Russian Psychological Issues PsyJournals.ru
OPEN ACCESS JOURNALS
JournalsTopicsAuthorsEditor's Choice For AuthorsAbout PsyJournals.ruContact Us

  Previous issue (2019. Vol. 11, no. 3)

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

Started in 2009

Published quarterly

Free of fees
Open Access Journal

 

Playing Activity with Orientation as a Method for Preschool Development 171

Soloveva Ju.
PhD in Psychology, Director Master Program in Neuropsychological Diagnosis and rehabilitation, Faculty of Psychology, Autonomus University of Puebla, Puebla, Mexico
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
e-mail: luis.quintanar@correo.buap.mx

Abstract
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.

Keywords: playing activity, orientation, preschool development, cultural development, activity theory, methods for development

Column: Developmental Psychology

DOI: https://doi.org/10.17759/psyedu.2019110404

A Part of Article

According to Vigotskian conception, psychological development of children occurs within the frames of cultural experiences. Not all cultural experiences might conform psychological activities as process directed to objective goal.

For Reference

References
  1. Asmolov A.G. On the other side of consciousness: methodological problems of non-classical psychology. Moscow: Sense, 2002. 480 p.
  2. Asmolov A.G. Psicology of Personality. Principles of general psychological analysis. Moscow: Sense, Academia, 2002. 430 p.
  3. Bonilla M., Solovieva Yu., Jiménez N. Valoración del nivel de desarrollo simbólico en la edad preescolar [Assessment of the level of symbolic development in preschool age ]. Revista CES Psicología [CES Psychology Magazine], 2012. Vol. 5, no. 2, pp. 56–69.
  4. Bonilla R., Solovieva Yu. Evidencia de la formación de la función simbólica a través de la actividad de juego de roles sociales [Evidence of the formation of the symbolic function through the social role play activity]. Cuadernos Hispanoamericanos de Psicología [Hispanic American Psychology Notebooks], 2016. Vol. 16, no. 1, pp. 29–40.
  5. Bredikyte M., Hakkarainen P. Self–regulation and narrative intervention in children’s play. In Bruce T., Hakarainen P., Bredikyte M. (eds), The Routledge International Handbook of Early Childhood Play. London: Taylor & Francis, 2017, pp. 246–258.
  6. Brėdikytė M. The Act of Cultural Mediation in Children’s Play. Forum Oświatowe. 2012. Vol. 2, no. 47, pp. 81–100.
  7. Davidov V.V. Sessions of general psychology. Moscow: Academia, 2008. 176 p.
  8. Davidov V.V. Types of generalization in teaching. Moscow: Pedagogical Society of Russia, 2001. 480 p.
  9. Elkonin D. Psicología de Juego [Game psychology]. Madrid: Pablo del Río, 1980. 281 p.
  10. Galperin P.Ya. Four Lectures about Psychology. Moscow: Book House «University», 2000. 112 p.
  11. Galperin P.Ya. Psychology as an objective science. Moscow: Education, 1988. 480 p.
  12. Gonzáles C., Solovieva Yu. Impacto de juego de roles sociales en la formación de la función simbólica en preescolares [Impact of social role play in the formation of the symbolic function in preschoolers ]. Revista de Psicología de la Universidad de Antioquía [Journal of Psychology of the University of Antioquia], 2016. Vol. 8, no. 2, pp. 49–70.
  13. González C., Solovieva Yu., Quintanar L. Actividad reflexiva en preescolares: perspectivas psicológicas y educativas [Reflective activity in preschoolers: psychological and educational perspectives]. Universitas Psychologica. 2011. Vol. 10, no. 2. pp. 423–440.
  14. Ilienkov E.V. School should teach to think. Moscow: Russian Academy of Education, 2009. 112 p.
  15. Leontiev A.N. Actividad, conciencia, personalidad [Activity, awareness, personality]. México: Cartago, 1984. 240 p.
  16. Leontiev A.N. Genesis of activity. Formation of psychology of activity. Leontiev A.N. (ed.). Moscow: Sense. Serie: Living Classics, 2003, pp. 373–385.
  17. Leontiev A.N. Lectures about general psychology. Moscow: Sense, 2000. 511 p.
