The zone of near development as a problem of modern psychology. Message 1.

Context and relevance. The article is devoted to the analysis of the concept of the "zone of near development" (ZBR) in the cultural and historical theory of L. S. Vygotsky. The author considers ZBR as a consequence of the law of development of higher mental functions and explores how this concept is used in the diagnosis and correction of mental development of children both in normal and pathologies, emphasizing the importance of interaction between the child and the adult in the learning process. Purpose. The purpose of the work is to comprehend the content of the concept of "zone of near development," analyze its theoretical prerequisites in the works of L. S. Vygotsky and review empirical studies demonstrating the application of this principle in the diagnosis and correction of mental development of children. Hypothesis. The zone of immediate development is a consequence of the law of development of higher mental functions. The relationship between the current level of mental development and the zone of immediate development is not always linear and unambiguous. The zone of the nearest development has a multi-level structure (assumption A. Z. Zak). The zone of immediate development includes two dimensions: cognitive and emotional-semantic (assumption of N. L. Belopolskaya). Methods and materials. Theoretical analysis of books, articles and lectures by L. S. Vygotsky (including from the family archive). Review and analysis of research results by A. Ya. Ivanova, A. Boorkes de Bustamante, G. A. Vardanyan, A. Z. Zak and N. L. Belopolskaya. The sample of participants in the studies described included children with normal intelligence, children with mental retardation (MDP) and mentally retarded children. The methods used: the method of phased formation of mental actions (P. Ya. Halperin), the use of Koos cubes for the analysis of constructive activity, the non-verbal problems of G. Eisenk, the solution of mathematical problems for the diagnosis of reflection, as well as various forms of presentation of texts (standard, personalized, dramatized). Results. It has been established that the RRB is based on the current level of development and is directly related to the processes of learning and mental development. In the study of A. Ya. Ivanova, it was revealed that learning is the main indicator of RRB, and the higher the learning, the wider the RRB. A. Boorquez de Bustamante has shown that children with PDA require a more detailed indicative framework of action and have difficulty moving from material to speech. G. A. Vardanyan determined that ZBR is characterized by the stage of the scale of formation of mental actions, on which the child can perform the task using a system of guidelines. A.Z. Zak revealed that the "distance" between the current level and RRB depends on the volume and nature of adult care, which affects the prognosis of the development of reflection. N. L. Belopolskaya found that to understand the meaning of the story, children with ZPR need personification, and mentally retarded children need dramatization, which indicates the presence of an emotional-semantic component in the ZBR. Conclusion. The concept of the zone of near development is a key methodological tool in the diagnosis of mental development. It allows you to determine the potential of the child, which are implemented in collaboration with an adult. RBS is not limited to cognitive aspects only, but also includes emotional dimension, and the effectiveness of learning depends on the child's ability to use adult assistance and move from external support to self-fulfillment of actions.