Questions of child psychology Lev Semenovich Vygotsky
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Title: Issues in child psychology
About the book “Questions of Child Psychology” by Lev Semenovich Vygotsky
Lev Semenovich Vygotsky is an outstanding Soviet psychologist who made a huge contribution to child psychology and to the theory of developmental learning. His work “Issues of Child Psychology” is an important step towards understanding the child’s personality both for teachers and for every parent, so this book must be read by everyone who is involved with children, from infancy to primary school age.
Lev Semenovich very thoroughly brings the reader to the problem of age-based periodization of child development. Starting to read the work, we are faced with examples of several groups of periodization of children's development according to various characteristics and evidence of their inconsistency. After much research, the author comes to the conclusion that the most correct criterion for dividing a child’s development into separate periods is the so-called age-related crises - sharp leaps in mental, emotional and social development. Lev Semenovich Vygotsky dedicated this book to each of these periods, their transitions and connections with each other.
The author begins the description of age periodization from infancy, namely, from the neonatal period. The psychologist dwells in detail on the features of the daily routine and lifestyle of a recently born baby - the organization of sleep and vigorous activity, nutritional rules, interaction with parents and the immediate environment, and especially with the mother.
Vygotsky also reveals the connection between the baby’s physical development and the emotional and speech, as well as the social environment. Thanks to the research of a Soviet scientist, we can understand all the sensations that the baby experiences during birth and in the next few months. This chapter ends with the first crisis situation, which takes the child to a qualitatively new level - the crisis of the first year.
With the beginning of this period, the baby experiences new mental changes associated with a deeper knowledge of the world: the child masters walking and begins to master speech. Also, the first age crisis is characterized by the active development of the emotional-volitional sphere. Parents notice that their obedient and curious baby becomes stubborn and more capricious, often protesting against authoritarian methods of influence. Lev Semenovich Vygotsky not only describes the features of this period, but also gives valuable advice to parents and teachers on how to communicate with a one-year-old child in accordance with the situation in which his personality is developing.
In addition to these topics, the book “Issues of Child Psychology” highlights the features of the development of a child’s personality during early childhood and senior preschool age, and also provides a detailed description of the crises of three and seven years.
Developmental pedagogy and psychology Sklyarova T.V.
L.S. Vygodsky
L.S. Vygodsky
L.S. Vygotsky. A number of basic concepts used in developmental psychology were introduced by L.S. Vygotsky in his theory of the development of the human psyche. Vygotsky introduced into science a categorical analysis of the problem of age, its structure and dynamics. The basis for age periodization was the internal logic of child development - the process of self-movement, the emergence and formation of something new in the psyche. A new type of personality structure and its activity, mental and social changes that first arise at a given age stage and determine the child’s consciousness and his attitude to the environment are called new age formations.
At each age stage there is a central neoplasm, adjacent to it are partial neoplasms that relate to aspects of the child’s personality and to neoplasms of previous ages. The structure of age includes central and collateral lines of development. The central lines of development include those processes that are associated with the main neoplasm of age, and the secondary ones include other partial processes. For example, the development of speech in early childhood is associated with the central line of development, and in adolescence - with secondary ones. At the beginning of each age, a specific relationship develops between the child and the reality around him, called the social situation of development. The basic law of age dynamics is the recognition that the forces that drive the development of a child lead to the denial of the very basis of age development and the collapse of the existing social development situation. At each age stage there is a zone of intellectual imitation, which is associated with the real level of development of the child and is called the zone of proximal development. What a child does today with the help of an adult, tomorrow he will be able to reproduce on his own. Each child has his or her own individual zone of proximal development. Activities associated with the central neoplasm of age are called leading activities. This is not the activity on which the most time is spent, but the one in which the child manifests himself most as a person. Age-related changes can occur abruptly, critically, or gradually, lytically.
Epochs, or stages of development, end with crises of development. A crisis is the dismemberment of a previously unified element, which is associated with the dynamics of the transition from one age to another. This is the process of the emergence of new aspects in the psyche, the restructuring of the connection between objects existing in the psyche. Characterizing the crisis, Vygotsky writes that at this time the child changes entirely; in general, the boundaries of the crisis are blurred, and a climax is obligatory. At this time, children are difficult to educate, even compared to themselves during stable periods of their development. The crisis is caused by the internal logic of the development process itself, and not by external conditions. In a crisis, new interests and activities do not arise.
