Obukhova l f child developmental psychology. Download archive "Child (age) psychology"

Professor of Moscow State University and Moscow State Pedagogical University, member of the Russian Academy of Natural Sciences, laureate of the Presidential Prize of the Russian Federation, head of the international master's program "Psychology of Development", member of the editorial board of the journal "Bulletin of Moscow University. Series "Psychology", member of the editorial board of the journal "Psychological Science and Education", member of the editorial board of the journal " Cultural-Historical Psychology", member of ISCAR.

Publications in journals

Publications in collections and works

Other publications of the author

Articles:

Obukhova L.F. Methods for the formation of logical knowledge in older preschoolers. // All-Union scientific conference on topical issues of public preschool education and issues of preparing children for school. - M., 1970.
Obukhova L.F. Features of the transition from pre-scientific thinking to the elements of scientific. // Materials of the IV All-Union Congress of the Society of Psychologists. - Tbilisi, 1971.
Obukhova L.F. Die Ausbildung eine Systems physikalischer Begriffe unter dem Aspert des Losens von Aufgaben
I.Lomscher(Hrsg) Sowjetischer Beitrage zur dernthorie. Die schule P. J. Galperin. Pabl-Rugenstein., 1973.
Obukhova L.F. General and specific in the mental development of a deaf-blind-mute child. // Problems of periodization of the development of the psyche in ontogenesis. - M., 1976. (Co-author)
Obukhova L.F. Two ways of forming a simple system of scientific concepts. // Controlled formation of mental processes. - M., 1977.
Obukhova L.F. Solving extrapolation problems by children up to school age. // Reports of the Academy of Sciences of the USSR. - M., 1977. (Co-author)
Obukhova L.F. The problem of teaching problem solving for preschool children. // Materials of the V All-Union Congress of Psychologists. - M., 1977. (Co-author)
Obukhova L.F. Dream images in the deaf-blind. // Unconscious. Nature. Functions, Research methods. - Tbilisi: Publishing House "Metsniereba", 1978. (Co-author)
Obukhova L.F. Neuropsychological analysis of spatial disturbances in representations in children and adults. // Vestnik Mosk. university Ser. 14. Psychology. 1980. No. 3. (Co-author)
Obukhova L.F. To the question of the mechanism of overcoming egocentrism in preschool age. // Abstracts of the republican conference. - Tallinn, 1982. (Co-author)
Obukhova L.F. Geneva School of Genetic Psychology. // Psychological Dictionary / ed. V.V. Davydova and others - M., 1983.
Obukhova L.F. Intelligence operations. // Psychological Dictionary / ed. V.V. Davydova and others - M., 1983.
Obukhova L.F. Sensory-motor intelligence. // Psychological Dictionary / ed. V.V. Davydova and others - M., 1983.
Obukhova L.F. egocentric speech. // Psychological Dictionary / ed. V.V. Davydova and others - M., 1983.
Obukhova L.F. formal operations. // Psychological Dictionary / ed. V.V. Davydova and others - M., 1983.
Obukhova L.F. circular reactions. // Psychological Dictionary / ed. V.V. Davydova and others - M., 1983.
Obukhova L.F. From the history of the development of Soviet child psychology. // Study of traditions and scientific schools in the history of Soviet psychology. - M .: Publishing House of Moscow. un-ta, 1988.
Obukhova L.F. Conditions for the emergence of many ideas when solving divergent problems by preschoolers. // Vestnik Mosk. university Ser. 14. Psychology. 1992. No. 4. (translated into English. Journal of Russian and East European Psychology. -1992. - Vol. 30, no 1. 1992) (Co-authored)
Obukhova L.F. On the upbringing and education of mentally retarded orphans in the Ulyanovsk boarding school. // Chernobyl trail. Affected children. - M., 1992.
Obukhova L.F. Family life in conditions of radioactive contamination of the area (the phenomenon of the Chernobyl nuclear power plant). // Chernobyl trail. Affected children. - M., 1992 ..
Obukhova L.F. The Theory of Vygotsky and his School and Developmental Tasks // Developmental Tasks: towards a cultural analysis of human development. Ed. de Jan J.F.ter Laak, Peter G.Heymans, A.Podol'skij. – 1994.
Obukhova L.F. Child development in a non-traditional family. // Special child and its environment. - M., 1994. (Co-author)
Obukhova L.F. Family: psychological aspect. // Education: Russia, USA. 1994. (Co-authored with O.A. Shagraeva)
Obukhova L.F. Wege der Entwicklung des mathematishen Denbken in der Anfangsperiode des Unterrichts. // Evangelische Academy Bad Boll. 1995.
Obukhova L.F. Halperin and Piaget. // Psychological science and education. 1995. No. 1.
Obukhova L.F. Alexander Vladimirovich Zaporozhets (on the occasion of his 90th birthday). // Preschool education. 1995. No. 9 (Co-authored with K. V. Tarasova).
Obukhova L.F. Ways of scientific study of the child's psyche in the twentieth century (scientific report) // Dissertation in the form of a scientific report for competition degree the doctors psychological sciences. - M., 1996. - 48 c.
Obukhova L.F. Unfinished disputes: P. Ya. Galperin and J. Piaget // Psychological science and education. 1996. No. 1.
Obukhova L.F. Theoretical foundations of the basic program for the development of a preschool child "Origins" // Psychological Science and Education. 1996. No. 3.
Obukhova L.F. Meet: folk psychology. // Our Baby. 1996. Nos. 3–6 (Co-authored with O.A. Shagraeva).
Obukhova L.F. Two paradigms in the study of child development // Questions of Psychology. 1996. No. 5.
Obukhova L.F. L'apprentissage, moteur du developpement. // Prospects, vol. XXV1, n 1, Commemorative issue on Piaget. 1996.
Obukhova L.F. Learning – the driving force of development. // Prospects, vol. XXVI, no. 1, March. 1996.
Obukhova L.F. L.S. Vygotsky is returning to us today. // Elementary School. 1996. No. 42 (November).
Obukhova L.F. J.Piaget and P.Ja.Gal'perin. // Iind Conference for socio-cultural research. Vygotsky - Piaget. Geneva. 1996.
Obukhova L.F. What is Actually Developing? // Iind Conference for socio-cultural research. Vygotsky - Piaget. Geneva. 1996.
Obukhova L.F. A teacher from a galaxy of sages. // Prominent psychologists of Moscow. - M., 1997.
Obukhova L.F. Wege zur Entwicklung des mathematischen Denkens im Anfangsunterricht. // Grundbildung fur alle in Schule und Erwachsenenbildung. Stuttgart Munich. 1997.
Obukhova L.F. Einfuhrung in das Problem der Entwicklungsaufgaben im Kontext der Theorie von Vygotskij und seiner Schule. // Mitteilungen der Luria-Gesellschaft 1/97 and II/97.
Obukhova L.F. Formative experiment in child and educational psychology. // Methods of research in psychology: quasi-experiment / edited by T.V. Kornilova. - M., 1998.
Obukhova L.F. The phenomenon of egocentrism in adolescents with disabilities // Questions of Psychology. 2000. No. 3.
Obukhova L.F. Child psychology on the eve of the new century. // Psychology at the turn of the century. - Tula, 2000.
Obukhova L.F. Difficulties in mastering the initial course of mathematics in the form of quasi-research activity // Psychological science and education. 2001. No. 1.
Obukhova L.F. Phenomenon 5 years // Psychological science and education. 2001. No. 1.
Obukhova L.F. Designing a computer training program based on the theory of P.Ya. Galperina // Questions of psychology. 2002. No. 5. (Coauthors: A.V. Porshnev, E.R. Porshneva, S.A. Gaponova)
Obukhova L.F. At the Origins of General (Developmental) Psychology // Book of abstracts Fifth Congers of the International Society for Cultural. 2002.
Obukhova L.F. Das Phanomen des funften Lebensjahres. Eine entwicklungspsychologische Studie // In: Feuser, G; Berger, E.; Erkennen and Handeln. Momente einer kulturhistoschen (Behinderten-) Padagogik und Therapie, Berlin: Pro Business. 2002.
Obukhova L.F. The problem of aging from a biological and psychological point of view. // Psychological science and education. 2003. No. 3. (Co-authors I.V. Shapovalenko, Obukhova O.B.)
Obukhova L.F. Einfuhrung in das Problem der Entwicklungsaufgaben im Kontext der Theorie von Vygotskij und seiner Schule (article) In: Obukhova L.F. Entwicklungsorientierter Lese- und Schreibunterricht fur alle Kinder, Beltz: 2004. 13 p.
Obukhova L.F. The concept of "sensory culture" in pedagogy and developmental psychology: M. Montessori and L.A. Wenger (abstracts) // Abilities: cognition and ... or personality. Abstracts of articles of the scientific conference dedicated to the 80th anniversary of L.A. Wenger. - M, 2005.
Obukhova L.F. Spatial-temporal scheme of the zone of proximal development // Questions of psychology. 2005. No. 3. (Co-author I.A. Korepanov).
Obukhova L.F. Zone of proximal development: spatio-temporal model. // Issues of psychology. 2005. No. 6. p. 13 - 26. (with co-authors).
Obukhova L.F. Ideas about the structure of objective action in psychology // Abstracts International Conference"Cultural-Historical Psychology: state of the art and prospects. October 3-4, 2006. - M.: MGPPU, 2006.

