Interaction with Culture in the Preschool Education as a Space for Development

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Abstract

The article is devoted to the analysis of the process of interaction of a child with culture. Domestic psychologists, including L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, A.V. Zaporozhets and others, assigned a decisive role in the development process to the development of culture by the child as a source of development. One of the issues that is specifically considered in this paper is related to the analysis of situations that allow a child to master cultural forms. The publication examines three types of situations in the context of which the child's appeal to culture occurs. First of all, the study of normative situations, the structure of which includes cultural artifacts, is carried out. Being in such a situation requires the child to master the rules of interaction with a cultural artifact. The second type of situations in which children turn to culture are imaginary or imaginary situations. The third type of situations includes creative situations. Each situation determines its own way of addressing preschoolers to culture and its own form of development. There are three forms of development: learning, play and creativity. All these forms of development should be presented in preschool childhood, which will allow to amplify children's development.

General Information

Keywords: childhood, culture, situation, form of development, play, learning, creativity

Journal rubric: Problems of Cultural-Historical and Activity Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/chp.2024200201

Funding. The reported study was funded by Russian Science Foundation grant number 23-18-00506

Received: 21.11.2023

Accepted:

For citation: Veraksa N.E. Interaction with Culture in the Preschool Education as a Space for Development. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2024. Vol. 20, no. 2, pp. 4–14. DOI: 10.17759/chp.2024200201. (In Russ., аbstr. in Engl.)

References

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Information About the Authors

Nikolai E. Veraksa, Doctor of Psychology, professor, Professor, Faculty of Psychology, Department of Educational Psychology and Pedagogical Sciences, Lomonosov Moscow State University, leading researcher Institute of Childhood Family and Childrearing, Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3752-7319, e-mail: neveraksa@gmail.com

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