Gotowe bibliografie tematyczne / Developmental psychology

Gotowa bibliografia na temat „Developmental psychology”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 lipca 2024

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Artykuły w czasopismach na temat "Developmental psychology"

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Callaghan, Tara C. "Developmental roots: How developmental psychology can inform psychology." Canadian Psychology/Psychologie canadienne 34, nr 3 (1993): 265–70. http://dx.doi.org/10.1037/h0078829.

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Callaghan, Tara C. "Developmental roots: How developmental psychology can inform psychology discussion." Canadian Psychology/Psychologie canadienne 34, nr 3 (1993): 315–16. http://dx.doi.org/10.1037/h0084703.

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Crafter, Sarah. "Cultural psychology andDeconstructing Developmental Psychology". Feminism & Psychology 25, nr 3 (23.02.2015): 388–401. http://dx.doi.org/10.1177/0959353515572703.

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Van Der Veer, R. "Vygotsky's Developmental Psychology". Psychological Reports 59, nr 2 (październik 1986): 527–36. http://dx.doi.org/10.2466/pr0.1986.59.2.527.

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Contemporary child psychologists make increasing use of ideas formulated by the Soviet psychologist Lev S. Vygotsky. Only part of his work, however, has been Translated into English. This makes our impression of Vygotsky's developmental psychology incomplete. The present paper seeks to provide additional relevant information, as yet unknown in Anglosaxon countries. The purpose is to complete our knowledge of Vygotskian ideas and to show that part of his theory is still relevant to present research in developmental psychology.
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Schoeman, R. A. "Review: Developmental Psychology". South African Journal of Psychology 27, nr 3 (wrzesień 1997): 196–97. http://dx.doi.org/10.1177/008124639702700312.

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Geary, David C., i David F. Bjorklund. "Evolutionary Developmental Psychology". Child Development 71, nr 1 (styczeń 2000): 57–65. http://dx.doi.org/10.1111/1467-8624.00118.

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Bruck, Maggie, i Stephen Ceci. "Forensic Developmental Psychology". Current Directions in Psychological Science 13, nr 6 (grudzień 2004): 229–32. http://dx.doi.org/10.1111/j.0963-7214.2004.00314.x.

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No authorship indicated. "Developmental psychology: Editor." Developmental Psychology 39, nr 1 (2003): C2. http://dx.doi.org/10.1037/0012-1649.39.1.c2.

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No authorship indicated. "Developmental Psychology: Editors." Developmental Psychology 39, nr 3 (2003): C2. http://dx.doi.org/10.1037/0012-1649.39.3.c2.

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No authorship indicated. "Developmental Psychology: Editor." Developmental Psychology 39, nr 4 (2003): C2. http://dx.doi.org/10.1037/0012-1649.39.4.c2.

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Rozprawy doktorskie na temat "Developmental psychology"

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Clements, Andrea D., i M. Byous. "Introductory Psychology Need Not Be a Prerequisite for Developmental Lifespan Psychology". Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/7315.

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Boober, Becky Hayes. "Spirited Youth/Thriving Youth: Adolescents' Perspectives on Nurturing Thriving Outcomes Through Faith Development". Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/BooberBH2005.pdf.

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Macleod, Catriona. "Theory and South African developmental psychology research and literature". UCT Press, 2009. http://hdl.handle.net/10962/d1015326.

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In this chapter we shall examine the theoretical assumptions that drive developmental psychology research and literature in South Africa. The basic underlying models utilised in developmental research may be described as (a) mechanistic; (b) organismic; (c) contextual and (d) social constructionist. A description of the fundamental premises of each of these will be followed by examples of research that utilise the particular approach. In the discussion, some of the controversies that plague developmental psychology research will be highlighted.
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Smith, Mary Clare. "Relationships among Cognitive, Spiritual, and Wisdom Development in Adults". Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1340804343.

