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Psychological Research on Genesis and Development of Everyday Concepts in Educational Dialogue (First Stage) 941
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.
Column: Educational Psychology
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