Books

Obukhova L.F. Stages of development children's thinking. (1972)
Obukhova L.F. Jean Piaget's concept: pros and cons. - M.: Publishing House of Moscow. un-ta, 1981. - 191 p.
Obukhova L.F. Contemporary American Developmental Psychology. - M.: Moscow University Publishing House, 1986. - 128 p.
Obukhova L.F. Forms and functions of imitation in childhood(monograph). - M.: MGU, 1994. (co-author)
Obukhova L.F. Development creative thinking preschooler. - M., 1995. (co-author)
Obukhova L.F. Development divergent thinking(monograph). - M.: Publishing House of Moscow. Univ., 1995. (Co-author)
Obukhova L.F."Origins". Basic program for the development of a preschool child. Concept. - M., 1995. (Co-authors: Paramonova L.A., Novoselova S.L., Tarasova K.V.).
Obukhova L.F. Child (age) psychology. Textbook. - M.: Russian Pedagogical Agency. 1996, - 374 s
Obukhova L.F."Origins". Basic program for the development of a preschool child. - // M., 1997. - 270 p.
Obukhova L.F. Child psychology: theories, facts, problems. 3rd ed., ster. - M.: Trivola, 1998. - 352 p.: ill.
Obukhova L.F. Family and child. Psychological aspect. - M.: Government of Moscow, Department of Education, 1999.
Obukhova L.F. Jean Piaget: theory, experiments, discussions. - M.: Gardariki, 2001. - 624 p., ill.
Obukhova L.F. Age-related psychology. - M., 2004. - 372 p.
Obukhova L.F. An exemplary general educational program for the upbringing, education and development of children of early and preschool age. - M.: Karapuz-Didactics, 2004. (T.I. Alieva, T.V. Antonova, A.G. Arushanova, T.L. Bogina, A.N. Davidchuk, etc.)
Obukhova L.F."Children's age-related psychology"(Educational and methodological complex: textbook, collection of tasks, reader). - M.: MGPPU, 2004.
Obukhova L.F. Developmental psychology: Textbook for universities. - M.: Higher education; MGPPU, 2006. - 460 p. - (Fundamentals of Sciences).

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Biography

L.F. Obukhova graduated from the Faculty of Philosophy of Moscow State University. Lomonosov (1955 - 1960).

From September 1960 she worked as a senior laboratory assistant at the Faculty of Philosophy of Moscow State University. Lomonosov, then - junior researcher, candidate of psychological sciences (1972), associate professor (1977), doctor of psychological sciences (1996), professor of the Department of Developmental Psychology, Faculty of Psychology (1997). Since September 1999 - to the present - Head of the Department of Developmental Psychology of the Faculty "Psychology of Education" of the Moscow State University of Psychology and Education.

Lyudmila Filippovna witnessed the golden age of psychological education and science in our country, when students of outstanding psychologists, the founders of psychological science in Russia, Vygotsky L.S., Chelpanov G.I. taught at the Department of Psychology of the Faculty of Philosophy of Moscow State University. and others. Among them are such famous names as Galperin P.Ya., Zaporozhets A.V., Zeigarnik B.V., Leontiev A.N., Luria A.R., Sokolov E.N., Elkonin D.B. and etc.

Lyudmila Filippovna Obukhova's mentor was Pyotr Yakovlevich Galperin. She still remembers his lessons and shares them with her numerous graduate students and students. It was under his leadership that a Ph.D. thesis was defended. detailed analysis the teachings of J. Piaget (for working with texts, Piaget specially learned French) and experimental refutation of a number of its provisions. The main results of the dissertation are presented in the monographs "Stages in the development of children's thinking" (1972), "The concept of Jean Piaget: for and against" (1981).

The practical activity of Lyudmila Filippovna began with the most difficult and most humane thing. In the 1970s, she became the curator of a group of deaf-blind students studying at Moscow State University. She was greatly supported in this work. head teacher and the teacher of this group, psychologist A.I. Meshcheryakov and philosophers E.V. Ilyenkov and F.G. Mikhailov. Behind this seemingly narrow and applied topic, Lyudmila Filippovna does not lose the perspective of the vast field of child and developmental psychology. The topic of her doctoral dissertation was "Ways of scientific study of the child's psyche in the 20th century" (1996). Later, she actively participated in the development of the education and training system for the deaf-blind in Russia.

Domestic and foreign psychologists treat her works with attention. The reports and lectures of Lyudmila Filippovna were invariably a success in Arkhangelsk, Amsterdam, Paris, Nizhny Novgorod, Geneva, Surgut, Hamburg, Samara, Beijing, Pueblo, Prague, San Diego, Dubna, etc.

Under the leadership of Obukhova L.F. successfully defended more than 30 Ph.D. theses and over a hundred theses. Lyudmila Filippovna is the author of the fundamental textbook "Age Psychology", which has already become a classic, many students study from it not only in Russia, but also in neighboring countries.

Scientific work of L.F. Obukhova is associated with the development of topical problems of child (age) psychology. Research materials are published in monographs, scientific articles of leading foreign and domestic journals, presented in reports at international congresses and scientific conferences in Europe, Asia and America (Amsterdam, Paris, Trondheim, Geneva, Hamburg, Bremen, Beijing, Puebla, Sao Paulo, Maringa, Campinos, Prague, Neuchatel, San Diego, etc.).

Lyudmila Filippovna is not only a scientist and teacher, but also an excellent propagandist and organizer of science. On her initiative, with her support and participation, pedagogical and research work began and is developing at many universities and pedagogical institutes of the Russian Federation (Arkhangelsk, Nizhny Novgorod, Surgut, Samara, Dubna, etc.). She is an honorary doctor of the Pomor State University. M.V. Lomonosov (Arkhangelsk).

Awards and regalia

Lyudmila Filippovna was awarded state and professional awards, including the Medal in Commemoration of the 850th Anniversary of Moscow, the Medal of K.D. Ushinsky, the Order of M.V. Lomonosov, the Badge of Honor "Golden Psi". She is a laureate of the Prize of the President of the Russian Federation in the field of education, a full member of the Russian Academy of Natural Sciences (1996), a member of the International Society for Cultural-Historical Psychology of Activity (ISCAR).

Also, she is a member of the editorial board of the journals "Bulletin of Moscow University. Series "Psychology", "Psychological Science and Education", "Cultural-Historical Psychology".

Lyudmila Filippovna - Head of the Master's program "Psychology of Development".

media materials

Public lecture by L.F. Obukhova "Socio-cognitive approach to the study of the intellectual development of the child."

"Psychology of development and developmental psychology", lecture No. 1

"Psychology of development and developmental psychology", lecture No. 2.

Video lecture "Psychology of development", 04.05.2011.

Courses taught

Lyudmila Filippovna teaches courses "Age psychology", special courses " mental development in conditions of sensory defects”, “Theory of J. Piaget”, “ Actual problems modern psychology development”, “Fundamentals of general (genetic) psychology. Theory of P.Ya.Galperin.

Obukhova, L F

L.F. Obukhova

Child (age) psychology

OBUKHOVA L. F., Doctor of Psychology.

Child (age) psychology.

This publication represents the first attempt in modern domestic psychological science to create a textbook on child psychology. The content and structure of the textbook include existing foreign and domestic theories, a variety of factual material and problems solved by science and practice in the field of developmental psychology.

The textbook is intended for students of psychological faculties of universities, pedagogical universities and colleges, as well as all those who are interested in the mental development of children.

FOREWORD

Chapter I. CHILDHOOD AS A SUBJECT OF PSYCHOLOGICAL RESEARCH.

