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Playing Activity with Orientation as a Method for Preschool Development 421
Solovieva Yu
PhD in Psychology, Director Master Program in Neuropsychological Diagnosis and rehabilitation, Faculty of Psychology, Autonomus University of Puebla, Puebla, Mexico
ORCID: https://orcid.org/0000-0001-5610-1474
e-mail: yulia.solovieva@correo.buap.mx Quintanar L.
PhD in Psychology, Researcher Master Program in Neuropsychological Diagnosis and rehabilitation, Faculty of Psychology, Autonomus University of Puebla, Puebla, Mexico
ORCID: https://orcid.org/0000-0002-9758-1467
e-mail: luis.quintanar@correo.buap.mx
According to Vigotskian conception, psychological development of children occurs within the frames of cultural activities. Each form of activity may be expressed as a kind of narration or personal emotional involvement experienced by a child in different periods of childhood. One of essential kinds such experience is playing activity, engaging collective participants in a global social situation: children and adults. Playing activity with variety of modes and types of games, different in diverse social and historical conditions, may provide interesting psychological opportunity to study content, structure and stages of same activity. Games may differ by a variety of parameters. In this study the authors are interested in presenting two kinds of expression of playing activity: organized games with external orientation introduce by adults. Such types of games imply communication and collaboration within groups of preschool children in preschool institutions. The article presents phases of introduction of playing activity, kinds of means of external orientation proposed by adults and examples of concrete games with procedure of implementation. The authors discuss qualitative achievements in psychological development of preschool children as a result of participation in playing activity. The authors conclude that essential methodological approach of historical and cultural conception of development should be used together with conception of psychological structures activity. Such an approach might be useful for qualitative understanding of meaningful development at preschool age.
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