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Adams, Jessica Lyn. "Multiracial identity development : developmental correlates and themes among multiracial adults /". Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250186768.

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Gannon, Monte. "Validity of the Developmental Checklist of the Developmental Observation Checklist System". TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/397.

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This study investigates the use of the Developmental Checklist (DC) of the Developmental Observation Checklist System (DOCS; Hresko, Miguel, Sherbenou, & Burton, 1994) as a screening measure for children birth to three years of age. Kentucky regulations require the use of the DC for screening in the KEIS-First Steps program, yet there is little information regarding the effectiveness of the measure as a screening tool. Evaluation data are presented for 51 children between the ages of 2 and 35 months on the DC and the Battelle Developmental Inventory, 2nd Edition (BDI-2; Newborg, 2005). The DC and BDI-2 domains evidence no significant correlations for this sample. However, significant moderate to strong intracorrelations were evidenced within each measure. Analysis of contingency table components using the BDI-2 as the criterion measure yield specificity (percentage of true negatives) and sensitivity (percentage of true positives) for cutoff standard scores of 94, 85, and 77 on the DC. The number of accurate referrals and accurate nonreferrals comprise the classification consistency between the two measures. Adequate sensitivity (above 80%) is evidenced at the most liberal cutoff for the DC (standard score < 94) at both BDI-2 placement criterions (I'A and 2 SD below the mean) for all domain comparisons. However, there is a cost of less than adequate specificity at this level (94 or below). Good sensitivity was also evidenced for one additional comparison, the Adaptive/Social comparison at the 2 SD BDI-2 criterion with the 85 cutoff on the DC. Classification consistency was not evident at 1 Yi SD on the two domains criterion on the BDI-2 for even the most liberal DC cutoff score (standard score <94). However, sensitivity levels are adequate for all domain comparisons at the liberal cutoff standard score of < 94. The results indicate concern for the use for the DC with the BDI-2 using anything but the most liberal cutoff on the DC. A discussion of practical implication for use of the DC questions the use of the DC with the BDI-2 and provides suggestions for further research with the DC.
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Dixon, Wallace E. "Twenty Studies That Revolutionized Child Psychology". Digital Commons @ East Tennessee State University, 2015. http://amzn.com/0205948030.

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Twenty Studies That Revolutionized Child Psychology gives students a systematic look at the process of child psychology research by examining the twenty most revolutionary scientific investigations in the field over the course of the last fifty years. For the second edition, author and child psychologist Wallace Dixon polled an expanded number of experts in the field to determine the most important studies to be included. The result is an updated collection of revolutionary studies that helps students to better understand the discipline of child psychology.
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Saunders, Jessica Faye. "Social Comparison in Eating Disorder Recovery: A Mixed-Methodological Approach". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3818.

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This dissertation examines social comparison tendencies in young women during eating disorder (ED) recovery. Study one drew on a photo-elicitation method (“PhotoVoice”) and semi-structured interviews to examine this relation. Thirty U.S. women, ages 18-35, in self-defined recovery from disordered eating, used photography to capture personally-meaningful social and cultural influences on their recovery. Participants then shared these photographs with the research team and described them in detail. Photographs and interviews were examined for social comparisons using thematic analysis, and two broad categories emerged: recovery-promoting and recovery-hindering comparisons. The presence of both “upward” and “downward” comparisons that both support and hinder recovery suggests that social comparisons during the recovery process are more nuanced than previously known. Study two drew from this qualitative data to revise and validate an existing measure of food and body comparisons for women in ED recovery. Women from across the U.S. (n = 183) completed measures of body, eating, and exercise social comparison general comparison orientation, and body dissatisfaction and disordered eating in one online session. After removing four items based on prior research and theory, the revised model fit the data well. Results suggest that body, eating, and exercise social comparisons continue to correlate with body dissatisfaction and disordered eating during recovery, but there are nuances in the content of the comparisons. Study three used this revised measure of social comparison to examine how the interrelations among thin ideal internalization, social comparison, and disordered eating outcomes vary throughout the disorder and recovery processes. An additional 78 women with an active ED, and 178 healthy-control women completed the above-mentioned measures, along with a measure of thin-ideal internalization. Multi-group path analysis showed that the relations among these constructs change between disordered eating and recovery. Study four drew from the same interviews explored in study one, returning to the interviews and photographs to highlight the key areas of potential change for clinicians and policymakers. Participant responses clustered into six themes: healthcare practice and access, health insurance reform, education, objectification of the female body, and mental health stigma. Direct suggestions and implications are discussed.
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Johnson, Anna C. "How Adult Children Experience Parent Dependency in a Caregiving/Care-Receiving Dyad". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1060.