1. Historical analysis of the concept of "childhood"

2. Childhood as a subject of science

3. The specifics of the mental development of the child.

4. Strategies for researching the child's mental development

Chapter II. OVERCOMING BIOGENETIC APPROACHES TO THE STUDY OF THE CHILD'S PSYCHE

1. Biogenetic principle in psychology

2. Normative approach to the study of child development.

3. Identification of learning and development

4. The theory of three stages of child development ..

5. Concepts of convergence of two factors of child development.

6. Approaches to the analysis internal causes mental development of the child.

Chapter III. PSYCHOANALYTICAL THEORIES OF CHILD DEVELOPMENT.

1. The theory of Sigmund Freud.

2. The development of classical psychoanalysis in the works of Anna Freud.

3. Epigenetic theory of personality development. Eric Erickson.

Chapter IV. SOCIAL LEARNING THEORY

1. Departure from classical behaviorism...

2. Education and development.

3. Critical periods of socialization.

4. Encouragement and punishment as conditions for the formation of new behavior.

5. The role of imitation in the formation of new behavior.

6. Child and adult.

7. Family as a factor in the development of a child's behavior

Chapter V

1. Stages scientific biography.

2. Key concepts of the concept of J. Piaget.

3. The discovery of the egocentricity of children's thinking

4. Discovery of the stages of a child's intellectual development.

Chapter VI. L. S. VYGOTSKY AND HIS SCHOOL

1. Change of scientific outlook.

2. Further steps along the path opened by L. S. Vygotsky.

Chapter VII. THE CONCEPT OF D. B. EL’KONIN. THE PERIOD OF EARLY CHILDHOOD.

1. Neonatal crisis

2. Stage of infancy.

3. Early age.

4. Crisis of three years

Chapter VIII. THE CONCEPT OF D. B. EL’KONIN. THE PERIOD OF CHILDHOOD.

1. preschool age.

2. The crisis of seven years and the problem of school readiness.

3. Junior school age.

Chapter IX. ADOLESCENT AGE IN THE LIGHT OF DIFFERENT CONCEPTS..

1. Influence of historical time.

2. Classical crisis studies adolescence.

3. New trends in the study of adolescence (L. S. Vygotsky, D. B. Elkonin, L. I. Bozhovich)

Chapter X. UNFINISHED DISPUTES.

1. P. Ya. Galperin and J. Piaget.

2. On the patterns of functional and age-related development of the child's psyche.

3. Forms and functions of imitation in childhood.

4. The problem of general and specific patterns of mental development of a deaf-blind-mute child.

CONCLUSION

Annex 1. CONVENTION ON THE RIGHTS OF THE CHILD

Eternal gratitude to the teachers

FOREWORD

Currently, there are many textbooks on child psychology in the world. Almost every major western university has its original version. As a rule, these are voluminous, well-illustrated manuals summarizing a huge amount of scientific research. Some of them have been translated into Russian. However, in none of these truly interesting books do we find an analysis of the holistic concept of child development developed by L. S. Vygotsky and his followers, which is a true pride and a true achievement of Russian psychology.

The lack of knowledge about such an essential concept makes us believe that any foreign textbook does not fully reflect the current level of psychological knowledge about the development of the child.

Domestic textbooks on child psychology are small in volume and poor in illustrative material. In addition, they also have a substantive drawback: generalizing the experience accumulated in our science, they give a very poor idea of the achievements of modern foreign psychology. The book offered to the reader's attention was created mainly in order to fill these gaps and present in a balanced and complete in the form of diverse approaches to understanding the mental development of the child, which were developed in the 20th century, that is, for the entire period of the existence of child psychology as a separate scientific discipline. The presentation of the material is based on several basic principles.

This is, first of all, the principle of historicism, which makes it possible, as it were, to string on one rod all the most important problems of child development that arose in different periods time. The book analyzes the historical origin of the concept of "childhood", traces the connection between the history of childhood and the history of society, shows the historical prerequisites for the emergence of child psychology as a science.

The second principle underlying the choice of the analyzed concepts of child development is associated with the development and introduction into science of new methods for studying mental development. Changes in ideas about mental development are always associated with the emergence of new research methods. “The problem of method is the beginning and foundation, the alpha and omega of the entire history of the cultural development of the child,” wrote L. S. Vygotsky. weak sides, to understand its fundamental justification and develop a correct attitude towards it - means, to a certain extent, to develop a correct and scientific approach to all further presentation critical issues child psychology aspect of cultural development. "It was this principle, this attitude of L. S. Vygotsky that made it possible to analyze the historical path of child psychology from the first naive ideas about the nature of childhood to the modern in-depth systematic study of this phenomenon. The biogenetic principle in psychology, the normative approach to the study of child development , identification of development and learning in behaviorism, explanation of development by the influence of environmental factors and heredity in the theory of convergence, psychoanalytic study of the child, comparative studies norms and pathologies, orthogenetic concepts of development - all these and many other approaches individually and collectively reflect the essence and illustrate the connection between the concepts of mental development and methods of its study.

The third principle concerns the analysis of the development of the main aspects of human life - the emotional-volitional sphere, behavior and intellect. The theory of classical psychoanalysis 3. Freud develops in the works of M. Klein and A. Freud, and then goes into the concept of psychosocial development of the life path of the personality of E. Erickson.

The problem of development in classical behaviorism is rethought in the theory of social learning - the most powerful direction of modern American developmental psychology. Research cognitive development are also undergoing changes - there is a transition from the study of an epistemic subject to the study of a specific child in the real conditions of his life.

Against the backdrop of all these outstanding achievements Western psychology, nevertheless, a genuine revolutionary coup in child psychology was made by L. S. Vygotsky. He proposed a new understanding of the course, conditions, source, form, specifics, driving forces of the child's mental development; he described the stages of child development and the transitions between them, identified and formulated the basic laws of the child's mental development.

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www.koob.ru

L.F.Obukhov. Child (age) psychology

OBUKHOVA L. F., Doctor of Psychology.

Child (age) psychology.

Textbook. -- M., Russian Pedagogical Agency. 1996, -- 374 p.

The textbook is intended for students of psychological faculties of universities, pedagogical universities and colleges, as well as all those who are interested in the mental development of children.

FOREWORD

1. Historical analysis of the concept of "childhood"

2. Childhood as a subject of science

3. The specifics of the mental development of the child.

4. Strategies for researching the child's mental development

Chapter II. OVERCOMING BIOGENETIC APPROACHES TO THE STUDY OF THE CHILD'S PSYCHE

1. Biogenetic principle in psychology

2. Normative approach to the study of child development.

3. Identification of learning and development

4. The theory of three stages of child development ..

5. Concepts of convergence of two factors of child development.

6. Approaches to the analysis of the internal causes of the mental development of the child

Chapter III. PSYCHOANALYTICAL THEORIES OF CHILD DEVELOPMENT.

1. The theory of Sigmund Freud.

2. The development of classical psychoanalysis in the works of Anna Freud.

3. Epigenetic theory of personality development. Erik Erickson

Chapter IV. SOCIAL LEARNING THEORY

1. Departure from classical behaviorism...

2. Education and development.

3. Critical periods of socialization.

4. Encouragement and punishment as conditions for the formation of new behavior.

5. The role of imitation in the formation of new behavior.

6. Child and adult.

7. Family as a factor in the development of a child's behavior

Chapter V

1. Stages of scientific biography.

2. Key concepts of the concept of J. Piaget.

3. The discovery of the egocentricity of children's thinking

4. Discovery of the stages of a child's intellectual development.

Chapter VI. L. S. VYGOTSKY AND HIS SCHOOL

1. Change of scientific outlook.

2. Further steps along the path opened by L. S. Vygotsky.

Chapter VII. THE CONCEPT OF D. B. EL’KONIN. THE PERIOD OF EARLY CHILDHOOD.

1. Neonatal crisis

2. Stage of infancy.

3. Early age.

4. Crisis of three years

Chapter VIII. THE CONCEPT OF D. B. EL’KONIN. THE PERIOD OF CHILDHOOD.

1. Preschool age.

2. The crisis of seven years and the problem of school readiness.

3. Junior school age.

Chapter IX. ADOLESCENT AGE IN THE LIGHT OF DIFFERENT CONCEPTS..

1. Influence of historical time.

2. Classic studies of the crisis of adolescence.

3. New trends in the study of adolescence (L. S. Vygotsky, D. B. Elkonin, L. I. Bozhovich)

Chapter X. UNFINISHED DISPUTES.

