The article is devoted to the analysis of the most well-known concepts of preschoolers’ role-play, elaborated in the Russian scientific tradition. All these concepts underlie the ideas of L.S. Vygotsky and the followers of the Cultural-Historical scientific school, who argue that play as the leading activity of preschool age determines the development of the key new formations. The article studies the approach of S.L. Novoselova and E.V. Zvorygina; N.Ya. Mikhailenko and N.A. Korotkova; E.O. Smirnova; G.G. Kravtsov and E.E. Kravtsova; M. Bredikyte and P. Hakkarainen. The criteria, taken for the analysis of the scientific approaches in the article, include: theoretical basis, the criterion of the developed form of the play, position of the adult, object-developing environment, conditions/principles of play development. In all of the concepts the general tendency is traced to avoid a directive position of the adult in play with the child as well as not to impose play activity on the child neither by the adult, nor by the environment itself. This means that in Russian scientific tradition there is a shift towards supporting the child’s independence and initiative in play.
{"title":"Role Play in the Focus of the Cultural-Historical Scientific School: Developing the Ideas of L.S. Vygotsky","authors":"Y. Tokarchuk","doi":"10.17759/chp.2022180302","DOIUrl":"https://doi.org/10.17759/chp.2022180302","url":null,"abstract":"The article is devoted to the analysis of the most well-known concepts of preschoolers’ role-play, elaborated in the Russian scientific tradition. All these concepts underlie the ideas of L.S. Vygotsky and the followers of the Cultural-Historical scientific school, who argue that play as the leading activity of preschool age determines the development of the key new formations. The article studies the approach of S.L. Novoselova and E.V. Zvorygina; N.Ya. Mikhailenko and N.A. Korotkova; E.O. Smirnova; G.G. Kravtsov and E.E. Kravtsova; M. Bredikyte and P. Hakkarainen. The criteria, taken for the analysis of the scientific approaches in the article, include: theoretical basis, the criterion of the developed form of the play, position of the adult, object-developing environment, conditions/principles of play development. In all of the concepts the general tendency is traced to avoid a directive position of the adult in play with the child as well as not to impose play activity on the child neither by the adult, nor by the environment itself. This means that in Russian scientific tradition there is a shift towards supporting the child’s independence and initiative in play.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"29 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78983678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a lack of studies about the interrelation between the quality of play support and teacher’s views on it. Our aim is to study teacher’s views on play and its observation; analyze the difference in views of the teachers from classrooms with different quality of play support. We conducted the survey to study teacher’s views and structured observation with “Play support rating scale” (PSRS) to assess the quality of psychological and pedagogical conditions for play. The sample included 180 preschool teachers; the observation was conducted in 25 classrooms. M= 3.63, min=1.57, max=6.00. The majority of teachers consider play as a form of teaching or a context for other children’s activities, but not as valuable itself. Teachers say that they observe play regularly and use their observations in planning play support. But the real quality of play support in the majority of groups is minimal. Regardless of their views on play, teachers rarely play with children as partners. There is no significant difference in teachers’ views on play and its observation in the classrooms with different conditions.
{"title":"Preschool Teachers’ Views on Children’s Play and its Observation","authors":"Российская Федерация","doi":"10.17759/chp.2022180304","DOIUrl":"https://doi.org/10.17759/chp.2022180304","url":null,"abstract":"There is a lack of studies about the interrelation between the quality of play support and teacher’s views on it. Our aim is to study teacher’s views on play and its observation; analyze the difference in views of the teachers from classrooms with different quality of play support. We conducted the survey to study teacher’s views and structured observation with “Play support rating scale” (PSRS) to assess the quality of psychological and pedagogical conditions for play. The sample included 180 preschool teachers; the observation was conducted in 25 classrooms. M= 3.63, min=1.57, max=6.00. The majority of teachers consider play as a form of teaching or a context for other children’s activities, but not as valuable itself. Teachers say that they observe play regularly and use their observations in planning play support. But the real quality of play support in the majority of groups is minimal. Regardless of their views on play, teachers rarely play with children as partners. There is no significant difference in teachers’ views on play and its observation in the classrooms with different conditions.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"23 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75752567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Understanding the trajectories of identity formation in response to the interplay between traditional and digital socialization, especially among the younger generation, is interesting for predicting the areas of opportunity and risks of a changing society. The aim of the study is to carry out a comparative analysis of the specific aspects of online and offline identities and their structure in adolescents and parents. The study sample comprised 396 adolescents aged 14 to 17 and 411 parents of adolescents of this age. The ‘Who Am I’ method was used to assess real and virtual identities. The results show that the online and offline identity matrices of adolescents and parents differ from each other in a number of parameters. For adolescents, the categories of the “Social Self” and “Personal Self” appear online as equal, while offline the importance of the social Self increases. For parents, the social Self definitely dominates in the two worlds. For adolescents and parents, digital identity is the leading subcategory in the online social Self. Parents are characterized by a less rich Self-image in the virtual space compared to both adolescents and their own image of the real Self. The virtual Self and the real Self do not oppose each other but actively interact on the principle of mutual complementation. Meanwhile, for adolescents and parents they differ significantly in content and are constructed in different ways. Compared to parents, adolescents develop a more holistic Self-image online and offline, which allows them to master adaptive strategies of mixed convergent reality better, and in retrospect the strategies prove to be pre-adaptive and determine a higher readiness of new generations to change.