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Despite plentiful research on the physical, psychological, and emotional demands on adult child caregivers, there are few studies that highlight developmental issues in the adult child/dependent parent dyad. This study was designed to highlight the dependency factor in this dyad, thus addressing the gap in the literature. With family systems theory, attachment theory, and role conceptualizations constituting the bases for the study, research questions addressed how adult child caregivers experience parental dependency and how dependency affects the caregiving/care-receiving dynamic. Ten volunteer participants were interviewed, and the results were analyzed using a variation of the van Kaam method of data analysis in which themes emerged from qualitative phenomenological data. Results of this study revealed 6 main themes; in descending order of the number of participants endorsing each, the themes were as follows: caregivers did not receive enough help from family/friends (n = 10), caregiving evolved on its own (n = 8), expectations changed (n = 8), roles changed (n = 8), dementia caused changes (n = 7), and new relationship provided benefits (n = 5). The first 2 themes indicated the ways in which adult child caregivers experience parental dependency. The remaining 4 themes illuminated participant-reported changes following the addition of dependency to the adult child/parent dynamic. Findings from this study can influence social change by promoting appropriate support interventions that support the physical and mental health of the caregiver population.
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Watson, Deborah. "Treatment practices of childhood sexual abuse: A developmental psychopathology perspective". ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/628.

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Childhood sexual abuse (CSA) occurs in up to 9.9 % of the general population. Clinical implications of CSA are lasting and warrant treatment utilizing suitable approaches. Although the developmental psychopathology model encourages clinicians to evaluate disorders in the context of risk/protective factors, cultural issues and development, there is a gap in current research regarding the utilization of developmental theory among clinicians working with this population. Therefore, the purpose of this study was to examine consistent patterns in treatment practices employed by therapists with CSA patients. The primary research question in this study was to determine how closely therapists' actual treatment practice with CSA females paralleled the developmental psychopathology model. The study utilized a grounded theory approach to generate a model of practice drawn from structured interviews with 20 therapists recruited through a snowballing sample. A sequence of open, axial and selective coding of these data revealed three themes including empowerment, consistency and support. Results indicate most participants were trained in developmental theory and, developed model based skills over time while intuitively utilizing this model and that progressing clients had therapists that utilized this model. Recommendations include required undergraduate training in this model. This information will contribute to the existing literature on developmental theory and, can enhance social change initiatives through increased reliance on therapist intuition which in turn can produce patient care more aligned with developmental needs. In addition this information can be used for the development of effective model based interventions and preventions so as to decrease CSA's harmful societal impact.
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Książki na temat "Developmental psychology"

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1949-, Bremner J. Gavin, i Lewis Charlie, red. Developmental psychology. London: SAGE Publications, 2005.

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Mandel', Boris. Developmental psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1065840.

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The manual is a unique course that includes a work program with modular technology. Each Chapter is accompanied by a list of key words for memorization and repetition, questions and tasks. The textbook also contains a list of required and additional literature, about the themes of the seminars and practical training, the approximate list of questions for self-study for exams and credits, the modular division of the. Meets the requirements of Federal state educational standards of higher education of the last generation. For students and teachers of pedagogical universities, psychologists, pediatricians, and for anyone interested in child psychology and psychology of development as an integral part of General psychology.
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Birch, Ann. Developmental Psychology. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14204-0.

