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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

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Age-normative Model of Development in the Preschool Childhood 648

Isaev E.I., Doctor of 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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