria Histórico-Cultural, legitimada nas obras de Vygotsky (1896-1934), Leontiev (1903-1979) e Elkonin (1904-1984). A importância de tais reflexões reside em considerar que o brincar não é uma mera atividade recreativa e natural, mas um elemento central no processo de f
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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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39

Reis, Jaqueline Ferreira dos, and Roberto Valdés Puentes. "Sistema didático Elkonin-Davidov-Repkin: aprendizagem desenvolvimental e a teoria da atividade de estudo." Cuadernos de Educación y Desarrollo 16, no. 4 (2024): e3811. http://dx.doi.org/10.55905/cuadv16n4-013.

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Esse artigo tem como finalidade estabelecer um movimento teórico dialógico e dialético acerca das considerações sobre Teoria da Aprendizagem Desenvolvimental no Sistema Didático Elkonin-Davidov-Repkin, e a Teoria da Atividade de Estudo e as suas contribuições para a formação do aluno como sujeito de sua atividade na Aprendizagem Desenvolvimental. Produzir movimentos dialógicos de reflexão e análise, que avancem por proposições que promovam a inserção dos sujeitos e suas diversidades socioculturais e materiais nos espaços escolares, enquanto pertencimento e valorização do seu conhecimento como
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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. Wo
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Voronkova, I. V., M. D. Rastorgueva, and M. O. Enukova. "Features of Communicative Competencies, Educational Motivation, and Emotional Attitude to Learning of Primary School Students." Вестник практической психологии образования 20, no. 1 (2023): 98–105. http://dx.doi.org/10.17759/bppe.2023200110.

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<p>The article is aimed at identifying the features of communicative competencies, educational motivation, and emotional attitude to learning of primary school students studying in different didactic systems: the Elkonin — Davydov System of developmental education (DE) and the traditional education (TE). 41 third graders took part in the study, 21 of them enrolled in the Elkonin-Davydov System of developmental education, 20 in the traditional education. The following methods were used: diagnostics of educational motivation and emotional attitude to learning (modification of A.L
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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 (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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Akeber, Emmanuelle Ferreira de Quadros Azevedo. "O INÍCIO DA ATIVIDADE DE ESTUDO: APRENDIZAGEM E DESENVOLVIMENTO PSÍQUICO, MUDANÇAS NO CÉREBRO." Revistaft 28, no. 130 (2024): 15. https://doi.org/10.5281/zenodo.10537115.

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O presente artigo tem como objetivo compreender alguns aspectos de como acontece o desenvolvimento psíquico na criança ao iniciar a atividade de estudo, no ensino fundamental  e suas implicações para o tipo de pensamento que nela será desenvolvido, bem como, algumas mudanças que ocorrem no cérebro da criança nesse início de escolarização, tomando como referências os estudos de Vigotski, Leontiev, Elkonin, Davidov e outros. 
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Rubtsov, V. V., M. Cole, J. V. Wertsch, 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 or
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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
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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 (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 co
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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 thinkin
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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 psycho
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MIGUEL, José Carlos, and Sirley Leite FREITAS. "EDUCAÇÃO DESENVOLVIMENTAL: A APROPRIAÇÃO DO CONHECIMENTO MATEMÁTICO EM RELAÇÃO À ATIVIDADE DE ESTUDO." Revista de Educação Pública 31 (April 30, 2022): 1–21. http://dx.doi.org/10.29286/rep.v31ijan/dez.11579.

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O estudo aborda elementos constitutivos da apropriação de conhecimento matemático por meio da atividade de estudo. Vale-se de pesquisa bibliográfica e de análise documental sobre a forma como alguns conceitos aparecem nos programas de ensino de Matemática e como poderiam ser tratados na perspectiva da educação desenvolvimental. O referencial teórico envolve aportes da teoria histórico-cultural de Vigotsky, no sistema de ensino Elkonin-Davidov, além de pressupostos teóricos da renovação dos programas de ensino de Matemática no Brasil. Conclui-se que a apropriação dos conhecimentos matemáticos a
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Goulart Oliveira, Ethyenne, and Rodrigo Lima Nunes. "A relação entre o desenvolvimento do psiquismo humano e a educação escolar sob a ótica da Teoria Histórico-cultural." Obutchénie. Revista de Didática e Psicologia Pedagógica 8 (September 28, 2024): 01–17. http://dx.doi.org/10.14393/obv8.e2024-43.

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A partir da síntese do processo de apropriação teórico-conceitual dos pressupostos da Teoria Histórico-cultural, o objetivo deste trabalho é apresentar de forma sistemática os diálogos existentes entre as obras de Vygotski, Leontiev, Elkonin e Davidov em relação à periodização do desenvolvimento do psiquismo humano e à sua relação dialética com a educação escolar. Ressalta-se a importância em se dedicar esforços ao estudo e à compreensão dos conceitos centrais relacionados ao desenvolvimento das capacidades especificamente humanas, com base nesta teoria, como instrumento fundamental para o des
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