Портал психологических изданий PsyJournals.ru
Каталог изданий 96Рубрики 51Авторы 8428Ключевые слова 20536 Online-сборники 1 АвторамRSS RSS

Включен в Web of Science СС (ESCI)

Включен в Scopus

ВАК

РИНЦ

Рейтинг Science Index РИНЦ 2017

15 место — направление «Психология»

1,003 — показатель журнала в рейтинге SCIENCE INDEX

0,854 — двухлетний импакт-фактор

CrossRef

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

 

The zone of proximal development in play and learning 1757

Хаккарайнен П., доктор психологических наук, профессор факультета образования, Университет Оулу (университетский консорциум г. Каяни), Оулу, Финляндия, pentti.hakkarainen@oulu.fi
Бредиките М., доктор педагогических наук, доцент факультета образования, Университет Оулу (университетский консорциум г. Каяни), Оулу, Финляндия, milda.bredikyte@oulu.fi

Аннотация

The concept of the ZPD is characterized in a different way in two separate contexts (school and play) in Vygotsky's cultural-historical psychology. Creative and motivational aspect of learning is emphasized in development supported by play. In play context personality development is focused on and development of psychological functions in problem solving at school. We proposed an extended concept of the ZPD, which integrates the two definitions and includes an additional distance from potentials to personality changes. In play development from the crisis of the third year to the next crisis at seven we suggest three different types of the ZPD depending on the play initiatives.

Ключевые слова: зона ближайшего развития, игра, обучение

Рубрика: Проблема развития

Тип: научная статья

Ссылка для цитирования

Фрагмент статьи

The comparison of two main definitions of the ZPD demonstrated that they emphasize different aspects and levels of human development. The definition in school context focuses on the development of psychological functions and in play context on system level connections between functions and personality. On the basis of published texts we can conclude that Vygotsky aimed at unified concept of the ZPD. In both contexts the relations between learning and development was emphasized as the main developmental factor. In order to elaborate the proposed unified concept of the ZPD it is necessary to specify and update our understanding of learning as the key to developmental changes [21]. Vygotsky's approach to learning as joint, collaborative activity is seminal, but problem solving context in school setting is trivial in comparison to his theoretical frame. In western interpretations problem solving is an individual enterprise and the teacher is just a helper, not a learning partner. Adult help is not a mutual process in these interpretations as Zuckerman [53] proposes. Learning in play is an uncharted territory in psychology and educational theory. One of the most famous representatives of play theory, Brian Sutton-Smith [40] argues that (western) play research has not been able to reveal the essence of play. The same can be said about learning in play, which is most often evaluated using formal cognitive criteria of school learning. Central aspects of development in Vygotsky's definition are not present in this evaluation. Learning is not connected to "action in the imaginary field, in the imagined situation, building of voluntary intention, the construction of life-plan, motives of willing", which were listed as central features of the ZPD in play. Learning in play is first of all connected to the development of learning motivation on general level [5, 12, 22]. We propose an expanded definition of the ZPD combining the two original definitions. This definition proposes two distances: 1) between individual action and joint higher level potential, and 2) between joint higher-level potential and qualitative change in personality. Learning is not limited in this definition to individual or joint problem solving. A decisive step is learning, which leads from potentials to personality change. If we are satisfied with correct problem solving we can talk about changes in problem solving, not about development. Applied to play development we propose three qualitatively different types of zones of proximal development for the whole play age from three to seven years. As far we understand Vygotsky was talking about the last type of ZPD in his lectures on play. An important aspect in our typology is the social situation of development and qualitative changes in adult help. Different types of adult help focus on different aspects of learning in play context. Our proposals aiming at integration of two original definitions of the ZPD have a preliminary character. We understand that much research work has to be done for revealing the whole picture of learning in play and its role in human development.

