Psychosomatic Aspects of Teaching and Correction in Children of Preschool and Early School Age

Konovalov V.Ju.

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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: https://doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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RU In Russian

Psychological Science and Education
2006. Vol. 11, no. 1, 97–110
ISSN: 1814-2052 / 2311-7273 (online)

Psychosomatic Aspects of Teaching and Correction in Children of Preschool and Early School Age ¹⁰⁴⁰

Konovalov V.Ju.
PhD in Psychology, Faculty of Medical Psychology, Department of Neuro-and Pathopsychology, Head, RSUH, Institute of psychology. L. S. Vygotsky, Russia
e-mail: doktor_v@mail.ru

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RUIn Russian

The article describes a special approach to teaching and correction that is based on understanding the psychosomatic logic of child development. The author describes biological factors, sociocultural conditions and stages of psychosomatic functional system development, regarding it as a medium for objective activity realization. The author also gives the sychosomatic periodization of child evelopment and discusses the possible causes of developmental disturbances. The article reviews the psychosomatic characteristics of school maturity, the levels of psychosomatic development, and the ways of identifying those levels. The principles of psychosomatic correction and the functions of a psychologist in organizing the correctional and developmental environment are discussed as well.

Column: Psychocorrection

For Reference

Konovalov V.Ju. Psychosomatic Aspects of Teaching and Correction in Children of Preschool and Early School Age. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2006. Vol. 11, no. 1, pp. 97–110. (In Russ., аbstr. in Engl.)

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