{"title":"Real-Self and Virtual-Self: Identity Matrices of Adolescents and Adults","authors":"G. Soldatova, S. Chigarkova, S.N. Ilyukhina","doi":"10.17759/chp.2022180403","DOIUrl":"https://doi.org/10.17759/chp.2022180403","url":null,"abstract":"Understanding the trajectories of identity formation in response to the interplay between traditional and digital socialization, especially among the younger generation, is interesting for predicting the areas of opportunity and risks of a changing society. The aim of the study is to carry out a comparative analysis of the specific aspects of online and offline identities and their structure in adolescents and parents. The study sample comprised 396 adolescents aged 14 to 17 and 411 parents of adolescents of this age. The ‘Who Am I’ method was used to assess real and virtual identities. The results show that the online and offline identity matrices of adolescents and parents differ from each other in a number of parameters. For adolescents, the categories of the “Social Self” and “Personal Self” appear online as equal, while offline the importance of the social Self increases. For parents, the social Self definitely dominates in the two worlds. For adolescents and parents, digital identity is the leading subcategory in the online social Self. Parents are characterized by a less rich Self-image in the virtual space compared to both adolescents and their own image of the real Self. The virtual Self and the real Self do not oppose each other but actively interact on the principle of mutual complementation. Meanwhile, for adolescents and parents they differ significantly in content and are constructed in different ways. Compared to parents, adolescents develop a more holistic Self-image online and offline, which allows them to master adaptive strategies of mixed convergent reality better, and in retrospect the strategies prove to be pre-adaptive and determine a higher readiness of new generations to change.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"182 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76944366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents a study of the mental model deficit in preschoolers with mental retardation. The aim of this study using eye tracking is to identify markers that can predict the difficulties of social cognition associated with a deficit in the mental model in children with mental retardation. A comparative study of 64 typically developing preschoolers and preschoolers with mental retardation was carried out. To study the formation of a mental model, the paradigm of understanding false beliefs and experimental situations were used, which actualize in children the idea of the possible success of using and recognizing deception. Additionally, in the experimental situation, the method of registration of eye movement was applied to identify the level of the mental model. It is shown that with a deficiency of the mental model (from the point of view of understanding and applying false beliefs), there is a concreteness of perception, difficulties in using sign-symbolic means of social interaction, inability to suppress impulsive action and act from the position of a social partner. Children with mental retardation often turn not to sign-symbolic means, but to specific external signs of the situation: behavioral manifestations, actions, experience difficulties in distancing themselves from their own beliefs in order to rely in behavior on ideas about the knowledge of an adult. According to the results of an eye tracking study on heat maps of preschoolers with mental retardation, there is a deficiency of a gaze direction detector, which is necessary for understanding the intentions and predicting the actions of an adult. Eye movement analysis confirms that children with mental retardation often do not track the behavior of an adult and his reactions in situations of recognition and application of false actions.