The periods of a child's life, separated from each other lytically, constitute phases of development.
L.S. Vygotsky analyzed the processes of a child’s mental development at different age periods and developed a general scheme that allows one to observe the causes of changes in ages. According to this scheme, each age opens with a crisis. The crisis determines the emergence of a new social development situation. There are internal contradictions in it, which develop a new formation in the child’s psyche. The emerging new formation carries with it the prerequisites for the destruction of this social situation of development and the maturation of a new crisis.
L.S. Vygotsky substantiated the age-based periodization of child development, which ends with consideration of the crisis of seventeen years. It looks like this.
Newborn crisis.
Infancy (from two months to one year).
Crisis of one year.
Early childhood (one to three years).
Crisis of three years.
Preschool age (from three to seven years).
Crisis of seven years.
School age (from eight to twelve years).
Thirteen Years Crisis.
Puberty (fourteen to eighteen years).
Seventeen year crisis.
The outstanding scientist Lev Semenovich Vygotsky, whose main works are included in the golden fund of world psychology, accomplished a lot in his short life. He laid the foundation for many subsequent trends in pedagogy and psychology; some of his ideas are still awaiting development. Psychologist Lev Vygotsky belonged to a galaxy of outstanding Russian scientists who combined erudition, brilliant rhetorical abilities and deep scientific knowledge.
Family and childhood
Lev Vygotsky, whose biography began in a prosperous Jewish family in the city of Orsha, was born on November 17, 1896. His surname at birth was Vygodsky, he changed the letter in 1923. My father’s name was Simkh, but in the Russian manner they called him Semyon. Leo's parents were educated and wealthy people. Mom worked as a teacher, father was a merchant. In the family, Lev was the second of eight children.
In 1897, the Vygodskys moved to Gomel, where their father became deputy bank manager. Lev's childhood was quite prosperous; his mother devoted all her time to children. The children of brother Vygodsky Sr. also grew up in the house, in particular brother David, who had a strong influence on Lev. The Vygodsky House was a kind of cultural center where the local intelligentsia gathered and discussed cultural news and world events. The father was the founder of the first public library in the city; children got used to reading good books from childhood. Subsequently, several outstanding philologists came from the family, and in order to differ from his cousin, a representative of Russian formalism, Lev changed the letter in his surname.
Studies
For the children, the Vygodsky family invited a private teacher, Solomon Markovich Ashpiz, known for his unusual pedagogical method based on Socrates’ “Dialogues.” In addition, he adhered to progressive political views and was a member of the Social Democratic Party.
Leo was formed under the influence of his teacher, as well as his brother David. Since childhood, he was interested in literature and philosophy. Benedict Spinoza became his favorite philosopher, and the scientist carried this passion throughout his life. Lev Vygotsky studied at home, but later successfully passed the exam for the fifth grade of the gymnasium as an external student and went to the 6th grade of the Jewish men's gymnasium, where he received his secondary education. Leo studied well, but continued to receive private lessons in Latin, Greek, Hebrew and English at home.
In 1913, he successfully passed the entrance exams to the Faculty of Medicine at Moscow University. But pretty soon he is transferred to legal. In 1916, he wrote a lot of reviews of books by contemporary writers, articles on culture and history, and reflections on the “Jewish” question. In 1917, he decides to leave jurisprudence and is transferred to the Faculty of History and Philology of the University. Shanyavsky, who graduates in a year.