1. P. Ya. Galperin and J. Piaget.

2. On the patterns of functional and age-related development of the child's psyche.

3. Forms and functions of imitation in childhood.

4. The problem of general and specific patterns of mental development of a deaf-blind-mute child.

CONCLUSION

Annex 1. CONVENTION ON THE RIGHTS OF THE CHILD

Eternal gratitude to the teachers

FOREWORD

Currently, there are many textbooks on child psychology in the world. Almost every major Western university has its own original version. As a rule, these are voluminous, well-illustrated manuals summarizing a huge amount of scientific research. Some of them have been translated into Russian. However, in none of these truly interesting books do we find an analysis of the holistic concept of child development developed by L. S. Vygotsky and his followers, which is a true pride and a true achievement of Russian psychology.

Domestic textbooks on child psychology are small in volume and poor in illustrative material. In addition, they also have a substantive drawback: generalizing the experience accumulated in our science, they give a very poor idea of the achievements of modern foreign psychology. The book offered to the reader's attention was created mainly in order to fill these gaps and present in a balanced and complete in the form of diverse approaches to understanding the mental development of the child, which were developed in the 20th century, that is, for the entire period of the existence of child psychology as a separate scientific discipline.The presentation of the material is based on several basic principles.

This is, first of all, the principle of historicism, which makes it possible, as it were, to string on one rod all the most important problems of child development that arose in different periods of time. The book analyzes the historical origin of the concept of "childhood", traces the connection between the history of childhood and the history of society, shows the historical prerequisites for the emergence of child psychology as a science.

The second principle underlying the choice of the analyzed concepts of child development is associated with the development and introduction into science of new methods for studying mental development. Changes in ideas about mental development are always associated with the emergence of new research methods. “The problem of method is the beginning and basis, the alpha and omega of the entire history of the cultural development of the child,” wrote L. S. Vygotsky. substantiation and developing a correct attitude towards it means, to a certain extent, developing a correct and scientific approach to the entire further exposition of the most important problems of child psychology in the aspect of cultural development. It was this principle, this attitude of L. S. Vygotsky that made it possible to analyze the historical path of child psychology from the first naive ideas about the nature of childhood to the modern in-depth systematic study of this phenomenon. The biogenetic principle in psychology, the normative approach to the study of child development, the identification of development and learning in behaviorism, the explanation of development by the influence of environmental factors and heredity in the theory of convergence, the psychoanalytic study of the child, comparative studies of norm and pathology, orthogenetic concepts of development - all these and many others approaches individually and collectively reflect the essence and illustrate the connection between the concepts of mental development and methods of its study.

The problem of development in classical behaviorism is rethought in the theory of social learning - the most powerful direction of modern American developmental psychology. Studies of cognitive development are also undergoing changes - there is a transition from the study of the epistemic subject to the study of a particular child in the real conditions of his life.

Against the backdrop of all these outstanding achievements of Western psychology, L. S. Vygotsky nevertheless made a genuine revolutionary revolution in child psychology. He proposed a new understanding of the course, conditions, source, form, specifics, driving forces of the child's mental development; he described the stages of child development and the transitions between them, identified and formulated the basic laws of the child's mental development.

L. S. Vygotsky chose the psychology of consciousness as the area of his research. He called it "top psychology" and contrasted it with the other three - deep, superficial and explanatory. L. S. Vygotsky developed the doctrine of age as a unit of child development and showed its structure and dynamics. He laid the foundations of child (age) psychology, in which systems approach to the study of child development. The doctrine of psychological age makes it possible to avoid biological and environmental reductionism in explaining child development.

Analysis of the concept of L. S. Vygotsky is the semantic core of this work. However, it would be a mistake to think that Vygotsky's ideas froze, turned into a dogma, did not receive a natural development and logical continuation. It should be noted that not only the merits, but even some limitations of the ideas of L. S. Vygotsky stimulated the development of Russian child psychology. Theoretical analysis ideas of L. S. Vygotsky and his followers shows that there is a completely different child psychology, still little known to most psychologists.

A large section of the textbook is devoted to characterizing the stable and critical periods of a child's mental development. Here, the analysis of the facts of child development is carried out on the basis of the teachings of L. S. Vygotsky on the structure and dynamics of age. The age structure includes a characteristic social situation development of the child, the leading type of activity and the main psychological neoplasms of the age. At each age, the social situation of development contains a contradiction (genetic problem), which must be solved in a special, specific for given age, the leading type of activity.

The resolution of the contradiction is manifested in the emergence of psychological neoplasms of age. These new formations do not correspond to the old social situation of development, they go beyond its framework. A new contradiction arises, a new genetic problem, which can be solved by building a new system of relations, a new social situation of development, indicating the transition of the child to a new psychological age. In this self-movement, the dynamics of child development is manifested. This is the scheme for considering all age periods children's life from birth to adolescence, such is the logic of their development.

AT final section The book deals with some debatable problems of child psychology - about the reasons for the diversity of imitation in childhood, about the patterns of functional and age-related development of the child's psyche, about the general and specific in the development of a normal and abnormal child.

In our opinion, such a construction of the textbook will contribute not only to the assimilation of theory, facts, problems and methods for their study, but also to the development of scientific thinking in the field of child psychology.

This edition is close to the form of a textbook for students studying psychology and pedagogy. Possible topics are listed for each section. seminars which the teacher can develop in more detail. Topics for independent work are aimed at expanding the general horizons of students. The recommended literature includes the most significant works in the field of child psychology. Reading them will deepen and expand the knowledge presented in the textbook.

I would like to take this opportunity to express my deep gratitude for various kinds of assistance to students and graduate students with whom I had the pleasure of working.

Chapter I. CHILDHOOD AS A SUBJECT OF PSYCHOLOGICAL RESEARCH.

1. Historical analysis of the concept of "childhood"

Today any educated person to the question of what childhood is, he will answer that childhood is a period of enhanced development, change and

learning. But only scientists understand that this is a period of paradoxes and

contradictions, without which it is impossible to imagine the process of development. O

paradoxes of child development were written by V. Stern, J. Piaget, I. A. Sokolyansky and

a lot others. D. B. Elkonin said that paradoxes in child psychology -

these are developmental mysteries that scientists have yet to unravel.

D. B. Elkonin invariably began his lectures at Moscow University with a description of the two main paradoxes of child development, embodying the need for a historical approach to understanding childhood. Let's consider them.

Man, being born, is endowed with only the most elementary mechanisms for maintaining life. By physical structure, organizations nervous system, according to the types of activity and methods of its regulation, a person is the most perfect creature in nature.

However, according to the state at the time of birth, a drop in perfection is noticeable in the evolutionary series - the child does not have any ready-made forms of behavior. As a rule, the higher a living being ranks among animals, the longer his childhood lasts, the more helpless this creature is at birth. This is one of the paradoxes of nature that predetermines the history of childhood.

In the course of history, the enrichment of the material and spiritual culture of mankind has continuously grown. Over the millennia, human experience has increased many thousands of times. But during the same time, the newborn child has not changed much. Based on the data of anthropologists on the anatomical and morphological similarities between the Cro-Magnon and the modern European, it can be assumed that the newborn of a modern person does not differ in any significant way from a newborn who lived tens of thousands of years ago.

How is it that, under similar natural conditions, the level of mental development that a child reaches at each historical stage development of society is not the same?

Childhood is a period lasting from newborn to full social and, consequently, psychological maturity; this is the period of the child becoming a full member human society. At the same time, the duration of childhood in primitive society is not equal to the duration of childhood in the Middle Ages or today. The stages of human childhood are a product of history, and they are just as subject to change as they were thousands of years ago. Therefore, it is impossible to study the childhood of a child and the laws of its formation outside the development of human society and the laws that determine its development. The duration of childhood is directly dependent on the level of material and spiritual culture of society.

As is known, the theory of knowledge and dialectics must be made up of the history of individual sciences, the history of mental development child, baby animals, history of language. By focusing on the stories mental

development of the child, it should be distinguished as from the development of the child in ontogeny,

and from the uneven development of children in various modern cultures.

The problem of childhood history is one of the most difficult in modern child psychology, since neither observation nor experiment can be carried out in this area. Ethnographers are well aware that cultural monuments related to children are poor. Even in those, not very private cases, when toys are found in archaeological excavations, these are usually objects of worship, which in ancient times were placed in graves to serve the owner in afterlife. Miniature images of people and animals were also used for witchcraft and magic.

We can say that the experimental facts were preceded by theory. Theoretically, the question of the historical origin of childhood periods was developed in the works of P. P. Blonsky, L. S. Vygotsky, and D. B. Elkonin. The course of the mental development of the child, according to J1 S. Vygotsky, does not obey the eternal laws of nature, the laws of the maturation of the organism. The course of child development in a class society, he believed, "has a completely definite class meaning." That is why he emphasized that there is no eternally childish, but only historically childish.

