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Clinical Psychology and Special Education
2025. Vol. 14, no. 1, 5–18
doi:10.17759/cpse.2025140101
ISSN: 2304-0394 (online)

Problem of diagnostic in a cultural-historical context

 
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Abstract

The article is devoted to the child development diagnostics within the context of cultural-historical psychology. The disadvantage of traditional diagnostics, which use standard tests, according to L. Vygotsky, is its orientation towards already established forms of development. L. Vygotsky set the task of constructing a diagnostic system that would allow identifying development opportunities. One of the most developed areas of such diagnostic is associated with the zone of proximal development concept, introduced by L. Vygotsky. The creation of quantitative diagnostics in this case should include tasks of varying degrees of complexity, the implementation of which requires, accordingly, different levels of interaction between the child and the adult. One difficulty that arises along this path is that the new psychological formation first exists on the external plane; which necessarily calls for an analysis of this external plan, which turns out to be different in various cultures. Moreover, the highest ideal forms also differ. Such a solution as the “Planning and Evaluation Matrix”, created by N. Veresov, aimed at resolving this issue. Another diagnostics area proposed by L. Vygotsky is associated with the study of the social situation of development, including the study of childhood experiences, which, in turn, necessitates the development of a typology of external means and social situations experienced by children. Thus, the creation of diagnostics in the context of cultural-historical psychology involves the development of multidimensional tools that take into account various lines of child development and the formation of the structure of children's consciousness as a whole in different cultures and different ages.

General Information

Keywords: diagnostic method, cultural-historical psychology, child development, higher mental functions, social situation of development

Journal rubric: Theoretical Research

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2025140101

Received 15.10.2024

Accepted

Published

For citation: Veraksa, N.E., Veraksa, A.N., Veresov, N.N., Sobkin, V.S. (2025). Problem of diagnostic in a cultural-historical context. Clinical Psychology and Special Education, 14(1), 5–18. (In Russ.). https://doi.org/10.17759/cpse.2025140101

© Veraksa N.E., Veraksa A.N., Veresov N.N., Sobkin V.S., 2025

License: CC BY-NC 4.0

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Information About the Authors

Nikolai E. Veraksa, Doctor of Psychology, PhD in Psychology, Professor, Department of Educational Psychology and Pedagogical Sciences, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russian Federation, Leading Researcher, Federal Sci­entific Center of Psychological and Multidisciplinary Research, Moscow, Russian Federation, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-3752-7319, e-mail: neveraksa@gmail.com

Aleksandr N. Veraksa, Doctor of Psychology, Academician of the Russian Academy of Education, Неad of the Laboratory of Childhood Psychology and Digital Socialization, Federal Scientific Center of Psychological and Multidisciplinary Research, Head of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Director of the Moscow State University Publishing House, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-7187-6080, e-mail: veraksa@yandex.ru

Nikolay N. Veresov, Candidate of Science (Psychology), PhD, associate professor, Associate Professor, Faculty of Education, Monash University, Member of the editorial board of the journal “Cultural-Historical Psychology”, Melbourne, Australia, ORCID: https://orcid.org/0000-0001-8714-7467, e-mail: nveresov@hotmail.com

Vladimir S. Sobkin, Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Head of the Center for Sociology of Education, Institute of Education Management, Center for Modern Problems of Modern Education at the Psychological Institute of the Russian Academy of Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-2339-9080, e-mail: sobkin@mail.ru

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