{"title":"Manifestations of Social Cognition Deficit in Children with Mental Retardation","authors":"Y. Smirnova, A. Makashova","doi":"10.17759/chp.2022180205","DOIUrl":"https://doi.org/10.17759/chp.2022180205","url":null,"abstract":"The article presents a study of the mental model deficit in preschoolers with mental retardation. The aim of this study using eye tracking is to identify markers that can predict the difficulties of social cognition associated with a deficit in the mental model in children with mental retardation. A comparative study of 64 typically developing preschoolers and preschoolers with mental retardation was carried out. To study the formation of a mental model, the paradigm of understanding false beliefs and experimental situations were used, which actualize in children the idea of the possible success of using and recognizing deception. Additionally, in the experimental situation, the method of registration of eye movement was applied to identify the level of the mental model. It is shown that with a deficiency of the mental model (from the point of view of understanding and applying false beliefs), there is a concreteness of perception, difficulties in using sign-symbolic means of social interaction, inability to suppress impulsive action and act from the position of a social partner. Children with mental retardation often turn not to sign-symbolic means, but to specific external signs of the situation: behavioral manifestations, actions, experience difficulties in distancing themselves from their own beliefs in order to rely in behavior on ideas about the knowledge of an adult. According to the results of an eye tracking study on heat maps of preschoolers with mental retardation, there is a deficiency of a gaze direction detector, which is necessary for understanding the intentions and predicting the actions of an adult. Eye movement analysis confirms that children with mental retardation often do not track the behavior of an adult and his reactions in situations of recognition and application of false actions.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81426917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is made in the form of interview with the author within the frames of the project “Psychologyst-and-I”. Live stories” of the Moscow State University of Psychology and Education (MSUPE). There the author describes his approach to the evaluation of the role of Vygotsky’s cultural and historical theory and Leontiev’s activity theory in the system of psychology. Also the present day trends of higher education development as well as the place of modelling of specialized activity within the psychologists’ professional training system are analyzed. The author and leader of the project: V.T. Kudriavtsev. The meeting took place on the 4-th of February 2021.
{"title":"How is a Doer done. The anniversary interview with N.N. Nechaev. Part 2. Some Unsolved Problems of Psychology and the Possibilities of their Solution","authors":"N. N. Nechaev","doi":"10.17759/chp.2022180316","DOIUrl":"https://doi.org/10.17759/chp.2022180316","url":null,"abstract":"The article is made in the form of interview with the author within the frames of the project “Psychologyst-and-I”. Live stories” of the Moscow State University of Psychology and Education (MSUPE). There the author describes his approach to the evaluation of the role of Vygotsky’s cultural and historical theory and Leontiev’s activity theory in the system of psychology. Also the present day trends of higher education development as well as the place of modelling of specialized activity within the psychologists’ professional training system are analyzed. The author and leader of the project: V.T. Kudriavtsev. The meeting took place on the 4-th of February 2021.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"108 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87643539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Zabelina, J. Cruz-Cárdenas, J. Guadalupe-Lanas, O. Deyneka
Though numerous scholars have studied subjective time, its predictors and effects, the general model considering demographic variables, cultural values and level of wellbeing is not presented. This study seeks to bridge this gap by contributing a comparative study of two very different countries: Ecuador (N=745, aged 19—76, 48.7% male), a Latin American developing country, and Russia (N=428, aged 18—72, 40.2% male), an emerging Eurasian nation. We assumed that temporal focus plays the role of a mediator in the relationship between cultural values and subjective happiness in both countries. To predict the temporal focus (Temporal Focus Scale by Shipp, Edwards, and Lambert, 2009) in both countries, based on the previous literature the study tests the importance of three groups of variables: demographic factors (gender, age, education, income), subjective happiness (Subjective Happiness Scale by Lyubomirsky and Lepper, 1999), and cultural values (Cultural Values Scale by Yoo, Donthu and Lenartowics, 2011). The first stage of analysis involved confirmatory factor analyses and invariance tests for the scales used. Subsequently, multiple regression models made it possible to establish that sociodemographic variables, introduced as covariates, had little influence on the prediction of people's temporal orientation. However, the cultural and psychological variables (long-term orientation, uncertainty avoidance and subjective happiness) introduced as predictors played an important role in the prediction of temporal (current, past and future) focus. Additionally, there are some cultural and psychological predictors of temporal focus specific for each country. Ultimately, structural equation models demonstrated that temporal focus plays the role of the mediator in the relationship between cultural values and subjective happiness in both Ecuador and Russia.
