Playing Activity with Orientation as a Method for Preschool Development (original) (raw)
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This is the first English translation of the paper of the prominent Soviet scholar Alexey Nikolaevich Leontiev published in 1948. The paper introduces the author's ideas on mental and personality development in preschool children based on the research results of his close colleagues under his leadership during the 1930-s and 1940-s. It embraces the conditions and features of the development of the hierarchy of motives in preschoolers which underlies the emergence of volitional behaviour at this age. Evidence is provided for the role of the motivational structure in the volitional regulation of such cognitive processes as perception, memory and in the emergence of children's control of their motor processes. It demonstrates that the motives of the child of the preschool age get subordinated when the child is engaged in the social interaction with the participation of an adult. In a brief preface to this publication, E.E. Sokolova highlights the context of the author's work, the continuity of his ideas of the activity theory with Vygotsky's approach, and emphasizes a nontrivial approach in Leontiev's school to mental development as rooted in the total activity of the subject rather than in the brain processes.
Vygotskian and Post-Vygotskian Views on Children's Play
American Journal of Play, 2015
The authors argue that childhood played a special role in the cultural-historical theory of human culture and biosocial development made famous by Soviet psychologist Lev S. Vygotsky and his circle. They discuss how this school of thought has, in turn, influenced contemporary play studies. Vygotsky used early childhood to test and refine his basic principles. He considered the make-believe play of preschoolers and kindergartners the means by which they overcame the impulsiveness of toddlers to develop the intentional behavior essential to higher mental functions. The authors explore the theory of play developed by Vygotsky's colleague Daniel Elkonin based on these basic principlies, as well as the implications for play in the work of such Vygotskians as Alexei Leontiv, Alexander Luria, and others, and how their work has been extended by more recent research. The authors also discuss the role of play in creating the Vygotsky school's "zone of proximal development." ...
This article describes the responses of academic researchers and teachers to Vygotsky's paper on play, published in Russian in 1966 and, in a new translation, in the present issue of this journal. That paper has had a major influence on research in play both in Russia and in the West. Its cultural-historical view of the development of play, and its key theoretical and methodological ideas, have continued to reverberate and to generate and influence a huge body of work. The article identifies the key trends in these responses to Vygotsky's paper, reviewing the work by major scholars in this field, such as Elkonin, Leonte'ev, and Zaporozhets. The article also describes how Vygotsky's ideas in this paper became the foundation of the national curriculum for early childhood in the Soviet Union in the 1960s and 1970s. The article critiques some of the research which, using the 1978 translation of Vygotsky's paper, presented his approach as that of a cognitivist or as a social constructivist and argues that these reflect a tradition in the West of simplifying Vygotsky's cultural-historical theory and methodology. It also reviews some contemporary studies by researchers working within the cultural-historical approach to play. These are making original contributions to the cultural-historical conception of play or bringing new insights into play as a leading activity in children's development.
Reconstructing the Vygotskian vision of play, learning and development in early childhood
Læring i et Vygotsky-perspektiv: Muligheter og konsekvenser for opplæringen
This chapter examines the complicated relationship between children’s play, learning and development in early childhood from the perspective of cultural-historical theory. Recent widespread practices that aim to integrate play and learning into school instruction are often superficial, and do not propose a unified systemic approach. Cultural-historical theory that develops general stage models of child development, as presented by El’konin (1999), Bozhovich (2004), and Slobodchikov and Zuckerman (2003), highlights the main difficulty in separating cultural development and learning from each other. The new learning of young children occurs in social spaces through internal psychological processes, which cannot be directly observed. The solution to the problem could be to accept the claim of Vygotsky and his followers that early childhood pedagogy must focus on personality development and creative imagination as the core psychological function of early age. Creative activities such as...
Play and Learning at Preschool Child
Logos Universality Mentality Education Novelty: Social Sciences, 2015
Preschool period is the most important period regarding the physical and psychological development of the child. The role of kindergarten and kindergarten activities in default of all education is the foundation of the child. Social games are constructed to develop and strengthen skills for preschool cognitive development, language, emotional and social-emotional. The research pursued a harmonious intertwining between quantity and quality, given that they precede each other. Choosing the research methods he learned the nature of investigative tools appropriate to the time required to its performance but not least the need to demonstrate the desired depth assumptions. The family is that to start of the process of formation child, and later kindergarten to be the environment in which the child understands and accepts the rules of social life. The teacher aims to shape, to give of the child stability, all of them being required to better adapt to school. In order to achieve the objectives and hypotheses we proposed to use certain instruments through which I could capture the specifics of the game and learning at preschool age, from the perspective of educators, parents, and later we can see the baby directly. I chose as research tools: survey-based questionnaire and observationobservation grid.
Review of The Neo-Vygotskian Approach to Child Development
Journal of Cognitive Education and Psychology, 2006
Yuriy Karpov's recently published title, The Neo-Vygotskian Approach to Child Development, is an important contribution to the Vygotsky-based scholarly literature. It clarifies for Englishspeaking readers the theoretical ideas of contemporary Russian followers of Vygotsky (collectively known as activity theorists) and the role of those ideas in enhancing our understanding of major periods of child development and transitions between those periods. Karpov's central goal, as he states in his Introduction, is a grand one: To provide a satisfactory, all-encompassing theory of child development, "applicable to the current state of developmental psychology in the West" (pp. 1-2). Although readers are likely to disagree on whether Karpov achieves this goal, they can learn much from this volume about the central tenets of activity theory and about supportive Russian research.
Psychological tools and the development of play
2010
Such theoretical concepts of culturalhistorical theory as psychological tools, creative developmental acts and cultural development is introduced. The concepts are used in the analysis of empirical study of specifically designed playpromoting environment — playworld (15). The environment has been construct� ed having in mind Vygotky's idea of genetic experiment, but instead of one higher mental function the whole activity system (joint play activity) is promoted. Individual creative acts take place in collective activity. A case study is presented, which reveals developmental trajectory of the child and specific conditions of individual creative acts.