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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

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Open Access Journal

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Cultural-historical methodology of the study of human development in transitions 1187

Hakkarainen P., Doctor of Psychology, Professor, University of Oulu,Lithuanian University of Educational Sciences. Editor, Journal of Russian and East European Psychology, University of Oulu, Helsinki, Finland, pentti.hakkarainen@oulu.fi
Abstract
Many methodological ideas of Vygotsky’s cultural-historical psychology still are hypothetical and require further elaboration and empirical evidence. Such theoretical concepts as social situation of development, crisis and latent period, neoformation, psychological age, the zone of proximal development etc. are involved in transitions. But the mechanism of transition still needs specifying. In our intervention study we have focused on the transition from play to learning activity. We introduce the concept of transitory activity system, which is specified in our study as a hybrid activity of play and learning. We have named this hybrid activity «narrative learning» following the ideas of Donald and Bruner. The second level of research is comprised from a series of playworld projects in vertically integrated multiage classrooms (4 – 8 years olds). Adult interventions consist of inviting children to imaginative environment, presenting role characters and their relations, introducing challenging problems, organizing children’s dialogues and providing opportunities for child-initiated play.

Keywords: cultural-historical methodology; genetic experiment; developmental transition; transitory activity system; neoformation; narrative learning; narrative intervention

Column: Theory and Methodology

For Reference

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