Литература
  1. Bredikyte M. (2001). Dialogical drama with puppets and children's creation of sense.
  2. Carruthers P. (2002). Human creativity: Its evolution, its cognitive basis and its connection with childhood pretense // British Journal for the Philosophy of Science, 53, 1—25.
  3. Chaiklin S. (2003). The zone of proximal development in Vygotsky's analysis of learning and instruction // A. Kozulin (ed.) Vygotsky's Educational Theory in Cultural Context., Pp. 39—64. Cambridge.
  4. Daniels H. (1996). An introduction to Vygotsky. New York: Routledge.
  5. Davydov V. V. (1996). Teoriya razvivayushego obuceniya. Moscow: Pedagogika.
  6. Del Rio P., Alvarez A. (2007). Inside and outside of the Zone of Proximal Development: An ecofunctional reading of Vygotsky // Daniels H., Cole M., Wertsch J. W. (eds.). The Cambridge companion to Vygotsky 276—303. New York: Cambridge University Press.
  7. Elkonin B. D. (1994). Vvedenyje v psichologiju razvityja [Introduction to Developmental Psychology]. Moscow: Trivola.
  8. El'konin D. B. (1978). Psikhologiya igry. Moscow: Pedagogika.
  9. El'konin D. B. (1989). Izbrannye psikhologiceskie trudy. Moscow: Pedagogika.
  10. El'konin D. B. (1995): Psikhologiceskie voprosy doshkol'noi igry // Leontiev A. N. and Zaporozhets A. V. (eds.). Voprosy psikhologii rebenka doshkol'nogo vozrasta. Moscow.
  11. El'konin D. B. (1999): The Development of Play in Preschoolers // Journal of Russian and East European Psychology, Vol. 37, № 6, 31-70.
  12. El'konin D. B. (2005). Psychology of play I—II //Journal of Russian and East European Psychology, Vol. 43,1—2.
  13. El'koninova L. I. (2001). The Object Orientation of Children's Play in the Context of Understanding Imaginary Space — Time in Play and Stories // Journal of Russian and East European Psychology, 39, 2, 30—51.
  14. El'koninova L. I., Bazanova T. V. (2004). К probleme prisvoeniya smyslov v syushetno-rolevoi igre doshkol'nikov [On the problem of forming sense in pretend role play of preschoolers]. Vestnik Moskovskogo Universiteta. Ser. 14. Psikhologiya № 3, 97-105.
  15. Feinstein S. (2006). The Praeger Handbook of Learning and the Brain. 2 Vol. CT: Praeger Publishing.
  16. Fisher W. (1987). Human communication as narration: Toward a philosophy of reason, value, and action. Columbia: University of South Carolina Press.
  17. Goswami U. (2007). Cognitive Development: The Learning Brain. Hove: Psychology Press.
  18. Goncu A., Gaskins S. (2007). (eds.). Play and development. Evolutionary, Sociocultural, and Functional Perspectives. Hove: Psychology Press.
  19. Hakkarainen P. (1990). Motivaatio, leikkijatoiminnan kohtellisuus. [Motivation, play and object orientation of play]. Helsinki: Orienta Konsultit Oy.
  20. Hakkarainen P. (1991). Joint Construction of the Object of Educational Work in Kindergarten // The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 13, 4, 80-87.
  21. Hakkarainen P. (1998). Play and expansive learning in day care // Hakkarainen P. & Saar A. (eds.). Play in Cultural Contexts. Humaniora A 12. Tallinn: Tallinn University of Social and Educational Sciences, 35—49.
  22. Hakkarainen P. (1999). Play and motivation. InEngestrom Y. & Miettinen R. & Punamaki R-L (eds.). Perspectives on activity theory. New York: Cambridge University Press.
  23. Hakkarainen P. (2004). Narrative learning in the Fifth Dimension// Outlines, 4, 1, 5—20.
  24. Hakkarainen P. (2006). Learning and development in play // In Einarsdottir J., Wagner J. (eds.). Nordic childhoods and early education. 183—222. Conneticut: Information Age Publishing.
  25. Hakkarainen P. (2007). Narrative learning and its challenges for the Finnish early education. Submitted for International Journal of Educational Research.
  26. Hakkarainen P., Hannikainen M. (1996). Developmental transitions in children's play in day care centers. Moscow: Proceedings of Centennial Vygotsky Conference.
