Psychological Research on Genesis and Development of Everyday Concepts in Educational Dialogue (First Stage)



Modern traditional and innovative (including developmental) teaching proceeds from the assumption that spontaneous child concepts must be deliberately eliminated as obstructing the acquisition of «the only true» scientific concepts. The authors disagree with this position and consider spontaneous cognitive and emotional experience of a child the only possible experience in personality oriented teaching that is a source of theoretic, reflective and creative components development in preschool and early school age children. The authors put forward a hypothesis on theoretic figurative thinking (thinking by means of «intelligent images» (V.V. Rubtsov), model concepts (L.A. Venger), contextual symbolic metaphors (A.A. Margolis, M.V. Telegin) as the «zone of proximal developmen» for spontaneous child concepts. The authors also introduce the readers to psychological models and pedagogical techniques of implementing educational dialogues specific for spontaneous child concepts development.

General Information

Journal rubric: Educational Psychology

Article type: scientific article

For citation: Rubtsov V.V., Margolis A.A., Telegin M.V. Psychological Research on Genesis and Development of Everyday Concepts in Educational Dialogue (First Stage). Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2007. Vol. 12, no. 2, pp. 61–72. (In Russ., аbstr. in Engl.)


1. Bakhtin M. M. K filosofii postupka. Filosofiya i sociologiya nauki i tehniki // Ezhegodnik 1984– 1985. M.,1986.
2. Berseneva N. I., Dubrovskaya L. A., Ovchin  nikova I. G. Associacii detei ot shesti do desyati let (associativnoe znachenie slova v ontogeneze). Perm'. 1995.
3. Blonskii P. P. Psihologiya mladshego shkol'nika. M.–Voronezh, 1997.
4. Vygotsky L.S. Pedagogicheskaya psihologiya / Pod red. V. V. Davydova. M., 1996. | Educational Psychology [Free full-text]
5. Davydov V. V. Vidy obobsheniya v obuchenii. M., 1972.
6. Davydov V. V. Teoriya razvivayushego obucheniya. M., 1996.
7. Zinchenko V. P., Morgunov E. B. Chelovek razvivayushiisya. Ocherki rossiiskoi psihologii. M., 1994.
8. Losev A. F. Znak, simvol, mif. M., 1982.

Information About the Authors

Vitaliy V. Rubtsov, Doctor of Psychology, Professor, Professor, Academician of the Russian Academy of Education, President, Head of the International UNESCO Chair «Cultural-Historical Psychology of Childhood», Moscow State University of Psychology & Education (MSUPE), President of the Federation of Educational Psychologists of Russia, Moscow, Russia, ORCID:, e-mail:

Arkadiy A. Margolis, PhD in Psychology, Rector, Professor, Chair of Pedagogical Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID:, e-mail:

Mikhail V. Telegin, Associate Professor of the Department of Educational Psychology of the Faculty of Psychology of Education, Moscow State Psychological and Pedagogical University, Moscow, Russia



Total: 2648
Previous month: 6
Current month: 5


Total: 1199
Previous month: 7
Current month: 1