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Birch, Ann, i Tony Malim. Developmental Psychology. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-12679-8.

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Ludlow, Amanda, i Roberto Gutierrez. Developmental Psychology. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32501-3.

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Virginia, Lam, i O'Donnell Victoria, red. Developmental psychology. New York, NY: Pearson Prentice Hall, 2011.

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Kail, Robert V. Developmental psychology. Wyd. 5. Englewood Cliffs, N.J: Prentice Hall, 1993.

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1933-, Wicks-Nelson Rita, i Kail Robert V, red. Developmental psychology. Wyd. 4. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Catherwood, Dianne. Developmental psychology. Exeter: Crucial, 2001.

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M, Liebert Robert. Developmental psychology. Wyd. 4. Englewood Cliffs: Prentice-Hall, 1988.

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Części książek na temat "Developmental psychology"

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Upchurch Sweeney, C. Renn, J. Rick Turner, J. Rick Turner, Chad Barrett, Ana Victoria Soto, William Whang, Carolyn Korbel i in. "Developmental Psychology". W Encyclopedia of Behavioral Medicine, 573. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100457.

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Dwyer, Diana, i Jane Scampion. "Developmental Psychology". W Psychology A Level, 227–79. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13450-2_8.

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Schlinger, Henry D. "Developmental Psychology". W A Behavior Analytic View of Child Development, 15–30. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-8976-8_2.

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White, Jill, i Melissa P. Schnurr. "Developmental Psychology". W International and Cultural Psychology, 51–73. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0073-8_4.

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Burman, Erica. "Developmental Psychology". W The SAGE Handbook of Qualitative Research in Psychology, 450–71. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526405555.n27.

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Nagayama Hall, Gordon C. "Developmental Psychology". W Multicultural Psychology, 83–104. Third edition. | New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315537092-5.

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Daum, Moritz M., i Mirella Manfredi. "Developmental Psychology". W International Handbook of Psychology Learning and Teaching, 239–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_13.

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Daum, Moritz M., i Mirella Manfredi. "Developmental Psychology". W International Handbook of Psychology Learning and Teaching, 1–34. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_13-2.

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von Tetzchner, Stephen. "Developmental Psychology". W Child and Adolescent Psychology, 1–16. 1 Edition. | New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315742113-1.

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Ervin-Tripp, Susan M. "Developmental psychology". W Handbook of Pragmatics, 227–34. Amsterdam: John Benjamins Publishing Company, 1995. http://dx.doi.org/10.1075/hop.m.dev1.

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Streszczenia konferencji na temat "Developmental psychology"

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Gren, Lucas, i Khaled Al-Sabbagh. "Group Developmental Psychology and Software Development Performance". W 2017 IEEE/ACM 39th International Conference on Software Engineering (ICSE). IEEE, 2017. http://dx.doi.org/10.1109/icse-c.2017.85.

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Moore, David S., Lisa M. Oakes, Victoria L. Romero i Koleen C. McCrink. "Leveraging Developmental Psychology to Evaluate Artificial Intelligence". W 2022 IEEE International Conference on Development and Learning (ICDL). IEEE, 2022. http://dx.doi.org/10.1109/icdl53763.2022.9962183.

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HENNESSEY, BETH A., i MALCOLM W. WATSON. "A SAMPLING OF RESEARCH APPROACHES IN DEVELOPMENTAL PSYCHOLOGY". W Proceedings of the Second Interdisciplinary CHESS Interactions Conference. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814583411_0004.

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Keller, Heidi. "Cultures of Infancy. The Foundation of Developmental Pathways". W International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/olvd6449.

