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Learning Аctivity as an Effective Way to Develop Meta-Subject and Personal Competencies in Elementary School Students 34
Doctor of Psychology, President, Member of the Russian Academy of Education, Professor of the UNESCO Department of Cultural-Historical Psychology of Childhood, Moscow State University of Psychology & Education, Moscow, Russia
PhD in Psychology, Leading researcher at the Laboratory of psychological groundings of new educational technologies, Psychological Institute of the Russian Academy of Education and the Laboratory, Moscow, Russia
The article presents data from many years of research that confirms the fact that the system of teaching younger students based on the method of learning activity creates conditions for successful cognitive, social and personal development of children in primary school. Students aged 10—11 show a higher level of mastery of key competencies than their peers who study on the basis of traditional methods and techniques of organizing educational work. It is reliably established that the" developing educational environment” allows children to form higher results on such important indicators of learning ability as the ability to separate the known from the unknown and ask questions about the unknown. The indicators of development of the basics of theoretical thinking (content analysis, depth of planning, reflection) in children who study on the basis of the method of learning activity are higher than in children who study in a traditional school. The "developing educational environment”, in contrast to traditional schools, contributes more to the effective development of children's social competencies - the ability to interact, overcome cognitive conflict, and exercise mutual control and evaluation of actions performed.
One of the key areas of the human activity theory is the
theory of learning activity developed in line with the concepts of
cultural-historical psychology. Created in the 1960s in the works of
outstanding psychologists D.B. Elkonin and V.V. Davydov learning activity
theory has become a fundamental scientific platform for the development and
implementation of a developmental learning system in Russia.
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