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The Children’s Playground in the Context of Cultural-Historical Psychology 2719
Smirnova E.O. PhD in Psychology, Рrofessor of the Department of Preschool Pedagogics and Psychology of the Faculty of Psychology of Education, Moscow State University of Psychology and Education, Moscow, Russia Kotliar I.A. PhD in Psychology, Associate Professor, Department of Psychology, Dubna State University Research Associate, Center of Applied Psychological and Pedagogical Studies, Moscow State University of Psychology & Education, Dubna, Russia e-mail: iakorepanova@gmail.com Sokolova M.V. PhD in Psychology, Senior Scientist, Center of Psychology and Educational Expertise of Play and Toys, Moscow State University of Psychology and Education, Moscow, Russia e-mail: sokolovamw@mail.ru Sheina E.G. senior research fellow, the department of psychological expertise of games and toys, Moscow State University of Psychology and Education, Moscow, Russia e-mail: leshgp@gmail.com
The article describes the possible application of the principles of cultural-historical approach and activity theory to the inspection of toys and play environments. A children’s playground is treated as cultural means or artifact created by adults for starting a child’s activity. In terms of cultural and historical psychology, psycho-pedagogical analysis of a playground is based on the identification of the play value level and the compliance with the objectives peculiar to the age. Analysis and design are based on the understanding of the playground as a single space, where each element has the potential for any children’s development activity — games, communication, experimentation, etc. The following criteria of psychological and pedagogical inspection are identified and well-grounded: the principle of orientation to age-related peculiarities, the principle of high play value, the principle of transparency of objects, the principle of supporting acceptable risk, the principle of taking account of visitors’ activity levels, invitation to dialogue — the principle of dialogueness. The use of these principles in the course of designing playgrounds is illustrated by examples. These show that the conceptual apparatus of cultural and historical psychology may be used not only to explain the mechanisms and forms of mental development, but also for the analysis of particular conditions of a child’s mental development and design of play environments.
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