Pedagogy
After graduating from university, Lev Vygotsky faced the problem of finding a job. He, his mother and younger brother first go to Samara in search of a place, then goes to Kyiv, but in 1918 he returns to Gomel. Here he gets involved in the construction of a new school, where he begins to teach together with his older brother David. From 1919 to 1923, he worked in several educational institutions in Gomel, and also headed the department of public education. This teaching experience became the basis for his first scientific research in the field of methods of influencing
He organically entered into the pedological direction that was progressive for that time, which united Vygotsky and created an experimental laboratory at the Gomel College, in which his educational psychology was formed. Vygotsky Lev Semenovich actively speaks at conferences and becomes a prominent scientist in the new field. After the death of the scientist, works devoted to the problems of developing skills and teaching children will be combined in a book called “Educational Psychology.” It will contain articles on attention, aesthetic education, forms of studying a child’s personality and teacher psychology.
First steps in science
While still studying at the university, Lev Vygotsky was interested in literary criticism and published several works on poetics. His work on the analysis of William Shakespeare's Hamlet was a new word in literary analysis. However, Vygotsky began to engage in systematic scientific activity in a different area - at the intersection of pedagogy and psychology. His experimental laboratory carried out work that became a new word in pedology. Even then, Lev Semenovich was interested in mental processes and questions about the activities of a teacher. His works, presented at several scientific conferences, were bright and original, which allowed Vygotsky to become a psychologist.
Path in psychology
Vygotsky’s first works were related to the problems of teaching abnormal children; these studies not only laid the foundation for the development of defectology, but also became a serious contribution to the study of higher mental functions and mental patterns. In 1923, at a congress on psychoneurology, a fateful meeting took place with the outstanding psychologist A. R. Luria. He was literally captivated by Vygotsky’s report and became the initiator of Lev Semenovich’s move to Moscow. In 1924, Vygotsky received an invitation to work at the Moscow Institute of Psychology. Thus began the brightest, but shortest period of his life.
The scientist's interests were very diverse. He dealt with the problems of reflexology that was relevant at that time, made a significant contribution to the study of higher mental functions, and also did not forget about his first affection - about pedagogy. After the death of the scientist, a book will appear that combines his many years of research - “The Psychology of Human Development.” Vygotsky Lev Semenovich was a methodologist of psychology, and this book contains his fundamental thoughts on the methods of psychology and diagnostics. The part devoted to the psychological crisis is especially important; the scientist’s 6 lectures are of extreme interest, in which he dwells on the main issues of general psychology. Vygotsky did not have time to deeply reveal his ideas, but became the founder of a number of directions in science.
Cultural-historical theory
A special place in Vygotsky’s psychological concept is occupied by the cultural-historical one. In 1928, he made a bold statement for those times that the social environment is the main source of personality development. Vygotsky Lev Semenovich, whose works on pedology were distinguished by a special approach, rightly believed that a child goes through stages of mental development not only as a result of the implementation of biological programs, but also in the process of mastering “psychological tools”: culture, language, counting system. Consciousness develops in cooperation and communication, so the role of culture in the formation of personality cannot be overestimated. Man, according to the psychologist, is an absolutely social being, and many mental functions cannot be formed outside of society.
"Psychology of Art"
Another important, landmark book for which Vygotsky Lev became famous is “The Psychology of Art.” It was published many years after the author’s death, but even then it made a huge impression on the scientific world. Its influence was experienced by researchers from various fields: psychology, linguistics, ethnology, art history, sociology. Vygotsky’s main idea was that art is an important sphere of development of many mental functions, and its emergence is due to the natural course of human evolution. Art is the most important factor in the survival of the human population; it performs many important functions in society and the lives of individuals.
"Thinking and Speech"
Vygotsky Lev Semenovich, whose books are still extremely popular all over the world, did not have time to publish his main work. The book “Thinking and Speech” was a real revolution in the psychology of its time. In it, the scientist was able to express many ideas that were formulated and developed much later in cognitive science, psycholinguistics, and social psychology. Vygotsky experimentally proved that human thinking is formed and developed exclusively in speech activity. At the same time, language and speech are also means of stimulating mental activity. He discovered the staged nature of the development of thinking and introduced the concept of “crisis,” which is used everywhere today.
Scientist's contribution to science
Vygotsky Lev Semenovich, whose books today are required reading for every psychologist, during his very short scientific life was able to make a significant contribution to the development of several sciences. His work became, among other studies, the impetus for the formation of psychoneurology, psycholinguistics, and cognitive psychology. His psyche lies at the basis of an entire scientific school in psychology, which most actively begins to develop in the 21st century.
