Longitudinal Study of Child Development in the Framework of Activity Thinking Pedagogy

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Abstract

The article substantiates the tasks of a longitudinal study on child development in the framework of activity thinking pedagogy. Activity thinking pedagogy is a pedagogical system based on activity and activity thinking approaches to the content of education. The author states that educational technologies determine to the great extent development features of children studying within different pedagogical systems. Thus it is correct to talk about certain types of anthropological child development that are conditioned by pedagogical systems. The type of nthropological child development depends on what capabilities are developed primarily (becoming the basis for other capabilities development). Such capabilities form the central initiating zone of development. According to activity thinking pedagogy, in this zone lies the development of thought. The author sets a task of creating a detailed periodization of thought development in the framework of activity thinking pedagogy, as well as a task of defining the influence of thought development on other aspects of child development. Longitudinal study goals and structure are discussed in the final part of the article.

General Information

Journal rubric: Educational Psychology

Article type: scientific article

For citation: Glazunova O.I. Longitudinal Study of Child Development in the Framework of Activity Thinking Pedagogy. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2006. Vol. 11, no. 1, pp. 30–41. (In Russ., аbstr. in Engl.)

References

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Information About the Authors

Olga I. Glazunova, PhD in Psychology, General Director, Society With Limited Liability «Innovative Company «Mysledeyatelnostnaya Pedagogy», Moscow, Russia, ORCID: https://orcid.org/0000-0001-9882-6107, e-mail: obrantr@mail.ru