虽然许多学者研究了主观时间，其预测因素和影响，但没有提出考虑人口变量，文化价值观和幸福水平的一般模型。本研究试图通过对两个非常不同的国家进行比较研究来弥合这一差距:厄瓜多尔(N=745，年龄19-76岁，男性48.7%)，拉丁美洲发展中国家，以及俄罗斯(N=428，年龄18-72岁，男性40.2%)，一个新兴的欧亚国家。我们假设时间焦点在两国文化价值观和主观幸福感之间的关系中起中介作用。为了预测两国的时间焦点(Shipp, Edwards, and Lambert, 2009)，在先前文献的基础上，研究测试了三组变量的重要性:人口因素(性别，年龄，教育，收入)，主观幸福感(主观幸福感量表由Lyubomirsky和Lepper, 1999)和文化价值观(文化价值观量表由Yoo, Donthu和Lenartowics, 2011)。分析的第一阶段包括验证性因素分析和所用量表的不变性检验。随后，多元回归模型可以确定，作为协变量引入的社会人口变量对人们的时间取向的预测影响很小。然而，作为预测因子的文化和心理变量(长期取向、不确定性规避和主观幸福感)在预测时间(当前、过去和未来)焦点方面发挥了重要作用。此外，每个国家都有一些特定的时间焦点的文化和心理预测因素。最后，结构方程模型表明，时间焦点在厄瓜多尔和俄罗斯的文化价值观与主观幸福感之间的关系中起中介作用。
{"title":"Temporal Focus as a Mediator between Cultural Values and Subjective Happiness: Evidence from Ecuador and Russia","authors":"E. Zabelina, J. Cruz-Cárdenas, J. Guadalupe-Lanas, O. Deyneka","doi":"10.17759/chp.2022180209","DOIUrl":"https://doi.org/10.17759/chp.2022180209","url":null,"abstract":"Though numerous scholars have studied subjective time, its predictors and effects, the general model considering demographic variables, cultural values and level of wellbeing is not presented. This study seeks to bridge this gap by contributing a comparative study of two very different countries: Ecuador (N=745, aged 19—76, 48.7% male), a Latin American developing country, and Russia (N=428, aged 18—72, 40.2% male), an emerging Eurasian nation. We assumed that temporal focus plays the role of a mediator in the relationship between cultural values and subjective happiness in both countries. To predict the temporal focus (Temporal Focus Scale by Shipp, Edwards, and Lambert, 2009) in both countries, based on the previous literature the study tests the importance of three groups of variables: demographic factors (gender, age, education, income), subjective happiness (Subjective Happiness Scale by Lyubomirsky and Lepper, 1999), and cultural values (Cultural Values Scale by Yoo, Donthu and Lenartowics, 2011). The first stage of analysis involved confirmatory factor analyses and invariance tests for the scales used. Subsequently, multiple regression models made it possible to establish that sociodemographic variables, introduced as covariates, had little influence on the prediction of people's temporal orientation. However, the cultural and psychological variables (long-term orientation, uncertainty avoidance and subjective happiness) introduced as predictors played an important role in the prediction of temporal (current, past and future) focus. Additionally, there are some cultural and psychological predictors of temporal focus specific for each country. Ultimately, structural equation models demonstrated that temporal focus plays the role of the mediator in the relationship between cultural values and subjective happiness in both Ecuador and Russia.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"10 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87706199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research is aimed at developing a scale for evaluating the communication signals of an early age child, with the help of which it is possible to assess the predictors of the development of behavioral, cognitive and socio-emotional skills in a child. This system of fixing the child’s communication signals is based on the periodization of the ontogeny of communication between M. Lisina and her followers (E. Smirnova, D. Godovikova, S. Meshcheryakova, etc.), which allows us to consider specific forms of communication between a child and an adult in the new social situation of modern children’s development. The materials of an empirical study conducted on a sample of dyads of mothers and young children are presented. The study (N=55) involved dyads of mothers and children aged 2.4 to 3.3 years (M=2.9; SD=0.40), of which 62% were girls. The study included a video recording of a mother’s playtime interaction with a child for 15 minutes. The resulting video clips were analyzed and encoded using the “Observer-XT 14” program. To evaluate video protocols, experts used the evaluation of child-parent interaction method “ Evaluation of child-parent interaction “[ECPI-2 ed.] Scale of “child Communication signals”. The method of main components was used for processing expert assessments, which allowed us to distinguish three factors of children’s indicators [“Research activity” — “Exploratory activity”; “Personal autonomy” — “Personal autonomy”;” Emotional alienation “ — “Emotional alienation”]. Based on the results obtained, we can talk about the stability of indicators-factors that characterize the child’s communication signals. Based on an array of experimental data [49,500 seconds of video tape], a model has been developed for analyzing dynamic changes occurring in the process of child-parent interaction. All factors are stable over time: autocorrelation dynamic series are characterized by high values of correlation coefficients [the reliability of each of the 10 indicators or 3 child factors is at least α=0.70]. It is noted that the formation of personal autonomy when interacting with a significant adult and the emotional alienation of a child from an adult can ambivalently influence the child’s research activity.