It is impossible to understate Vygotsky’s contribution to the development of Russian defectology, developmental and educational psychology. Many of his works are only now receiving their true assessment and development; in the history of Russian psychology, a name such as Lev Vygotsky now occupies an honorable place. The scientist’s books are constantly being republished today, his drafts and sketches are published, the analysis of which shows how powerful and original his ideas and plans were.
Vygotsky’s students are the pride of Russian psychology, fruitfully developing his and their own ideas. In 2002, the scientist’s book “Psychology” was published, which combined his fundamental research in basic branches of science, such as general, social, clinical, and developmental psychology. Today this textbook is basic for all universities in the country.
Personal life
Like any scientist, Lev Semenovich Vygotsky, for whom psychology became his life’s work, devoted most of his time to work. But in Gomel he found a like-minded woman, a fiancée, and later a wife, Roza Noevna Smekhova. The couple lived a short life together - only 10 years, but it was a happy marriage. The couple had two daughters: Gita and Asya. Both became scientists, Gita Lvovna is a psychologist and defectologist, Asya Lvovna is a biologist. The scientist’s granddaughter, Elena Evgenievna Kravtsova, who now heads the Institute of Psychology named after her grandfather, continued the psychological dynasty.
End of the road
Back in the early 1920s, Lev Vygotsky fell ill with tuberculosis. This was the cause of his death in 1934. The scientist continued to work until the end of his days and on the last day of his life he said: “I’m ready.” The last years of the psychologist's life were complicated by gathering clouds around his work. Repression and persecution were approaching, so death allowed him to avoid arrest, and saved his relatives from reprisals.
Everyone knows Freud, Jurg - the majority, Carnegie and Maslow - many. Vygotsky Lev Semenovich is a name more likely for professionals. The rest have only heard the name and, at best, can associate it with defectology. That's all. But this was one of the brightest stars of Russian psychology. It was Vygotsky who created a unique direction that has nothing in common with the interpretation of the formation of the human personality of any of the science gurus. In the 30s, everyone in the world of psychology and psychiatry knew this name - Lev Semenovich Vygotsky. The works of this man created a sensation.
Scientist, psychologist, teacher, philosopher
Time does not stand still. New discoveries are being made, science is moving forward, restoring in some ways and rediscovering in others what was lost. And if you conduct a street survey, it is unlikely that many respondents will be able to answer who Lev Semenovich Vygotsky is. The photos - old, black and white, blurry - will show us a young, handsome man with a thoroughbred, elongated face. However, Vygotsky never became old. Perhaps fortunately. His life flashed like a bright comet on the arch of Russian science, flashed and went out. The name was consigned to oblivion, the theory was declared erroneous and harmful. Meanwhile, even if we discard the originality and subtlety of Vygotsky’s general theory, the fact that his contribution to defectology, especially children’s, is invaluable is beyond doubt. He created a theory of working with children suffering from damage to the sensory organs and mental disorders.
Childhood
November 5, 1986 It was on this day that Lev Semenovich Vygotsky was born in Orsha, Mogilev province. The biography of this person did not contain any bright and surprising events. Wealthy Jews: father is a merchant and banker, mother is a teacher. The family moved to Gomel, and there a private teacher, Solomon Markovich Ashpiz, was involved in teaching the children, a rather remarkable figure in those parts. He did not practice traditional teaching methods, but Socratic dialogues, which were almost never used in educational institutions. Perhaps it was this experience that determined Vygotsky’s own unusual approach to teaching practice. His cousin, David Isaakovich Vygodsky, a translator and famous literary critic, also influenced the formation of the worldview of the future scientist.
Student years
Vygotsky knew several languages: Hebrew, Ancient Greek, Latin, English and Esperanto. He studied at Moscow University, first at the medical faculty, then transferred to law. For some time he studied science in parallel at two faculties - law and history and philosophy, at the University. Shanyavsky. Later, Lev Semenovich Vygotsky decided that he was not interested in jurisprudence and focused entirely on his passion for history and philosophy. In 1916, he wrote a two-hundred-page work devoted to the analysis of Shakespeare's drama Hamlet. He later used this work as his thesis. This work was highly appreciated by experts, since Vygotsky used a new, unexpected method of analysis, which allows one to look at a literary work from a different angle. Lev Semenovich was only 19 years old at that time.