Thus, in the literature of the 19th century, evidence of the absence of childhood among proletarian children is numerous. For example, in a study of the situation of the working class in England, F. Engels referred to the report of a commission created by the English Parliament in 1833 to examine working conditions in factories: children sometimes started working at the age of five, often at six, even more often at seven, but almost all children of poor parents worked from the age of eight; Their working hours lasted 14-16 hours.

only in XIX-XX centuries, when child protection legislation

child labor began to be banned. Of course, this does not mean that the accepted

legal laws are able to provide a childhood for the workers of the lower strata

society. Children in this environment and, above all, girls, and today perform

work necessary for social reproduction (caring for babies,

domestic work, some agricultural work). Thus, although

in our time and there is a ban on child labor, you can not talk about the status

childhood, not taking into account the position of parents in the social structure of society.

"Convention on the Rights of the Child", adopted by UNESCO in 1989 and

ratified by most countries of the world, aims to ensure

full development of the personality of the child in every corner of the Earth.

Historically, the concept of childhood is associated not with the biological state of immaturity, but with a certain social status, with a range of rights and obligations inherent in this period of life, with a set of types and forms of activity available to it. Many interesting facts were collected to support this idea by the French demographer and historian Philippe Aries. Thanks to his work, interest in the history of childhood in foreign psychology has increased significantly, and the studies of F. Aries himself are recognized as classics.

F. Aries was interested in how, in the course of history, in the minds of artists, writers and scientists, concept childhood and how it differed in

various historical eras. His research in the field of fine arts

art led him to the conclusion that until the 12th century, art did not

appealed to children, the artists did not even try to portray them.

Children's images in the painting of the XIII century are found only in

religious and allegorical subjects. These are angels, baby Jesus and a naked child

as a symbol of the soul of the deceased. The image of real children was absent from

painting. No one, obviously, believed that the child contains

human personality. If children appeared in works of art,

then they were depicted as reduced adults. Then there was no knowledge of

features and nature of childhood. The word "child" for a long time did not have that exact

the importance given to it now. Thus, it is typical, for example, that

In medieval Germany, the word "child" was synonymous with the concept of "fool".

Childhood was considered a period of fast passing and of little value. Indifference towards childhood, according to F. Aries, was a direct consequence of the demographic situation of that time, which was characterized by high birth rates and high infant mortality. A sign of overcoming indifference to childhood, according to the French demographer, is the appearance in the 16th century of portraits of dead children. Their death, he writes, was now experienced as a truly irreparable loss, and not as a completely ordinary event. The overcoming of indifference to children takes place, judging by painting, not earlier than the 11th century, when for the first time the first portrait images of real children begin to appear on the canvases of artists. As a rule, these were portraits of the children of influential people and royalty in childhood. Thus, according to F. Aries, the discovery of childhood began in the 13th century, its development can be traced in the history of painting of the 14th-15th centuries, but the evidence of this discovery is most fully manifested at the end of the 16th and throughout the entire 17th century.

According to the researcher, clothes serve as an important symbol of a change in attitudes towards childhood. In the Middle Ages, as soon as a child grew out of diapers, he was immediately dressed in a suit that was no different from the clothes of an adult of the corresponding social status. Only in the XV1-XVII centuries did special children's clothing appear that distinguishes a child from an adult. Interestingly, for boys and girls aged 2-4 years, the clothes were the same and consisted of a children's dress. In other words, in order to distinguish a boy from a man, he was dressed in a woman's costume, and this costume lasted until the beginning of our century, despite the change in society and the lengthening of the period of childhood. Note that in peasant families before the revolution, children and adults dressed the same. By the way, this feature is still preserved where there are no big differences between the work of adults and the play of a child.

Analyzing portraits of children in old paintings and descriptions of children's costumes in literature, F. Aries identifies three trends in the evolution of children's clothing:

Feminization-- a suit for boys largely repeats the details of women's clothing

Archaization- children's clothing in this historical time lags behind adult fashion and in many respects repeats the adult costume of the past

era (so the boys got short pants).

The use for children of the upper classes of the usual adult costume of the lower (peasant clothes).

As F. Aries emphasizes, the formation of a children's costume has become outward manifestation deep internal changes in attitudes towards children in society - now they begin to occupy important place in the lives of adults.

The discovery of childhood made it possible to describe the full cycle of human life To characterize the age periods of life in the scientific writings of the XV1-XVII centuries, terminology was used that is still used in scientific and colloquial speech: childhood, adolescence, youth, youth, maturity, old age, senility (deep old age ). But the modern meaning of these words does not correspond to their original meaning. In the old days, the periods of life correlated with the four seasons, with the seven planets, with the twelve signs of the zodiac. The coincidence of numbers was perceived as one of the indicators of the fundamental unity of Nature.

In the field of art, ideas about the periods of human life are reflected in the painting of the columns of the Doge's Palace in Venice, in many engravings of the 16th-19th centuries, in painting, sculpture. social functions people So, for example, in the painting of the Doge's Palace, the age of toys is symbolized by children playing with a wooden skate, a doll, a windmill and a bird; school age - boys learn to read, carry books, and girls learn to knit; the age of love and sports - boys and girls walk together at the festival; the age of war and chivalry is a man shooting a gun; maturity - a judge and a scientist are depicted.

The differentiation of the ages of human life, including childhood, according to F. Aries, is formed under the influence of social institutions, that is, new forms of social life generated by the development of society. Thus, early childhood first appears within the family, where it is associated with specific communication - "tenderness" and "spoiltness" small child. A child for parents is just a pretty, funny baby with whom you can have fun, play with pleasure and at the same time teach and educate him. This is the primary, "family" concept of childhood. The desire to "dress up" children, "spoil" and "undead" them could only appear in the family. However, this approach to children as "adorable toys" could not remain unchanged for long.

The development of society has led to a further change in attitudes towards children. A new concept of childhood emerged. For teachers of the 17th century, love for children was no longer expressed in pampering and amusing them, but in psychological interest to education and training. In order to correct a child's behavior, it is first necessary to understand it, and scientific texts late 16th and 11th centuries are full of comments on child psychology. It should be noted that deep pedagogical ideas, advice and recommendations are also contained in the works of Russian authors of the 16th-17th centuries.

The concept of rational education based on strict discipline penetrates family life in the 18th century. All aspects of children's life begin to attract the attention of parents. But the function of organized preparation of children for adult life is assumed not by the family, but by a special public institution - the school, designed to educate qualified workers and exemplary citizens. It was the school, according to F. Aries, that brought childhood beyond the first 2-4 years of maternal, parental education in the family. The school, thanks to its regular, orderly structure, contributed to the further differentiation of that period of life, which is indicated common word"childhood". The "class" has become a universal measure that defines a new marking of childhood. The child enters new age every year, as soon as he changes class. In the past, the life of a child and childhood were not subdivided into such thin layers. Class therefore became the determining factor in the process of differentiation of ages within childhood or adolescence itself.

Thus, according to the concept of F. Aries, the concept of childhood and adolescence is associated with school and cool organization schools as those special structures that were created by society in order to give children necessary training for social life and professional activity.

The next age level is also associated by F. Aries with new form social life - the institution of military service and compulsory military service. This is adolescence or adolescence. The concept of "adolescent" has led to a further restructuring of learning. Teachers began to give great importance form of dress and discipline, the education of stamina and masculinity, which were previously neglected. The new orientation was immediately reflected in art, in particular, in painting: "The recruit now no longer appears as a roguish and prematurely aged warrior from the paintings of Danish and Spanish masters of the 17th century - he now becomes an attractive soldier, depicted, for example, by Watteau" - writes F. Aries. A typical image of a young man is created by R. Wagner in Siegfried.

Later, in the 20th century, the first World War gave rise to the phenomenon of "youth consciousness", presented in the literature of the "lost generation". "So, the era that did not know youth," writes F. Aries, "was replaced by an era in which youth has become the most valuable age" ... "Everyone wants to enter it early and stay in it longer." Each period of history corresponds to a certain privileged age and a certain division of human life: "youth is the privileged age of the 17th century, childhood is the 19th, youth is the 20th."

As we can see, the study of F.-Aries is devoted to the emergence of the concept of childhood or, in other words, the problem awareness childhood as a public

phenomenon. But when analyzing the concept of F. Aries, it is necessary to remember

psychological laws of awareness. First of all, as JI said. WITH.

Vygotsky, "in order to realize, one must have what must be realized." And further studying the process of awareness in detail, J. Piaget emphasized that there is an inevitable delay and fundamental difference between becoming real phenomenon and its reflective reflection.