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Development can be understood as a series of universal developmental tasks that pattern the human life span. These developmental tasks evolved during the history of humankind, mainly to solve recurring adaptive problems. They are functionally related to each other in the sense that the solution of earlier tasks influences the solution of later developmental tasks. Thus developmental and biographical continuity emerge. The resulting developmental pathways, however, are not conceived of as being absolutely determined by the earlier influences. Developmental pathways are informed by earlier as well as concurrent influences. Plasticity, yet not unlimited, characterizes developmental pathways as well as continuity.
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Li, Sujing. "Study on Developmental Psychology of Undergraduate Network Addiction Phenomenon". W International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.104.

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Twomey, K. E., A. F. Morse, A. Cangelosi i J. S. Horst. "Competition Affects Word Learning in a Developmental Robotic System". W 14th Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814699341_0009.

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THOMAS, MICHAEL SC, VICTORIA CP KNOWLAND i ANNETTE KARMILOFF-SMITH. "VARIABILITY IN THE SEVERITY OF DEVELOPMENTAL DISORDERS: A NEUROCOMPUTATIONAL ACCOUNT OF DEVELOPMENTAL REGRESSION IN AUTISM". W Proceedings of the 12th Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2011. http://dx.doi.org/10.1142/9789814340359_0020.

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Blanco-Gandía, María del Carmen, Noelia Sánchez-Pérez, María Pilar García-Pardo, Verónica Aguas Vivas Blanco-Gandía i Sandra Montagud-Romero. "CREATIVITY, REFLECTION AND CRITICAL THINKING: THE PORTFOLIO IN DEVELOPMENTAL PSYCHOLOGY". W 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0235.

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Gomez-Baya, Diego. "SUCCESSFUL EDUCATIONAL ACTIONS IN PSYCHOLOGY DEGREE: "SEMINAR WITH THE ARTICLE IN HAND" IN THE SUBJECT DEVELOPMENTAL PSYCHOLOGY I". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2059.

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Radu, Iulian, i Blair MacIntyre. "Using children's developmental psychology to guide augmented-reality design and usability". W 2012 IEEE International Symposium on Mixed and Augmented Reality (ISMAR). IEEE, 2012. http://dx.doi.org/10.1109/ismar.2012.6402561.

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Raporty organizacyjne na temat "Developmental psychology"

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Scassellati, Brian. How Developmental Psychology and Robotics Complement Each Other. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2000. http://dx.doi.org/10.21236/ada450318.

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Finley, Emily. A review of "longitudinal study" in developmental psychology. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2856.

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Schunn, C. D. A Review of Human Spatial Representations Computational, Neuroscience, Mathematical, Developmental, and Cognitive Psychology Considerations. Fort Belvoir, VA: Defense Technical Information Center, grudzień 2000. http://dx.doi.org/10.21236/ada440864.

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Cunha, Flavio, i James Heckman. The Economics and Psychology of Inequality and Human Development. Cambridge, MA: National Bureau of Economic Research, styczeń 2009. http://dx.doi.org/10.3386/w14695.

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Evgenievna, Serova Olga. Dynamics and factors of development of scientific and methodological content of the history of Russian psychology. DOI СODE, 2023. http://dx.doi.org/10.18411/doicode-2023.102.

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McGinn, Noel. Why We Should End Reforms in Education. Inter-American Development Bank, kwiecień 2002. http://dx.doi.org/10.18235/0011021.

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Education reforms are a constant social and political activity. Teachers have received more training, classes are smaller, more students have textbooks and they are of better quality. Curricula have been revised in accord with developments in cognitive psychology and advances in science. Literacy rates have risen notably and the average level of education in the population has grown steadily. Despite the many reforms carried out, and despite objective evidence of improved access and inputs, criticisms of public education have grown more intense and extensive. Why have reforms become more common even as they are unsatisfying?
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Corscadden, Louise, i Arpaporn Sutipatanasomboon. What Is Operant Behavior And How To Study It. Maze Engineers, grudzień 2022. http://dx.doi.org/10.55157/me2022127.

