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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

The Concept of Leading Activity in the Works of L. S. Vygotsky and His Followers 2134

Lubovsky D.V., PhD in Psychology, professor at the chair of educational psychology, department of educational psychology, Moscow State University of Psychology & Education, Moscow, Russia, lubovsky@yandex.ru
Abstract
The history of the «leading activity» concept emergence in L. S. Vygotsky's works is discussed; some of the development trends of this concept are traced within the cultural-historical theory and the activity approach (L. I. Bozhovich, A. N. Leontiev, D. B. Elkonin, and V. V. Davydov). The influence of Vygotsky's ideas about the leading activity on elaboration of the A. N. Leontiev's psychological theory of activity is analyzed. The heuristic capabilities of the leading activity concept embodied in the works of L. S. Vygotsky are shown. The paper traces the relationship between the concepts of Vygotsky's leading activity and the notion of creative self-activity proposed earlier by S. L. Rubinstein. The introduction of this concept by L. S. Vygotsky becomes a kind of the logical completion of his activity concept of mental development, since along with the previously developed concept of the social situation of development he complements the ideas of the driving forces of the psyche development in ontogeny.

Keywords: leading activity, social situation of development, the zone of proximal development, periodization of development, cultural-historical theory, activity theory

Column: Vygotskology

For Reference

References
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