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Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

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The Game as a Zone of Immediate Development of Preschool Children 893

Kravtsov G.G.
Doctor of Psychology, Professor, Federal Research and Clinical Center for Critical Care and Rehabilitation, Moscow, Russia
ORCID: https://orcid.org/0000-0002-4418-3254
e-mail: ekravcva@gmail.com

Kravtsova E.E.
Doctor of Psychology, Professor, Federal Research and Clinical Center for Critical Care and Rehabilitation, Moscow, Russia
ORCID: https://orcid.org/0000-0003-2535-262X
e-mail: ekravcva@gmail.com

Abstract
In the article, developing preschool education is considered in the logic of game activity. The authors followed L.S. Vygotsky is considered an imaginary situation as the criterion for the game and distinguishes two-positional nature as its essential characteristic. The article proves that the game in cultural-historical psychology has characteristics similar to the zone of proximal development. Developing preschool education is considered from the point of view of creating conditions for the formation and development of bi-subjectivity. According to the authors, developing preschool education should solve three problems - the task of forming psychological readiness for playing activity, the task of learning the game, and the task of using the game as a learning tool. There are two patterns that determine the developmental nature of learning at preschool age - this is the creation of situations in which the child should realize a strong-willed effort and purposeful development of a central psychological neoplasm.

Keywords: developing preschool education, zone of proximal development, game, two-positioning, imaginary situation, subject of game activity, game as a valuable activity, game as a form of life activity organization

Column: Developmental Psychology

DOI: https://doi.org/10.17759/psyedu.2019110401

For Reference

References
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  2. Kravtsov G.G., Kravtsova E.E. Psikhologiya igry: kul'turno-istoricheskii podkhod [Game Psychology: Cultural-Historical Approach]. Moscow: Lev" Publ., 2017. 338 p.
  3. Kravtsova E.E. Vospitanie volshebnikov [Raising Wizards]. Moscow: Lev" Publ., 2019. 300 p.
  4. Kudryavtsev V.T. Stanovlenie svobody [The formation of freedom]. Sovremennoe doshkol'noe obrazovanie. Teoriya i praktika [Modern preschool education. Theory and practice], 2017, no. 1, pp. 12–21.
  5. Maksimov A.A. Psikhologicheskaya priroda komp'yuterno-igrovoi zavisimosti [The psychological nature of computer-gaming addiction]. Zhurnal obshchestva L.S. Vygotskogo [Journal of the Society L.S. Vygotsky], 2009, no. 2, pp. 109–117.
  6. Smirnova E.O. Detskaya psikhologiya: Uchebnik [Child psychology]. Moscow: Vlados Publ., 2006, p. 366.
  7. Fomicheva T.P. Rol' igry v obuchenii pedagogov [The role of the game in teacher training]. In Petukhovoi I.A. (ed.), Kul'turno-istoricheskaya psikhologiya razvitiya. Materialy Pervykh chtenii, posvyashchennykh pamyati L.S. Vygotskogo (Moskva, 15–17 noyabrya 2000) [Cultural-historical developmental psychology. Proceedings of the First readings devoted to the memory of L.S. Vygotsky]. Moscow: Smysl Publ., 2001, pp. 204–206.
 
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