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Cultural-Historical Psychology
2020. Vol. 16, no. 1, 4–12
https://doi.org/10.17759/chp.2020160101
ISSN: 1816-5435 / 2224-8935 (online)

Relationship between Learning and Development: Problems and Perspectives

 
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Abstract

This article discusses one of the central problems of cultural-historical psychology — the relationship between learning and development. We analyze the modern interpretation of L.S. Vygotsky’s ideas in research and practice and show that much of what the author of cultural-historical psychology proposed was somehow left behind by scientists and practitioners, whereas some of his ideas were perverted and even contradict the logic of non-classical psychology. The article emphasizes the need for research and analysis of many pressing problems of modern psychology in the context of cultural-historical psychology. For example, we suggest that the concepts of psychological and personal readiness for schooling should be interpreted in terms of the learning types classification proposed by L.S. Vygotsky. Particular attention is paid to the concept of the zone of proximal development. We point to some inconsistency between Vygotsky’s understanding of this concept and he way it is used in modern education. We believe that limiting developmental learning to the focus on the zone of proximal development to a greater extent reflects the ability to learn rather than provides evidence of development.

General Information

Keywords: learning, development, actual development, zone of proximal development, psychological and personal readiness, spontaneous and reactive learning, learning ability, didactic

Journal rubric: Problems of Cultural-Historical and Activity Psychology

OpenAlex citations: 11

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Educational and Psychological Assessments

Information about the work in OpenAlex

Number of citations: 11

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Educational and Psychological Assessments

This cluster of papers focuses on the application of dynamic assessment in educational psychology, emphasizing Vygotskian praxis, mediated learning experience, and the zone of proximal development. It explores the use of dynamic assessment for language development, cognitive modifiability, and the effectiveness of nurture groups and peer mediation. The papers also discuss assessment practices and the role of educational psychologists in promoting learning potential.

Number of works: 88848  |  Total number of citations: 952482

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/chp.2020160101

Published

For citation: Kravtsov, G.G., Kravtsova, E.E. (2020). Relationship between Learning and Development: Problems and Perspectives. Cultural-Historical Psychology, 16(1), 4–12. (In Russ.). https://doi.org/10.17759/chp.2020160101

© Kravtsov G.G., Kravtsova E.E., 2020

License: CC BY-NC 4.0

References

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  10. Kravtsov G.G., Kravtsova E.E. Psikhologiya igry: kul’turno-istoricheskii podkhod [Game Psychology: Cultural- Historical Approach]. Moscow: Publ. Levb, 2017. 344 p.
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  12. Kravtsov O.G. Psikhologicheskoe soderzhanie ponyatiya «deviantnoe povedenie» v kul’turno-istoricheskoi teorii [The psychological content of the concept of «deviant behavior» in the cultural-historical theory]. In Romanov A.A. (ed.), Psikhologo-pedagogicheskii poisk № 3 (39) Nauchno-metodicheskii zhurnal [ Psychological and pedagogical search No. 3 (39) Scientific and methodological journal]. Ryazan 2016, pp. 113—120.
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Information About the Authors

Gennady G. Kravtsov, Doctor of Psychology, Professor, Federal Research and Clinical Center for Critical Care and Rehabilitation, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-4418-3254, e-mail: ekravcva@gmail.com

Elena E. Kravtsova, Doctor of Psychology, Professor, Federal Research and Clinical Center for Critical Care and Rehabilitation, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-2535-262X, e-mail: ekravcva@gmail.com

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