  18. Lotman Yu.M. Pushkin. Dame of the Pique and the topic of game of cards. Russian literature of the beginning of 19–th century. San–Petersburg: Art S. Petersburg, 2003, pp. 786–814.
  19. Luria A.R. El desarrollo de la actividad constructiva en el preescolar [The development of the construction activity in preschool]. In Solovieva Yu., Quintanar L. (eds.), Antología del desarrollo psicológico del niño en la edad preescolar [Anthology of the psychological development of the child in preschool age]. México: Trillas, 2013, pp. 138–167.
  20. Obukhova L.F. Age Psychology: Textbook for universities. Moscow: Superior Education, MGPPU, 2006. 460 p.
  21. Salmina N.G., Filimonova O.G. Diagnóstico y corrección de la actividad voluntaria en niños preescolares y escolares [Diagnosis and correction of voluntary activity in preschool and school children]. México: Universidad Autónoma de Tlaxcala, 2001. 71 p.
  22. Salmina N.G. La function semiótica y el desarrollo intelectual [Semiotic function and intellectual development]. In Solovieva Yu., Quintanar L. (eds.), Antología del desarrollo psicológico del niño en la edad preescolar [Anthology of the psychological development of the child in preschool age]. México: Tri llas, 2013, pp. 75–86.
  23. Salmina N.G. Sign and symbol in education. Moscow: Moscow State University, 1988. 288 p.
  24. Solovieva Yu., Garvis S. Vygotsky’s conception of preschool development: play with orientation and narration. In Veraksa N., Sheridan S. (eds.), Vygotsky’s Theory in Early Childhood Education and Research. London: Taylor & Francis, 2018, pp. 8–14.
  25. Solovieva Yu., Gonzáles C. Indicadores de la adquisición de la función simbólica en el nivel de acciones verbales en preescolares [Indicators of the acquisition of the symbolic function at the level of verbal actions in preschoolers]. Rev. Fac. Med., 2016. Vol. 64, no. 2, pp. 257–265.
  26. Solovieva Yu., Quintanar L. Drawing in preschool children as a strategy for preparation for School. British Journal of Education, Society and Behavioral Science. 2015. Vol. 9, pp. 1–14.
  27. Solovieva Yu., Quintanar L. Evaluación del desarrollo simbólico en niños preescolares mexicanos [Evaluation of symbolic development in Mexican preschool children]. Cultura y Educación [Culture and Education], 2013. Vol. 25, no. 2, pp. 167–182.
  28. Solovieva Yu., Quintanar L. La actividad de juego en la edad preescolar [Play activity in preschool age]. México: Trillas, 2016. 158 p.
  29. Solovieva Yu., Quintanar L. La metodología formativa en la psicología histórico cultural [The training methodology in cultural historical psychology]. Madrid: GIUNTI–EOS, 2019. 204 p.
  30. Solovieva Yu., Quintanar L. Organization of playing activity at preschool age. In Bruce T. (eds.), The Routledge International Handbook of Early Childhood Play. London: Taylor & Francis, 2017, pp. 340–354.
  31. Solovieva Yu., Gonzáles C., Quintanar L. Indicators of reflection during acquisition of symbolic actions in Colombian preschool children. Psychology in Russia: State of Art., 2015. Vol. 8, no. 2, pp. 61–72.
  32. Talizina N.F. La teoría de la actividad aplicada a la enseñanza [The theory of activity applied to teaching]. México: Universidad Autónoma de Puebla, 2009, pp. 73–126.
  33. Tomasello M. Los orígenes de la comunicación humana [The origins of human communication]. Madrid: Katz Editores, 2013. 275 p.
  34. Vigotsky L.S. Arte e imaginación en el desarrollo del niño [Art and imagination in the development of the child]. México: Akal, 2003. 128 p.
  35. Vigotsky L.S. Obras Escogidas [Selected Works]. Vol. 3. Createspace Independent Publishing Platform, 2016. 572 p.
  36. Vigotsky L.S. Obras Escogidas [Selected Works]. Vol. 4. Createspace Independent Publishing Platform, 2016. 676 p.
comments powered by Disqus
 
About PsyJournals.ru

© 2007–2020 Portal of Russian Psychological Publications. All rights reserved

PsyJournals.ru in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License

RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube ??????.???????