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  Previous issue (2018. Vol. 10, no. 4)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Age-normative Model of Development in the Preschool Childhood

Isaev E.I., Doctor in Psychology, professor of the department of educational psychology, Moscow state University of psychology and education, Moscow, Russia, eiisaev@yandex.ru
Abstract
The article presents. In the article the justification of relevance of elaboration of normative model of development in preschool childhood is conducted. One o f t he k ey c oncepts i n t he developmental psychology – age-normative model of development of subjectivity in the preschool childhood is justified. This concept is a methodological tool and technological principle of projecting developing preschool education. The structure of the age-normative model of development is represented, it includes three components1.) main lines of development 2.)situation of development 3.) neoplasms of development. The age-normative model of development of subjectivity in the pre-school age according to the main lines of development: subjectivity in activity, subjectivity in generality, subjectivity in consciousness is described. Generalized scheme of the age-normative model in the pre-school age according to the types of situation of development and integral neoplasms of development is given.

Keywords: preschool childhood; subjectivity; main lines of development; situation of development; integral neoplasms; age-normative model of development; types of situations of development in the preschool age.

Column: Developmental Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2017090214

For Reference

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