这项研究的目的是开发一个评估早期儿童交流信号的量表，借助该量表，可以评估儿童行为、认知和社会情感技能发展的预测因素。这种固定儿童交流信号的系统是基于M. Lisina及其追随者(E. Smirnova, D. Godovikova, S. Meshcheryakova等)对交流个体发生的周期化，这使我们能够在现代儿童发展的新社会形势下考虑儿童与成人之间的具体交流形式。材料的实证研究进行了一对母子的样本和年幼的孩子提出。该研究(N=55)涉及2.4至3.3岁的母亲和儿童(M=2.9;SD=0.40)，其中62%为女孩。这项研究包括一段视频，记录了一位母亲与孩子玩耍时的15分钟互动。使用“Observer-XT 14”程序对所得视频片段进行分析和编码。为了对视频协议进行评价，专家们采用了亲子互动评价方法“evaluation of child-parent interaction”[ECPI-2 ed.]“child Communication signals”量表。采用主成分法处理专家评价，使我们能够区分儿童指标的三个因素[“研究活动”-“探索活动”;“个人自主”-“个人自主”;“情感异化”-“情感异化”]。根据所获得的结果，我们可以谈论指标的稳定性-表征儿童交流信号的因素。基于一系列实验数据[49,500秒录像带]，开发了一个模型，用于分析亲子互动过程中发生的动态变化。各因子随时间稳定，自相关动态序列具有相关系数高的特点[10个指标或3个子因子的信度至少为α=0.70]。值得注意的是，在与重要的成年人互动时形成的个人自主性以及儿童与成年人的情感异化可能会矛盾地影响儿童的研究活动。
{"title":"Scale of Early Childhood Communication Signals: Evaluation of Child-Parent Interaction","authors":"T. Shinina, O. Mitina","doi":"10.17759/chp.2022000001","DOIUrl":"https://doi.org/10.17759/chp.2022000001","url":null,"abstract":"The research is aimed at developing a scale for evaluating the communication signals of an early age child, with the help of which it is possible to assess the predictors of the development of behavioral, cognitive and socio-emotional skills in a child. This system of fixing the child’s communication signals is based on the periodization of the ontogeny of communication between M. Lisina and her followers (E. Smirnova, D. Godovikova, S. Meshcheryakova, etc.), which allows us to consider specific forms of communication between a child and an adult in the new social situation of modern children’s development. The materials of an empirical study conducted on a sample of dyads of mothers and young children are presented. The study (N=55) involved dyads of mothers and children aged 2.4 to 3.3 years (M=2.9; SD=0.40), of which 62% were girls. The study included a video recording of a mother’s playtime interaction with a child for 15 minutes. The resulting video clips were analyzed and encoded using the “Observer-XT 14” program. To evaluate video protocols, experts used the evaluation of child-parent interaction method “ Evaluation of child-parent interaction “[ECPI-2 ed.] Scale of “child Communication signals”. The method of main components was used for processing expert assessments, which allowed us to distinguish three factors of children’s indicators [“Research activity” — “Exploratory activity”; “Personal autonomy” — “Personal autonomy”;” Emotional alienation “ — “Emotional alienation”]. Based on the results obtained, we can talk about the stability of indicators-factors that characterize the child’s communication signals. Based on an array of experimental data [49,500 seconds of video tape], a model has been developed for analyzing dynamic changes occurring in the process of child-parent interaction. All factors are stable over time: autocorrelation dynamic series are characterized by high values of correlation coefficients [the reliability of each of the 10 indicators or 3 child factors is at least α=0.70]. It is noted that the formation of personal autonomy when interacting with a significant adult and the emotional alienation of a child from an adult can ambivalently influence the child’s research activity.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"49 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85693593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents precedents for the implementation of theoretical ideas laid down by L.S. Vygotsky in the concept of the zone of proximal development in modern developmental education. The importance of developing reflexive and communicative abilities of children 6—10 years old in educational activities is justified. The approach to the construction of the zone of proximal development as a specially organized form of collective learning activity of an adult and children in primary school is adopted. The system of developmental training of D.B. Elkonin—V.V. Davydova is considered as an example of activity technology that implements the ideas of L.S. Vygotsky about joint activities as a form of child development and, in fact, the zone of immediate development of reflexive and communicative abilities of 6—10 years old children. The results of the experimental study of the development of reflexive and communicative abilities of junior schoolchildren in national and local educational activities are presented.