When he was a student, Vygotsky did a lot of literary analysis and published works on the works of Lermontov and Bely.
First steps into science
After the revolution, having graduated from university, Vygotsky first left for Samara, then with his family looked for work in Kyiv and, in the end, returned to his native Gomel, where he lived until 1924. Not a psychotherapist, not a psychologist, but a teacher - this is precisely the profession that Lev Semenovich Vygotsky chose. A brief biography of those years can fit in a few lines. He worked as a teacher in schools, technical schools, and courses. First he headed the theater department of education, and then the art department, wrote and published (critical articles, reviews). For some time, Vygotsky even worked as an editor for a local publication.
In 1923, he was the leader of a group of students at the Moscow Pedological Institute. The experimental work of this group provided material for study and analysis that Lev Semenovich Vygotsky could use in his works. His activity as a serious scientist began precisely in those years. At the All-Russian Congress of Psychoneurologists in Petrograd, Vygotsky made a report based on the data obtained as a result of these experimental studies. The work of the young scientist created a sensation; for the first time words were heard about the emergence of a new direction in psychology.
Carier start
It was with this speech that the career of the young scientist began. Vygotsky was invited to the Moscow Institute of Experimental Psychology. Outstanding psychologists of that time - Leontyev and Luria - already worked there. Vygotsky not only organically fit into this scientific team, but also became an ideological leader, as well as an initiator of research.
Soon, practically every practicing psychotherapist and defectologist knew who Lev Semenovich Vygotsky was. The main works of this outstanding scientist will be written later, but at that time he was a brilliant practitioner for everyone, personally engaged in pedagogical and therapeutic activities. Parents of sick children made incredible efforts to get an appointment with Vygotsky. And if you managed to become an “experimental sample” in the laboratory of anomalous childhood, it was considered an incredible success.
How did a teacher become a psychologist?
What is so unusual about the theory that Lev Semenovich Vygotsky proposed to the world? Psychology was not his core subject; he was, rather, a linguist, literary critic, cultural critic, and practicing teacher. Why exactly psychology? Where?
The answer lies in the theory itself. Vygotsky was the first to try to move away from reflexology; he was interested in the conscious formation of personality. Figuratively speaking, if personality is a house, then before Vygotsky, psychologists and psychiatrists were exclusively interested in the foundation. Of course it is necessary. Without this there will be no home. The foundation largely determines the building - shape, height, some design features. It can be improved, improved, strengthened and isolated. But this does not change the fact. The foundation is just the foundation. But what will be built on it is the result of the interaction of many factors.
Culture determines the psyche
If we continue the analogy, it was precisely these factors that determine the final appearance of the house that Lev Semenovich Vygotsky was interested in. The main works of the researcher: “Psychology of Art”, “Thinking and Speech”, “Psychology of Child Development”, “Pedagogical Psychology”. The scientist's range of interests clearly shaped his approach to psychological research. A person passionate about art and linguistics, a gifted teacher who loves and understands children - this is Lev Nikolaevich Vygotsky. He clearly saw that it was impossible to separate the psyche and the products it produced. Art and language are products of the activity of human consciousness. But they also determine the emerging consciousness. Children do not grow up in a vacuum, but in the context of a certain culture, in a linguistic environment that has a great influence on the psyche.
Educator and psychologist
Vygotsky understood children well. He was a wonderful teacher and a sensitive, loving father. His daughters said that they had a warm, trusting relationship not so much with their mother, a strict and reserved woman, but with their father. And they noted that the main feature of Vygotsky’s attitude towards children was a feeling of deep, sincere respect. The family lived in a small apartment, and Lev Semenovich did not have a separate place to work. But he never pulled the children back, did not forbid them to play or invite friends to visit. After all, this was a violation of the equality accepted in the family. If guests come to their parents, children have the same right to invite friends. To ask not to make noise for a while, as an equal to an equal, is the maximum that Vygotsky Lev Semenovich allowed himself. Quotes from the memoirs of the scientist’s daughter, Gita Lvovna, will allow you to look “behind the scenes” of the life of an outstanding Russian psychologist.
