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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

Affiliated ISCAR

 

The Children’s Playground in the Context of Cultural-Historical Psychology 2315

Smirnova E.O., Doctor of Psychology, Head of the Center for Psychological and Pedagogical Expertise of Play and Toys, Moscow State University of Psychology and Education, Moscow, Russia, smirneo@mail.ru
Kotliar I.A., PhD in Psychology, associate professor, Department of Psychology, Dubna International University for Nature, Dubna, Russia, iakorepanova@gmail.com
Sokolova M.V., PhD in Psychology, specialist at the Center for Psychological and Educational Expertise of Play and Toys, Moscow State University of Psychology and Education, Moscow, Russia, sokolovamw@mail.ru
Sheina E.G., senior research fellow, the department of psychological expertise of games and toys, Moscow State University of Psychology and Education, Moscow, Russia, leshgp@gmail.com
Abstract
The article describes the possible application of the principles of cultural-historical approach and activity theory to the inspection of toys and play environments. A children’s playground is treated as cultural means or artifact created by adults for starting a child’s activity. In terms of cultural and historical psychology, psycho-pedagogical analysis of a playground is based on the identification of the play value level and the compliance with the objectives peculiar to the age. Analysis and design are based on the understanding of the playground as a single space, where each element has the potential for any children’s development activity — games, communication, experimentation, etc. The following criteria of psychological and pedagogical inspection are identified and well-grounded: the principle of orientation to age-related peculiarities, the principle of high play value, the principle of transparency of objects, the principle of supporting acceptable risk, the principle of taking account of visitors’ activity levels, invitation to dialogue — the principle of dialogueness. The use of these principles in the course of designing playgrounds is illustrated by examples. These show that the conceptual apparatus of cultural and historical psychology may be used not only to explain the mechanisms and forms of mental development, but also for the analysis of particular conditions of a child’s mental development and design of play environments.

Keywords: psychological and pedagogical inspection, children’s playground, play environment, child, activity, game, play value, designing children’s playgrounds

Column: Childhood as Cultural-Historical Phenomenon

DOI: http://dx.doi.org/10.17759/chp.2016120316

For Reference

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