{"title":"Learning Activity as The Zone of Proximal Development of Reflexive and Communicative Abilities of Children Aged 6—10 Years","authors":"V. Rubtsov, E. Isaev, A. Konokotin","doi":"10.17759/chp.2022180103","DOIUrl":"https://doi.org/10.17759/chp.2022180103","url":null,"abstract":"The article presents precedents for the implementation of theoretical ideas laid down by L.S. Vygotsky in the concept of the zone of proximal development in modern developmental education. The importance of developing reflexive and communicative abilities of children 6—10 years old in educational activities is justified. The approach to the construction of the zone of proximal development as a specially organized form of collective learning activity of an adult and children in primary school is adopted. The system of developmental training of D.B. Elkonin—V.V. Davydova is considered as an example of activity technology that implements the ideas of L.S. Vygotsky about joint activities as a form of child development and, in fact, the zone of immediate development of reflexive and communicative abilities of 6—10 years old children. The results of the experimental study of the development of reflexive and communicative abilities of junior schoolchildren in national and local educational activities are presented.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"42 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76481656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research is aimed at developing a scale for evaluating the communication signals of an early-age child, which can help to assess the predictors of the development of behavioral, cognitive, and socio-emotional skills in a child. This system of fixing the child's communication signals is based on the periodization of the ontogeny of communication between M. Lisina and her followers (E. Smirnova, D. Godovikova, S. Meshcheryakova, etc.), which allows us to consider specific forms of communication between a child and an adult in the new social situation of modern children's development. The materials of an empirical study conducted on a sample of dyads of mothers and young children are presented. The study (N=55) involved dyads of mothers and children aged 2,4 to 3,3 years (M=2,9; SD=0,40), of which 62% were girls. The study included a video recording of a mother's playtime interaction with a child for 15 minutes. The resulting video clips were analyzed and encoded using the "Observer-XT 14" program. To evaluate video protocols, experts used the evaluation of the child-parent interaction method "Evaluation of child-parent interaction" [ECPI- 2 ed.], the scale of "Child communication signals". The method of main components was used for processing expert assessments, which allowed us to distinguish three factors of children's indicators ["Exploratory activity"; "Personal autonomy"; "Emotional alienation"]. Based on the results, we can talk about the stability of indicators-factors that characterize the child's communication signals. Based on the array of experimental data [49,500 seconds of video tape], a model has been developed for analyzing dynamic changes occurring in the process of child-parent interaction. All factors are stable over time: autocorrelation dynamic series are characterized by high values of correlation coefficients. It is noted that the formation of personal autonomy when interacting with a significant adult and the emotional alienation of a child from an adult can ambivalently influence the child's research activity.