Vygotsky's daughter about her father
The scientist’s daughter says that there was not much separate time dedicated to her. But her father took her with him to work, to college, and there the girl could freely look at any exhibits and preparations, and her father’s colleagues always explained to her what, why and why she needed it. So, for example, she saw a unique exhibit - Lenin’s brain, stored in a jar.
Her father did not read children's poems to her - he simply did not like them, he considered them tasteless and primitive. But Vygotsky had an excellent memory, and he could recite many classical works by heart. As a result, the girl developed excellently in art and literature, without at all feeling her age inadequacy.
People around about Vygotsky
The daughter also notes that Vygotsky Lev Semenovich was extremely attentive to people. When he listened to the interlocutor, he concentrated on the conversation completely. During the dialogue with the student, it was impossible to immediately make out who was the student and who was the teacher. The same point is noted by other people who knew the scientist: janitors, servants, cleaners. They all said that Vygotsky was an exceptionally sincere and benevolent person. Moreover, this quality was not demonstrative, developed. No, it was just a character trait. Vygotsky was very easily embarrassed; he was extremely critical of himself, but at the same time he treated people with tolerance and understanding.
Work with children
Perhaps it was sincere kindness, the ability to deeply feel other people and treat their shortcomings with condescension that led Vygotsky to defectology. He always maintained that limited abilities in one thing are not a death sentence for a child. The flexible child's psyche actively seeks opportunities for successful socialization. Dumbness, deafness, blindness are just physical limitations. And the child’s consciousness instinctively tries to overcome them. The main responsibility of doctors and teachers is to help the child, push him and support him, and also provide alternative opportunities for communication and obtaining information.
Vygotsky paid special attention to the problems of mentally retarded and deaf-blind children as the most problematic socialized children, and achieved great success in organizing their education.
Psychology and culture
Vygotsky was keenly interested in the psychology of art. He believed that this particular industry is capable of exerting a critical influence on the individual, releasing affective emotions that cannot be realized in ordinary life. The scientist considered art to be the most important tool of socialization. Personal experiences form personal experience, but emotions caused by the influence of a work of art form external, public, social experience.
Vygotsky was also convinced that thinking and speech are interconnected. If developed thinking allows you to speak a rich, complex language, then there is an inverse relationship. The development of speech will lead to a qualitative leap in intelligence.
He introduced a third element into the consciousness-behavior connection familiar to psychologists - culture.
Death of a Scientist
Alas, Lev Semenovich was not a very healthy person. At the age of 19, he contracted tuberculosis. For many years the disease lay dormant. Vygotsky, although he was not healthy, still coped with his illness. But the disease progressed slowly. Perhaps the situation was aggravated by the persecution of the scientist that unfolded in the 1930s. Later, his family sadly joked that Lev Semenovich died on time. This saved him from arrest, interrogation and imprisonment, and his relatives from reprisals.
In May 1934, the scientist’s condition became so severe that he was prescribed bed rest, and within a month the body’s resources were completely exhausted. On June 11, 1934, the outstanding scientist and talented teacher Lev Semenovich Vygotsky died. 1896-1934 - only 38 years of life. Over the years, he has accomplished an incredible amount. His works were not immediately appreciated. But now many practices of working with abnormal children are based precisely on the methods developed by Vygotsky.
M.: EKSMO-Press, 2000. - 1008 p. (Series “World of Psychology”).
The book contains all the main works of the outstanding Russian scientist, one of the most authoritative and famous psychologists, Lev Semenovich Vygotsky.
The structural construction of the book is made taking into account the program requirements for the courses “General Psychology” and “Developmental Psychology” of psychological faculties of universities.
