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Культурно-историческая психология

Издатель: Московский государственный психолого-педагогический университет

ISSN (печатная версия): 1816-5435

ISSN (online): 2224-8935

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

Лицензия: CC BY-NC 4.0

Издается с 2005 года

Периодичность: 4 номера в год

Доступ к электронным архивам: открытый

Аффилирован ISCAR

 

Культура, познание и педагогика: раскрывая дискурс возможного 802

Арвинд Г.Р., PhD, доцент кафедры образования Университета г. Дели, Индия

Аннотация

В статье поднимается вопрос об особенностях когнитивного развития детей из бедных районов Индии. По утверждению автора, в современных науках о человеке по-прежнему господствует мнение, будто дети из семей, принадлежащих к низшим слоям общества (и к притесняемым этническим группам), заведомо отстают в когнитивном развитии от своих сверстников из более благополучных семей. Исследование, представленное в статье, ставило своей целью выяснить, правомерны ли подобные утверждения. Для этого были собраны данные, характеризовавшие образ мышления работающих детей 10— 14 лет, не посещающих школу: информация об уличных играх этих детей, о том, как они справляются с заданиями в видеоиграх (это распространенное среди работающих детей развлечение), об их стратегиях в решении повседневных задач, а также о специфике их математических познаний. Опираясь на теорию деятельности, культурно-историческую психологию, теорию практики и постмодернистские концепции знания и образования, автор анализирует полученные данные и приходит к выводу, что, хотя когнитивное развитие работающих индийских детей и обладает своей спецификой, говорить о запаздывании или отставании в развитии было бы в корне неверно.

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