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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

 

Vygotsky and Developmental Psychology in His and Our Time 2383

Obukhova L.F., PhD in Psychology, head of the Developmental psychology Department, Moscow State University of Psychology and Education, Moscow, Russia, obuhova@fpo.ru
Abstract
This article reflects the lecture that was given by the author to the students and young researchers participating in the ISCAR seminar (MSUPE, Pavedniki, 2011). The author draws a distinction between the classical and non-classical paradigm in the exploration of child development and carries out a comparative analysis of the solutions to the key issues in child psychology (such as the patterns, conditions, forms and sources of develop ment) provided within the cultural-historical theory and the theories of the most prominent Western schools of thought (psychoanalysis, behaviourism, cognitive psychology). The author also outlines the challenges in developmental psychology that had been in the focus of attention of Vygotsky's disciples (Moscow school of cultural-historical psychology) throughout the second half of the twentieth century. It is further revealed that cultural-historical theory has been established in close relation to the practical tasks of educating children on different stages of ontogenesis.

Keywords: classical psychology, non classical psychology, natural science paradigm, cultural historical paradigm, activity and action, learning and development.

Column: Vygotskology

For Reference

References
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