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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

Started in 2005

Published quarterly

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Open Access Journal

Affiliated ISCAR

 

Psychologization of preschool education in the works of O.M. Dyachenko (to the 70th anniversary of the birth)

Smirnova E.O., Doctor in 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
Klopotova E.E., Ph.D. in Psychology, associate professor at the Chair of Preschool Pedagogy and Psychology, Department of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia, klopotova@yandex.ru
Abstract
The article presents the contribution of the Russian scientist, doctor of sciences, professor, corresponding member of RAO Olga Mikhailovna Dyachenko in child psychology and pre-school education. “Psychologization” of education and the involvement of psychology in educational practice permeate all her work. As a student of L. A. Wenger, she together with him and his staff became the сreator of the original educational program “Development” O.M. Dyachenko is the сreator of the original psychological concept of the creative imagination of the preschooler. It has developed a diagnostic methodology for assessing the level of development of the imagination, which today is the basis for assessing the imagination and is widely used in practical work and research. O.M. Dyachenko identified and distinguished two types and two types of imagination — cognitive and emotional. With emotional imagination, children often use symbols of their experiences, which are originally borrowed from culture, and then created independently. O.M. Dyachenko describes the stages of development of imagination, which are only the possibilities of each age, which are not always realized. In this regard, there was a direction associated with the ”pedagogy of preschool imagination”. Forms of work with children have been developed that contribute to the development of creative abilities of children. As a result of the conducted researches the program “Gifted child” has appeared, allowing to carry out educational work with gifted senior preschoolers.

Keywords: рsychologization of education, preschool education, cognitive development, imagination, cognitive and affective imagination

Column: Scientific life/memorable dates

DOI: http://dx.doi.org/10.17759/chp.2018140212

For Reference

References
  1. Veraksa N.E. Individual’nye osobennosti poznavatel’nogo razvitiya detei doshkol’nogo vozrasta [Individual characteristics cognitive development of children of preschool age] In. O.M. D’yachenko (ed.). Moscow: PER SE, 2003. 144 p.
  2. Veraksa N.E., D’yachenko O.M. Sposoby regulyatsii povedeniya u detei doshkol’nogo vozrasta [Methods of behavior regulation in children of preschool age]. Voprosy psikhologii [Voprosy psikhologii], 1994, no. 4. pp. 14—27.
  3. D’yachenko O.M. Programma «Razvitie» [Program «Development»]. Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 1996, no. 3. pp. 32—43.
  4. D’yachenko O.M. Razvitie voobrazheniya doshkol’nika [The development of the imagination of a preschooler]. Moscow: Mozaika-Sintez, 2008. 129 p.
  5. Odarennyi rebenok [Gifted child]. In O.M. D’yachenko (ed.). Moscow: Mezhdunarodnyi obrazovatel’nyi i psikhologicheskii kolledzh, 1997. 140 p.
  6. Psikholog v detskom doshkol’nom uchrezhdenii: Metodicheskie rekomendatsii k prakticheskoi deyatel’nosti [Psychology in pre-school: Guidelines for practical activities]. In T.V. Lavrent’evoi (ed.). Moscow: Novaya shkola, 1996. 144 p.
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