这项研究的目的是开发一个评估早期儿童交流信号的量表，这可以帮助评估儿童行为、认知和社会情感技能发展的预测因素。这种固定儿童交流信号的系统是基于M. Lisina及其追随者(E. Smirnova, D. Godovikova, S. Meshcheryakova等)对交流个体发生的周期化，这使我们能够在现代儿童发展的新社会形势下考虑儿童与成人之间的具体交流形式。材料的实证研究进行了一对母子的样本和年幼的孩子提出。该研究(N=55)涉及母亲和年龄在2,4至3,3岁的儿童(M=2,9;SD=0,40)，其中62%为女孩。这项研究包括一段视频，记录了一位母亲与孩子玩耍时的15分钟互动。使用“Observer-XT 14”程序对所得视频片段进行分析和编码。为了对视频协议进行评价，专家们采用了亲子互动评价方法《亲子互动评价》[ECPI- 2版]，量表为“儿童交流信号”。采用主成分法处理专家评价，使我们能够区分儿童指标的三个因素[“探索性活动”;“个人自主”;“情感异化”)。基于这些结果，我们可以讨论指标的稳定性——表征儿童交流信号的因素。基于一系列实验数据[49,500秒录像带]，开发了一个模型，用于分析亲子互动过程中发生的动态变化。各因子随时间的变化是稳定的，自相关动态序列具有相关系数高的特点。值得注意的是，在与重要的成年人互动时形成的个人自主性以及儿童与成年人的情感异化可能会矛盾地影响儿童的研究活动。
{"title":"The Scale of Early Childhood Communication Signals: Evaluation of Child-Parent Interaction","authors":"T. Shinina, O. Mitina","doi":"10.17759/chp.2022180102","DOIUrl":"https://doi.org/10.17759/chp.2022180102","url":null,"abstract":"The research is aimed at developing a scale for evaluating the communication signals of an early-age child, which can help to assess the predictors of the development of behavioral, cognitive, and socio-emotional skills in a child. This system of fixing the child's communication signals is based on the periodization of the ontogeny of communication between M. Lisina and her followers (E. Smirnova, D. Godovikova, S. Meshcheryakova, etc.), which allows us to consider specific forms of communication between a child and an adult in the new social situation of modern children's development. The materials of an empirical study conducted on a sample of dyads of mothers and young children are presented. The study (N=55) involved dyads of mothers and children aged 2,4 to 3,3 years (M=2,9; SD=0,40), of which 62% were girls. The study included a video recording of a mother's playtime interaction with a child for 15 minutes. The resulting video clips were analyzed and encoded using the \"Observer-XT 14\" program. To evaluate video protocols, experts used the evaluation of the child-parent interaction method \"Evaluation of child-parent interaction\" [ECPI- 2 ed.], the scale of \"Child communication signals\". The method of main components was used for processing expert assessments, which allowed us to distinguish three factors of children's indicators [\"Exploratory activity\"; \"Personal autonomy\"; \"Emotional alienation\"]. Based on the results, we can talk about the stability of indicators-factors that characterize the child's communication signals. Based on the array of experimental data [49,500 seconds of video tape], a model has been developed for analyzing dynamic changes occurring in the process of child-parent interaction. All factors are stable over time: autocorrelation dynamic series are characterized by high values of correlation coefficients. It is noted that the formation of personal autonomy when interacting with a significant adult and the emotional alienation of a child from an adult can ambivalently influence the child's research activity.","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"16 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78881179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper examines the concepts of "competence" and "aptitude" in the federal state educational standards. The study substantiates the need for returning to the theoretical notions of aptitude, as developed in domestic psychology, when training specialists for creative professions. The authors analyse the content dynamics of the higher education standards in the acting profession across 2002, 2010, 2017 and 2021. The notion of aptitude is considered from the standpoint of S. L. Rubinstein's and A. N. Leontiev's activity theory and B. M. Teplov's concept of individual differences. Content analysis of the concepts of "competence" and "aptitude" demonstrates that the competence-based approach helps sustain the graduate's universal characteristics, which does not align with the educational process in the acting profession, focused on the individual approach and talent development. The authors note that the content of competencies does not account for the subject's unique characteristics, and is reduced to knowledge, skills, and abilities. The study thus emphasises the relevance of establishing a psycho-pedagogical service in higher education for creative professions
{"title":"Actor Training: Competencies or Aptitude","authors":"V. Sobkin, T. A. Lykova, M. Siyan","doi":"10.17759/chp.2022180409","DOIUrl":"https://doi.org/10.17759/chp.2022180409","url":null,"abstract":"This paper examines the concepts of \"competence\" and \"aptitude\" in the federal state educational standards. The study substantiates the need for returning to the theoretical notions of aptitude, as developed in domestic psychology, when training specialists for creative professions. The authors analyse the content dynamics of the higher education standards in the acting profession across 2002, 2010, 2017 and 2021. The notion of aptitude is considered from the standpoint of S. L. Rubinstein's and A. N. Leontiev's activity theory and B. M. Teplov's concept of individual differences. Content analysis of the concepts of \"competence\" and \"aptitude\" demonstrates that the competence-based approach helps sustain the graduate's universal characteristics, which does not align with the educational process in the acting profession, focused on the individual approach and talent development. The authors note that the content of competencies does not account for the subject's unique characteristics, and is reduced to knowledge, skills, and abilities. The study thus emphasises the relevance of establishing a psycho-pedagogical service in higher education for creative professions","PeriodicalId":44568,"journal":{"name":"Kulturno-Istoricheskaya Psikhologiya-Cultural-Historical Psychology","volume":"20 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72516301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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