Role of Three Years' Crisis in the Cognitive Development of a Preschool Child

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Abstract

The article presents research on connection of three years' crisis and cognitive development of children at preschool age. Research demonstrates that at three years appears a special crisis characteristic – autonomy. At first it appears as spontaneous autonomy and then develops in the form of directed (addressed) autonomy as a goal-oriented activity initiated by the child. The research shows that everyday self-dependency doesn't influence cognitive development, and role of spontaneous autonomy in child's development is limited to the crisis period. Directed (addressed) autonomy is connected to cognitive development throughout the whole preschool period. It was also shown that with advancing age directed (addressed) autonomy differentiates greatly; its different sides develop heterochronically and make different contribution to cognitive development.

General Information

Journal rubric: Developmental Psychology

Article type: scientific article

For citation: Grushko Z.I. Role of Three Years' Crisis in the Cognitive Development of a Preschool Child. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2007. Vol. 12, no. 5, pp. 138–151. (In Russ., аbstr. in Engl.)

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Information About the Authors

Zinaida I. Grushko, Teacher of the Department of Pedagogy and Psychology, Slavic University of Moldova, Postgraduate Student of the Psychological Institute of RAO, Kishinev, Moldova, e-mail: z_vlasova@mail.ru

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