Childhood has its own laws and, of course, does not depend on the fact that artists begin to pay attention to children and depict them on their canvases. Even if we recognize the indisputable judgment of F. Aries that art is a reflected picture of morals, works of art by themselves cannot provide all the necessary data for the analysis of the concept of childhood, and one cannot agree with all the author's conclusions.

The study of F. Aries begins with the Middle Ages, because only at that time did picturesque scenes depicting children appear. But care for children, the idea of education, of course, appeared long before the Middle Ages. Already in Aristotle there are thoughts dedicated to children. In addition, the work of F. Aries is limited to the study of the childhood of only a European child from the upper strata of society and describes the history of childhood without regard to the socio-economic level of development of society.

On the basis of documentary sources, F. Aries describes the content of the childhood of noble people. Thus, the children's activities of Louis XIII (beginning of the 17th century) can serve as a good illustration for this. At a year and a half, Louis XIII plays the violin and sings at the same time. (Music and dance were taught to the children of noble families from an early age.) Louis does this before the wooden horse, the windmill, the spinning top (toys that were given to children of that time) attract his attention. Louis XIII was three years old when he first participated in the celebration of Christmas in 1604, and already from this age he began to learn to read, and at the age of four he knew how to write. At five he played with dolls and cards, and at six he played chess and tennis. The playmates of Louis XI11 were pages and soldiers. Louis played hide-and-seek and other games with them. At the age of six, Louis XIII practiced riddles and charades. Everything changed at the age of seven. Children's clothes were abandoned, and upbringing took on a masculine character. He begins to learn the art of hunting, shooting, gambling and horseback riding. Since that time, literature of a pedagogical and moralistic type has been read to him. At the same time, he begins to attend the theater and participates in collective games together with adults.

But many other examples of childhood can be cited. One of them is taken from the 20th century. This is a description of Douglas Lockwood's journey deep into the Gibson Desert ( Western Australia) and his encounter with the natives of the Pintubi tribe ("lizard eaters"). Until 1957, most of the people of this tribe had never seen a white man, their contacts with neighboring tribes were insignificant, and thanks to this, the culture and way of life of the Stone Age people were preserved to a very large extent. The whole life of these people, passing in the desert, is focused on finding food and water. Pintubi women, strong and hardy, could walk for hours in the desert with a heavy load of fuel on their heads. They gave birth to children, lying on the sand, helping and sympathizing with each other. They had no idea about hygiene, did not even know the reason for childbearing. They did not have any utensils, except for wooden vessels for water. There were two or three more spears in the camp, several sticks for digging up yams, millstones for grinding wild berries, and half a dozen wild lizards - their only food supplies ... Everyone went hunting with spears, which were made entirely of wood. In cold weather, nudity made life unbearable for these people... No wonder their bodies bore so many marks from smoldering sticks from camp fires... D. Lockwood gave the natives a mirror and a comb, and the women tried to comb their hair reverse side comb. But even after the comb was put into his hand in the correct position, he still did not fit into his hair, since they had to be washed first, but there was not enough water for this. The man managed to comb his beard, while the women threw their gifts on the sand and soon forgot about them. “Mirrors,” writes D. Lockwood, “also did not succeed; although these people had never seen their reflection before. The head of the family knew, of course, what his wives and children looked like, but he never saw his own face. Looking in the mirror , he was surprised and intently examined himself in it ... The women in my presence looked in the mirror only once. Perhaps they mistook the image for spirits and therefore were frightened.

The natives slept, lying on the sand, without blankets or other covers, clinging to two dingoes curled up for warmth. D. Lockwood writes that a girl of two or three years old, while eating, put into her mouth either huge pieces of a cake, or pieces of meat from a tiny guana, which she baked it myself hot

sand. Her younger half-sister sat next to her in the dirt and dealt with

a can of stew (from the expedition's stocks), pulling out the meat with your fingers. On the

pale morning D. Lockwood examined the jar. She was licked to a shine. More

one observation by D. Lockwood: "Before dawn, the natives kindled a fire,

to protect them from the cold gusts of the southeast wind. By the light

bonfire, I saw how a little girl, who still did not know how to walk properly,

I made a separate fire for myself. Bowing her head, she fanned the coals,

so that the fire spread to the branches and warmed it. She was naked and

she must have suffered from the cold, and yet she did not cry. There were three in the camp

small children, but we never heard them cry."

Observations like these allow us to take a deeper look at history. In comparison with the analysis of works of art, with folklore and linguistic studies, ethnographic material provides important data on the history of childhood development.

Based on the study of ethnographic materials, D. B. Elkonin showed that at the earliest stages of the development of human society, when the main way of obtaining food was gathering with the use of primitive tools for knocking down fruits and digging up edible roots, the child very early joined the work of adults, practically assimilating ways of obtaining food and using primitive tools. "Under such conditions, there was neither need nor time for the stage of preparing children for future labor activity. As emphasized

DB Elkonin, childhood occurs when the child cannot be directly included in the system of social reproduction, since the child cannot yet master the tools of labor due to their complexity. As a result, the natural inclusion of children in productive labor is pushed back. According to D. B. Elkonin, this lengthening in time does not occur by building a new period of development over the existing ones (as F. Aries believed), but by a kind of wedge-in of a new period of development, leading to an “upward shift in time” of the period of mastering the tools of production . D. B. Elkonin brilliantly revealed these features of childhood in the analysis of the emergence of role-playing games and a detailed examination of the psychological characteristics of primary school age.

As already noted, the question of the historical origin of the periods of childhood, the connection between the history of childhood and the history of society, the history of childhood as a whole, without the solution of which it is impossible to form a meaningful concept of childhood, was raised in child psychology at the end of the 20s of the 20th century and continues still being developed. According to the views of Soviet psychologists, to study child development historically means to study the child's transition from one age stage to another, to study the change in his personality within each age period that occurs in specific historical conditions. And although the history of childhood has not yet been sufficiently studied, the very formulation of this question in the psychology of the 20th century is important. And if, according to D. B. Elkonin, there is still no answer to many questions of the theory of the mental development of the child, then the way of solution can already be imagined. And it is seen in the light of the historical study of childhood.