  27. Hakkarainen P., Rainio A. (2007) Playworld as a tool of transitory activity. Submitted for Mind, Culture, and Activity.
  28. Hendy L. & Toon L. (2001). Supporting drama and imaginative play in the early years. Buckingham: Open University Press.
  29. HuizingaJ. (1971). Homo ludens: a study of the play element in culture. Boston: Beacon Press.
  30. Lindqvist G. (1995). The Aesthetics of Play. A Didactic Study of Play and Culture in Preschools. Acta Universitatis Uppsaliensis. Uppsala Studies in Education 62. Stockholm: Almqvist & Wiksell.
  31. Lindqvist G. (2000). Drama som lek-lekens estetik. [Drama as play — the aesthetics of play] // Helander, K. (ed.) Barn, teater, drama. Centrum for barnkulturforskning. № 32. Stockholm: Stockholms Universitet.
  32. Losev A. F. (1982). Dialektika tvorceskogo akta (kratkyi ocerk) [Dialectics of creative act]. Moscow: Kontekst.
  33. Mihailenko N. Ya., Korotkova N. A. (2001). Как igrat s det-mi [How to play with children]. Moskva: Akademiceski Project.
  34. Podd'iakov N. N. (1996). Osobennosti psikhicheskogo razvitiia detei doshkol'nogp vozrasta. Moskva: Pedagogika.
  35. Politzer G. (1980). Izbrannye filosofskie I psikholo-giceskye trudy. Moscow: Progress.
  36. Propp V. (1968). Morphology of the folktale. Austin, TX.: University of Texas Press.
  37. SawyerK. (1997). Play as improvisation Mahwah: LEA.
  38. Sawyer K. (2003). Group creativity. Mahwah, NJ.: LEA.
  39. Steen F. (2005). The paradox of narrative thinking //Journal of Cultural and Evolutionary Psychology, Vol 3,1,87— 105.
  40. Strelkova L. P. (1986). Usloviya razvityi empatii pod vliyaniem hudozestvennogo proizvedeniya. In Zaporozhets A. V. & Neverovic Ya. Z. (eds.). Razvytie sotsialnyh emotsii u detei doshkolnogo vozrasta, 70—99. Moscow: Pedagogika.
  41. Sutton-Smith B. (1977). Towards an anthropology of play. In Stevens P. Jr. (ed.). Studies in the anthropology of play, 222-232. West Point, NY.; Leisure Press.
  42. Sutton-Smith В. (1997). Ambiguity of play. Cambridge, MA: Harvard University Press.
  43. Valsiner J. (1997). Culture and the development of children's action. 2nd edn. New York: Wiley.
  44. Valsiner J. (2000). Culture and human development. London: Sage Publications.
  45. Van der Veer R., Valsiner J. (1991). Understanding Vygotsky. Oxford: Blackwell.
  46. Veresov N. (2004). Zone of proximal development (ZPD): the hidden dimension? Anna-Lena Ostern & Ria Heila-Ylikallio (eds.). Language as culture - tensions in time and space. Vol. 1, p. 13—30 Vasa, ABO Akademi.
  47. Vygotsky L. S. (1966). Igra i ее гоГ v psikhiceskom razvitii rebenka // Voprosy psikhologii, No 6, 62—76.
  48. Vygotsky L. S. (1978). Mind in society: the development of higher psychological processes. Harvard University Press.
  49. Vygotsky L. S. (1983). Sobrannye sochinenii. Vol. 3. Moscow: Pedagogika.
  50. Vygotsky L. S. (1984). Sobranie sochinenii. Vol. 4. Moscow: Pedagogika.
  51. Vygotsky L. S. (1987). The collected works of L. S. Vygotsky. Vol. 1: Problems of general psychology. R. W. Rieber & A. S. Carton (eds.). NY: Plenum Press.
  52. Vygotsky L. S. (2004). Imagination and Creativity in Childhood (L. R. Stone, Trans.) //Journal of Russian and East European Psychology, 42 (1), 7—97.
  53. WoodD., BrunerJ., & Ross G. (1976). The role of tutoring in problem solving // Journal of child Psychology and Psychiatry, 17, 89-100.
  54. Zaporozhets A. V. (1986). Izbrannye psikhologicheskie trudy. Tom 1. [Collected Psychological Works, Vol. 1]. Moscow: Pedagogika.
  55. Zuckerman G. (2007). Child-adult interaction that creates a zone of proximal development. Journal of Russian and East European Psychology Vol. 45 (3) 38—64.
Статьи по теме
 
О проекте PsyJournals.ru

© 2007–2019 Портал психологических изданий PsyJournals.ru  Все права защищены

Свидетельство регистрации СМИ Эл № ФС77-66447 от 14 июля 2016 г.

Издатель: ФГБОУ ВО МГППУ

Creative Commons License

Яндекс.Метрика