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Operant behavior describes a type of voluntary goal-directed actions in animals based on the repercussions of previous occurrences. It develops when animals learn to specifically respond to recurring situations based on the outcome of their past experience. American psychologist B.F. Skinner was the first to use operant to describe the behaviors he observed in his landmark experiments in laboratory animals. Operant behavior and conditioning refine the nuance between conscious and unconscious behavioral responses, which influence psychology, and applied behavior analysis, and improve our understanding of addiction, substance dependence, child development, and decision-making.
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Näslund-Hadley, Emma. Acceleration of Education and Learning. Inter-American Development Bank, sierpień 2023. http://dx.doi.org/10.18235/0005072.

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In Latin America and the Caribbean (LAC), significant proportions of students struggle to attain basic competencies in reading and mathematics. To address this issue, traditional practices like grade repetition are prevalent, leading to delayed access to grade-level education and overcrowded classrooms. However, emerging research challenges the effectiveness of this approach. Instead, an innovative solution gaining traction is Accelerated Learning, rooted in neuroscience and psychology. It emphasizes learner-centered pedagogy, socioemotional development, and collaboration with families. EdTech platforms also present promising opportunities for learning acceleration. These approaches mark a paradigm shift towards holistic, student-centered learning solutions that aim to enhance educational outcomes and bridge learning gaps.
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Ringhand, Madlen, Maximilian Bäumler, Christian Siebke, Marcus Mai i Felix Elrod. Report on validation of the stochastic traffic simulation (Part A). Technische Universität Dresden, 2021. http://dx.doi.org/10.26128/2021.242.

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This document is intended to give an overview of the human subject study in a driving simulator that was conducted by the Chair of Traffic and Transportation Psychology (Verkehrspsychologie – VPSY) of the Technische Universität Dresden (TUD) to provide the Chair of Automotive Engineering (Lehrstuhl Kraftfahrzeugtechnik – LKT) of TUD with the necessary input for the validation of a stochastic traffic simulation, especially for the parameterization, consolidation, and validation of driver behaviour models. VPSY planned, conducted, and analysed a driving simulator study. The main purpose of the study was to analyse driving behaviour and gaze data at intersections in urban areas. Based on relevant literature, a simulated driving environment was created, in which a sample of drivers passed a variety of intersections. Considering different driver states, driving tasks, and traffic situations, the collected data provide detailed information about human gaze and driving behaviour when approaching and crossing intersections. The collected data was transferred to LKT for the development of the stochastic traffic simulation.
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DMITRIENKO, B. Ch, O. A. KOVALEVA i E. A. RUBETS. VR TECHNOLOGIES AS A MEANS OF VIRTUAL MUSEUM PEDAGOGY. Science and Innovation Center Publishing House, kwiecień 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-63-70.

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Currently, museum pedagogy is a very promising area, covering all types of interactions between the museum and its audience. Museum pedagogy is an interdisciplinary field of scientific knowledge, “formed at the intersection of pedagogy, psychology, museology and the relevant discipline of the museum and built on its basis specific practical activities focused on the transfer of cultural (artistic) experience in a museum environment”. The rapid development of technology has led to the so-called modification of this scientific field, we mean a new branch of pedagogical knowledge is emerging - virtual museum pedagogy. VR technologies are beginning to occupy leading positions, but it is important to note that today in art pedagogy there is no idea how to build the educational process in such a context. Thus, this area of pedagogy today requires a deep and comprehensive study. This has determined the purpose of this study. The objectives of the study follow from the goal: 1) To reveal the specifics of virtual museum pedagogy 2) To develop basic pedagogical recommendations for conducting virtual excursions using VR technologies Materials and methods. The methods of this study were analysis and synthesis. Results and discussion. The results of the study consist in the VR technologies usage in art pedagogy features identification.
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