OBUKHOVA L. F., Doctor of Psychology. Child (age) psychology. Textbook. -- M., Russian Pedagogical Agency. 1996, -- 374 p. This edition is the first attempt in modern domestic psychological science to create a textbook on child psychology. The content and structure of the textbook include existing foreign and domestic theories, a variety of factual material and problems solved by science and practice in the field of developmental psychology. The textbook is intended for students of psychological faculties of universities, pedagogical universities and colleges, as well as all those who are interested in the mental development of children. CONTENTS FOREWORD Chapter I. CHILDHOOD AS A SUBJECT OF PSYCHOLOGICAL RESEARCH. 1. Historical analysis of the concept of "childhood" 2. Childhood as a subject of science 3. The specificity of the child's mental development. 4. Strategies for researching the child's mental development Chapter II. OVERCOMING BIOGENETIC APPROACHES TO RESEARCH OF THE CHILD PSYCHE 1. Biogenetic principle in psychology 2. Normative approach to the study of child development. 3. Identification of learning and development 4. The theory of three stages of child development. 5. Concepts of convergence of two factors of child development. 6. Approaches to the analysis of the internal causes of the mental development of the child. Chapter III. PSYCHOANALYTICAL THEORIES OF CHILD DEVELOPMENT. 1. The theory of Sigmund Freud. 2. The development of classical psychoanalysis in the works of Anna Freud. 3. Epigenetic theory of personality development. Eric Erickson. Chapter IV. SOCIAL LEARNING THEORY 1. Departure from classical behaviorism... 2. Education and development. 3. Critical periods of socialization. 4. Encouragement and punishment as conditions for the formation of new behavior. 5. The role of imitation in the formation of new behavior. 6. Child and adult. 7. Family as a factor in the development of a child's behavior Chapter V 1. Stages of scientific biography. 2. Key concepts of the concept of J. Piaget. 3. Discovery of the egocentrism of children's thinking. 4. Discovery of the stages of a child's intellectual development. Chapter VI. L. S. VYGOTSKY AND HIS SCHOOL 1. Change of scientific outlook. 2. Further steps along the path opened by L. S. Vygotsky. Chapter VII. THE CONCEPT OF D. B. EL’KONIN. THE PERIOD OF EARLY CHILDHOOD. 1. Neonatal crisis 2. Stage of infancy. 3. Early age. 4. Crisis of three years Chapter VIII. THE CONCEPT OF D. B. EL’KONIN. THE PERIOD OF CHILDHOOD. 1. Preschool age. 2. The crisis of seven years and the problem of school readiness. 3. Junior school age. Chapter IX. ADOLESCENT AGE IN THE LIGHT OF DIFFERENT CONCEPTS.. 1. Influence of historical time. 2. Classic studies of the crisis of adolescence. 3. New trends in the study of adolescence (L. S. Vygotsky, D. B. Elkonin, L. I. Bozhovich) Chapter X. UNFINISHED DISPUTES. 1. P. Ya. Galperin and J. Piaget. 2. On the patterns of functional and age-related development of the child's psyche. 3. Forms and functions of imitation in childhood. 4. The problem of general and specific patterns of mental development of a deaf-blind-mute child. CONCLUSION Annex 1. CONVENTION ON THE RIGHTS OF THE CHILD Annex 2. DECLARATION OF THE RIGHTS OF THE CHILD (1959) Eternal gratitude to the teachers FOREWORD Currently, there are many textbooks on child psychology in the world. Almost every major Western university has its own original version. As a rule, these are voluminous, well-illustrated manuals summarizing a huge amount of scientific research. Some of them have been translated into Russian. However, in none of these truly interesting books do we find an analysis of the holistic concept of child development developed by L. S. Vygotsky and his followers, which is a true pride and a true achievement of Russian psychology. The lack of knowledge about such an essential concept makes us think that any foreign textbook does not fully reflect the current level of psychological knowledge about the development of the child. Domestic textbooks on child psychology are small in volume and poor in illustrative material. In addition, they also have a substantial shortcoming: generalizing the experience accumulated in our science, they give a very poor idea of the achievements of modern foreign psychology. mental development of the child, which were developed in the 20th century, that is, for the entire period of the existence of child psychology as a separate scientific discipline.The presentation of the material is based on several basic principles.This is, first of all, the principle of historicism, which allows, as it were, to string on one rod all the most important problems of child development, The book analyzes the historical origin of the concept of "childhood", traces the connection between the history of childhood and the history of society, shows the historical prerequisites for the emergence of child psychology as a science. the concept of child development is associated with the development and introduction into science of new methods for the study of mental development. Changes in ideas about mental development are always associated with the emergence of new research methods. “The problem of method is the beginning and basis, the alpha and omega of the entire history of the child’s cultural development,” wrote L. S. Vygotsky. a correct attitude to it means, to a certain extent, to develop a correct and scientific approach to everything that follows on the most important problems of child psychology in terms of cultural development. It was this principle, this attitude of L. S. Vygotsky, that made it possible to analyze the historical path of child psychology from the first naive ideas about the nature of childhood to the modern in-depth systematic study of this phenomenon. The biogenetic principle in psychology, the normative approach in the study of child development, the identification of development and learning in behaviorism, the explanation of development by the influence of environmental factors and heredity in the theory of convergence, the psychoanalytic study of the child, comparative studies of norm and pathology, orthogenetic concepts of development - all these and many other approaches separately and all together reflect the essence and illustrate the connection between the concepts of mental development and the methods of its study. The third principle concerns the analysis of the development of the main aspects of human life - the emotional-volitional sphere, behavior and intellect. The theory of classical psychoanalysis 3. Freud develops in the works of M. Klein and A. Freud, and then goes into the concept of psychosocial development of the life path of the personality of E. Erickson. The problem of development in classical behaviorism is rethought in social learning theory, the most powerful trend in contemporary American developmental psychology. Studies of cognitive development are also undergoing changes - there is a transition from the study of the epistemic subject to the study of a particular child in the real conditions of his life. Against the backdrop of all these outstanding achievements of Western psychology, L. S. Vygotsky made a genuine revolutionary revolution in child psychology. He proposed a new understanding of the course, conditions, source, form, specifics, driving forces of the child's mental development; he described the stages of child development and the transitions between them, identified and formulated the basic laws of the child's mental development. L. S. Vygotsky chose the psychology of consciousness as the area of his research. He called it "top psychology" and contrasted it with the other three - deep, superficial and explanatory. L. S. Vygotsky developed the doctrine of age as a unit of child development and showed its structure and dynamics. He laid the foundations of child (age) psychology, which implements a systematic approach to the study of child development. The doctrine of psychological age makes it possible to avoid biological and environmental reductionism in explaining child development. Analysis of the concept of L. S. Vygotsky is the semantic core of this work. However, it would be a mistake to think that Vygotsky's ideas froze, turned into a dogma, did not receive a natural development and logical continuation. It should be noted that not only the merits, but even some limitations of the ideas of L. S. Vygotsky stimulated the development of domestic child psychology. A theoretical analysis of the ideas of L. S. Vygotsky and his followers shows that there is a completely different child psychology, still little known to most psychologists. A large section of the textbook is devoted to characterizing the stable and critical periods of a child's mental development. Here, the analysis of the facts of child development is carried out on the basis of the teachings of L. S. Vygotsky on the structure and dynamics of age. The structure of age includes a characteristic of the social situation of the development of the child, the leading type of activity and the main psychological neoplasms of age. At each age, the social situation of development contains a contradiction (a genetic problem), which must be solved in a special, age-specific, leading type of activity. The resolution of the contradiction is manifested in the emergence of psychological neoplasms of age. These new formations do not correspond to the old social situation of development, they go beyond its framework. A new contradiction arises, a new genetic problem, which can be solved by building a new system of relations, a new social situation of development, indicating the transition of the child to a new psychological age. In this self-movement, the dynamics of child development is manifested. Such is the scheme for considering all age periods of a child's life from birth to adolescence, such is the logic of their development. The final section of the book discusses some of the debatable problems of child psychology - about the reasons for the diversity of imitation in childhood, about the patterns of functional and age-related development of the child's psyche, about the general and specific in the development of a normal and abnormal child. In our opinion, such a construction of the textbook will contribute not only to the assimilation of theory, facts, problems and methods of their study, but also to the development of scientific thinking in the field of child psychology. This edition is close to the form of a textbook for students studying psychology and pedagogy. For each section, possible topics for seminars are indicated, which the teacher can develop in more detail. Topics for independent work are aimed at expanding the general horizons of students. The recommended literature includes the most significant works in the field of child psychology. Reading them will deepen and expand the knowledge presented in the textbook. I take this opportunity to express my deep gratitude for the various kinds of assistance to students and graduate students with whom I had the pleasure of working. Chapter I. CHILDHOOD AS A SUBJECT OF PSYCHOLOGICAL RESEARCH. 