For students, teachers and everyone interested in psychology. Contents: Methodology
Historical meaning of psychological crisis General psychology
Psychology
About behavior and reactions
Three elements of reaction
Reaction and reflex
Hereditary and acquired reactions
Hereditary or unconditioned reflexes
Instincts
Origin of hereditary reactions
The doctrine of conditioned reflexes
Super reflexes
Complex forms of conditioned reflexes
The most important laws of higher nervous activity (behavior) of a person
Laws of inhibition and disinhibition
Psyche and reaction
Animal behavior and human behavior
Adding reactions into behavior
The principle of dominance in behavior
The constitution of man in connection with his behavior
Instincts
Origin of instincts
The relationship between instinct, reflex and reason
Instincts and biogenetic laws
Two extremes in views on instinct
Instinct as a mechanism of education
The concept of sublimation
Emotions
Concept of emotions
Biological nature of emotions
Psychological nature of emotions
Attention
Psychological nature of attention
Installation characteristics
Indoor and outdoor installation
Attention and distraction
Biological significance of the installation
Attention and habit
Physiological correlate of attention
The work of attention in general
Attention and apperception
Memory and imagination: consolidation and reproduction of reactions
The concept of plasticity of matter
Psychological nature of memory
Composition of the memory process
Memory types
Individual characteristics of memory
Limits of memory development
Interest and emotional coloring
Forgetting and erroneous remembering
Psychological functions of memory
Memory technique
Two types of playback
Reality of fantasy
Functions of the imagination
Thinking as a particularly complex form of behavior
The motor nature of thought processes
Conscious behavior and will
Psychology of language
Me and It
Analysis and synthesis
Temperament and character
Meaning of terms
Temperament
Body structure and character
Four types of temperament
The problem of vocation and psychotechnics
Endogenous and exogenous character traits About psychological systems
Consciousness as a problem in behavioral psychology
Psyche, consciousness, unconscious
Thinking and speech Preface
Problem and research method
The problem of child speech and thinking in the teachings of J. Piaget
The problem of speech development in the teachings of V. Stern
Genetic roots of thinking and speech
Experimental study of concept development
Research on the development of scientific concepts in childhood
Thought and word Developmental psychology
History of the development of higher mental functions.
The problem of the development of higher mental functions
Research method
Analysis of higher mental functions
Structure of higher mental functions
Genesis of higher mental functions
Oral speech development
Background to the development of written speech
Development of arithmetic operations
Mastering attention
Development of mnemonic and mnemotechnical functions
Development of speech and thinking
Mastering your own behavior
Education of higher forms of behavior
The problem of cultural age
Conclusion. Future avenues of research. Development of the child’s personality and worldview Lectures on psychology
Lecture one. Perception and its development in childhood
Lecture two. Memory and its development in childhood
Lecture three. Thinking and its development in childhood
Lecture four. Emotions and their development in childhood
Lecture five. Imagination and its development in childhood
Lecture six. The problem of will and its development in childhood Tool and sign in child development
Chapter first. The problem of practical intelligence in animal psychology and child psychology
Experiments on the practical intelligence of a child
The function of speech in the use of tools. The problem of practical and verbal intelligence
Speech and practical action in child behavior
Development of higher forms of practical activity in a child
Path of development in the light of facts
Function of socialized and egocentric speech
Changing the function of speech in practical activities
Chapter two. The function of signs in the development of higher mental processes
Development of higher forms of perception
Division of the primary unity of sensorimotor functions
Rebuilding memory and attention
Arbitrary structure of higher mental functions
Chapter three. Sign operations and organization of mental processes
The problem of the sign in the formation of higher mental functions
Social genesis of higher mental functions
Basic rules for the development of higher mental functions
Chapter Four. Analysis of the child’s sign operations
Structure of a sign operation
Genetic analysis of sign surgery
Further development of sign operations
Chapter five. Methodology for studying higher mental functions
Conclusion. The Problem of Functional Systems
Use of tools in animals and humans
Word and action Questions of child psychology
Age problem
The problem of age periodization of child development
Structure and dynamics of age
The problem of age and development dynamics
Infancy
Newborn period
Social situation of development in infancy
Genesis of the main neoplasm of infancy
Main neoplasm of infancy
Basic theories of infancy
Crisis of the first year of life
Early childhood
Crisis of three years
Seven Years Crisis
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