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Интеллектуальная Система Тематического Исследования НАукометрических данных |
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DEVELOPMENT AND INSTRUCTION RELATIONSHIP: RECONSIDERING THE ISSUEстатья
- Автор: Nechaev Nikolay N.
- Журнал: Journal of Psychological Abnormalities
- Том: 6
- Номер: 1
- Год издания: 2017
- DOI: 10.4172/2471-9900.1000157
- Аннотация: The main subject of this paper is the issue of child’s development and its relations with instruction. Analyzing L.S. Vygotsky and his followers views on the problems meant by the issue (D.B. Elkonin, P. Ya. Galperin, V.V. Davydov, J. Valsiner etс.) the author justifies the necessity of some reconsideration. It mostly concerns traditional treatments of possible instruction effect on development as forms of “pedagogically oriented” approach to development. The author’s view on psychological mechanisms of development is also represented based on a resolution of contradictions objectively rising in a child’s joint activity. These are the contradictions between the modes of actions created by the child and his system of relations that only temporally correspond one another. Psychologically it is expressed in the changes of motivation directed to transforming either the child’s relations system or his modes of actions. Some conclusions are made concerning the practice of instruction. It is supposed that the “developing” effect of instruction is determined by not so much its “technology” but by its adequateness to the motivational priorities of a child at a certain stage of his development.
- Добавил в систему: Нечаев Николай Николаевич