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Vygotsky's ideas about the content of children's practical psychology
Dubrovina I.V., Doctor in Psychology, professor, member of the Russian Academy of Education, professor, Chair of Pedagogical Psychology, Department of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia, firstname.lastname@example.org
We consider the fundamental provisions of L.S. Vygotsky's theory of psychological development of a child and the psycho-pedagogical conditions of this development, which are crucial for the improvement of the psychological service of modern education system. It is shown that in the modern educational psychology, insufficient attention is paid to the humanitarian education and training – the development of the emotional sphere, moral needs, development of concepts not only about the world, but also about themselves, about their place in this world. We prove that the work of L.S. Vygotsky helps to understand the acute and controversial issues of modern education, on the solution of which researchers, practicing psychologists and teachers are struggling. Particular attention is paid to improving the psychological literacy of pupils as a prerequisite for their normal development. It is emphasized that the works of L.S. Vygotsky are the fundamental source for practical familiarizing students to the world of cultural values.
Keywords: children's practical psychology, child, development, personality, social and cultural environment, age, “zone of proximal development”, cooperation, education, psychological diagnostics, psychological literacy