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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Role of Three Years' Crisis in the Cognitive Development of a Preschool Child 1354

Vlasova Z.I., аспирант Психологического института РАО, преподаватель кафедры педагогики и психологии Славянского университета Молдовы, Moldova, z_vlasova@ mail.ru
Abstract
The article presents research on connection of three years' crisis and cognitive development of children at preschool age. Research demonstrates that at three years appears a special crisis characteristic – autonomy. At first it appears as spontaneous autonomy and then develops in the form of directed (addressed) autonomy as a goal-oriented activity initiated by the child. The research shows that everyday self-dependency doesn't influence cognitive development, and role of spontaneous autonomy in child's development is limited to the crisis period. Directed (addressed) autonomy is connected to cognitive development throughout the whole preschool period. It was also shown that with advancing age directed (addressed) autonomy differentiates greatly; its different sides develop heterochronically and make different contribution to cognitive development.

For Reference

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