1. Historical analysis of the concept of "childhood" Today, any educated person, when asked what childhood is, will answer that childhood is a period of enhanced development, change and learning. But only scientists understand that this is a period of paradoxes and contradictions, without which it is impossible to imagine the development process. V. Stern, J. Piaget, I. A. Sokolyansky and many others wrote about the paradoxes of child development. D. B. Elkonin said that the paradoxes in child psychology are the mysteries of development that scientists have yet to unravel. D. B. Elkonin invariably began his lectures at Moscow University with a description of the two main paradoxes of child development, which imply the need for a historical approach to understanding childhood. Let's consider them. Man, being born, is endowed with only the most elementary mechanisms for maintaining life. In terms of physical structure, organization of the nervous system, types of activity and methods of its regulation, man is the most perfect creature in nature. However, as of the moment of birth, a drop in perfection is noticeable in the evolutionary series - the child does not have any ready-made forms of behavior. As a rule, the higher a living being ranks in the animal series, the longer his childhood lasts, the more helpless this creature is at birth. This is one of the paradoxes of nature that predetermines the history of childhood. In the course of history, the enrichment of the material and spiritual culture of mankind has continuously grown. Over the millennia, human experience has increased many thousands of times. But during the same time, the newborn child has not changed much. Based on the data of anthropologists on the anatomical and morphological similarity of the Cro-Magnon and the modern European, it can be assumed that the newborn of a modern person does not differ in any significant way from a newborn who lived tens of thousands of years ago. How is it that, under similar natural conditions, the level of mental development that a child reaches at each historical stage in the development of society is not the same? Childhood is a period lasting from newborn to full social and, consequently, psychological maturity; This is the period of the child becoming a full-fledged member of human society. At the same time, the duration of childhood in a primitive society is not equal to the duration of childhood in the Middle Ages or today. The stages of human childhood are a product of history, and they are just as subject to change as they were thousands of years ago. Therefore, it is impossible to study the childhood of a child and the laws of its formation, the non-development of human society and the laws that determine its development. The duration of childhood is directly dependent on the level of the material and spiritual culture of society. As is known, the theory of knowledge and dialectics must be formed from the history of individual sciences, the history of the mental development of a child, young animals, and the history of language. By focusing on the stories mental development of the child, it should be distinguished both from the development of the child in ontogenesis, and from the uneven development of children in various modern cultures. The problem of childhood history is one of the most difficult in modern child psychology, since it is impossible to carry out either observation or experiment in this area. Ethnographers are well aware that cultural monuments related to children are poor. Even in those, not very particular cases, when toys are found in archaeological excavations, these are usually objects of worship, which in ancient times were placed in graves so that they would serve the owner in the afterlife. Miniature images of people and animals were also used for witchcraft and magic. We can say that the experimental facts were preceded by theory. Theoretically, the question of the historical origin of the periods of childhood was developed in the works of P. P. Blonsky, L. S. Vygotsky, D. B. Elkonin. The course of the mental development of the child, according to J1 S. Vygotsky, does not obey the eternal laws of nature, the laws of the maturation of the organism. The course of child development in a class society, he believed, "has a completely definite class meaning." That is why he emphasized that there is no eternally childish, but only historically childish. Thus, in the literature of the 19th century, evidence of the absence of childhood among proletarian children is numerous. For example, in a study of the situation of the working class in England, F. Engels referred to the report of a commission created by the English Parliament in 1833 to survey working conditions in factories: children sometimes started working from the age of five, often from the age of six, more often from the age of seven, but almost all children of poor parents worked from the age of eight; Their working hours lasted 14-16 hours. It is generally accepted that the status of the childhood of a proletarian child is formed only in XIX-XX centuries, when child welfare laws began to prohibit child labor. Of course, this does not mean that the adopted legal laws are capable of providing a childhood for the working people of the lower strata of society. The children in this environment, and above all the girls, are still doing the work necessary for social reproduction (baby care, housework, some agricultural work). Thus, although in our time there is a ban on child labor, one cannot speak of the status of childhood without taking into account the position of parents in the social structure of society. The "Convention on the Rights of the Child", adopted by UNESCO in 1989 and ratified by most countries of the world, is aimed at ensuring the full development of the child's personality in every corner of the Earth. Historically, the concept of childhood is associated not with the biological state of immaturity, but with a certain social status, with the range of rights and obligations inherent in this period of life, with a set of forms of activity available to non-humans. Many interesting facts were collected to confirm this idea by the French demographer and historian Philippe Aries. Thanks to his work, interest in the history of childhood in foreign psychology has increased significantly, and the studies of F. Aries himself have been recognized as classics. F. Aries was interested in how, in the course of history, in the minds of artists, writers and scientists, concept childhood and how it differed in different historical eras. His studies in the field of fine arts led him to the conclusion that until the 12th century, art did not appeal to children, artists did not even try to depict them. Children's images in the painting of the XIII century are found only in religious and allegorical subjects. These are angels, baby Jesus and a naked child as a symbol of the soul of the deceased. The image of real children was absent from painting for a long time. No one apparently believed that the child contained a human personality. If children appeared in works of art, they were depicted as reduced adults. Then there was no knowledge about the features and nature of childhood. The word "child" for a long time did not have the exact meaning that is given to it now. So, it is typical, for example, that in medieval Germany the word "child" was a synonym for the concept of "fool". Childhood was considered a period of fast passing and of little value. Indifference to childhood, according to F. Aries, was a direct consequence of the demographic situation of that time, characterized by high birth rates and high infant mortality. A sign of overcoming indifference to childhood, according to the French demographer, is the appearance in the 16th century of portraits of dead children. Their death, he writes, was now experienced as a truly irreparable loss, and not as a completely ordinary event. The overcoming of indifference to children takes place, judging by painting, not earlier than the 11th century, when for the first time the first portraits of real children begin to appear on the canvases of artists. As a rule, these were portraits of children of influential persons and royal persons in childhood. Thus, according to F. Aries, the discovery of childhood began in the 13th century, its development can be traced in the history of painting of the 14th-15th centuries, but the evidence of this discovery is most fully manifested at the end of the 16th and throughout the entire 17th century. According to the researcher, clothes serve as an important symbol of a change in attitudes towards childhood. In the Middle Ages, as soon as a child grew out of diapers, he was immediately dressed in a suit that was no different from the clothes of an adult of the corresponding social status. Only in the XV1-XVII centuries did special children's clothing appear that distinguishes a child from an adult. It is interesting that for boys and girls aged 2-4 years, the clothes were the same and consisted of a children's dress. In other words, in order to distinguish a boy from a man, he was dressed in a woman's costume, and this costume lasted until the beginning of our century, despite the change in society and the lengthening of the period of childhood. Note that in peasant families before the revolution, children and adults dressed the same. By the way, this feature is still preserved where there are no big differences between the work of adults and the play of a child. Analyzing portraits of children in old paintings and descriptions of children's costumes in literature, F. Aries identifies three trends in the evolution of children's clothing: Feminization-- a suit for boys largely repeats the details of women's clothing Archaization - children's clothing in this historical time is lagging behind in comparison with adult fashion and largely repeats the adult costume of the past era (this is how the boys got short pants). The use for children of the upper classes of the usual adult costume of the lower (peasant clothes). As F. Aries emphasizes, the formation of a children's costume has become an external manifestation of profound internal changes in attitudes towards children in society - now they are beginning to occupy an important place in the lives of adults. The discovery of childhood made it possible to describe the full cycle of human life. To characterize the age periods of life in scientific writings of the XV1-XVII centuries, terminology was used that is still used in scientific and colloquial speech: childhood, adolescence, youth, youth, maturity, old age, senility (deep old age). But the modern meaning of these words does not correspond to their original meaning. In the old days, the periods of life correlated with the four seasons, with the seven planets, with the twelve signs of the zodiac. The coincidence of numbers was perceived as one of the indicators of the fundamental unity of Nature. In the field of art, ideas about the periods of human life were reflected in the painting of the columns of the Doge's Palace in Venice, in many engravings of the 16th-19th centuries, in painting, sculpture. , for example, in the paintings of the Doge's Palace, the age of toys is symbolized by children playing with a wooden skate, a doll, a windmill and a bird; school age - boys learn to read, carry books, and girls learn to knit; age of love and sports - boys and girls walk together at the festival; the age of war and chivalry is a man shooting a gun; maturity - the judge and the scientist are depicted. The differentiation of the ages of human life, including childhood, according to F. Aries, is formed under the influence of social institutions, that is, new forms of social life generated by the development of society. Thus, early childhood first appears within the family, where it is associated with specific communication - "tenderness" and "pampering" of a small child. A child for parents is just a pretty, funny baby with whom you can have fun, play with pleasure and at the same time teach and educate him. This is the primary, "family" concept of childhood. The desire to "dress up" children, "spoil" and "undead" them could only appear in the family. However, this approach to children as "adorable toys" could not remain unchanged for long. The development of society has led to a further change in attitudes towards children. A new concept of childhood has arisen. For teachers of the 17th century, love for children was no longer expressed in pampering and amusing them, but in a psychological interest in education and training. In order to correct a child's behavior, it is first necessary to understand it, and the scientific texts of the late 16th and 11th centuries are full of commentaries on child psychology. It should be noted that deep pedagogical ideas, advice and recommendations are also contained in the works of Russian authors of the 16th-17th centuries. The concept of rational education based on strict discipline penetrates family life in the 18th century. All aspects of children's life begin to attract the attention of parents. But the function of organized preparation of children for adult life is assumed not by the family, but by a special public institution - the school, designed to educate qualified workers and exemplary citizens. It was the school, according to F. Aries, that brought childhood beyond the first 2-4 years of maternal, parental education of the family. The school, thanks to its regular, orderly structure, contributed to the further differentiation of that period of life, which is denoted by the general word "childhood". The "class" has become a universal measure that defines the new markup of childhood. The child enters a new age every year, as soon as he changes class. In the past, the life of a child and childhood were not subdivided into such thin layers. Class therefore became the determining factor in the process of differentiation of ages within childhood or adolescence itself. Thus, according to the concept of F. Aries, the concept of childhood and adolescence is associated with the school and the classroom organization of the school as those special structures that were created by society in order to give children the necessary preparation for social life and professional activities. The next age level is also associated by F. Aries with a new form of social life - the institution of military service and compulsory military service. This is adolescence or adolescence. The concept of "adolescent" has led to a further restructuring of learning. Educators began to attach great importance to the form of dress and discipline, the education of stamina and masculinity, which had previously been neglected. The new orientation was immediately reflected in art, in particular in painting: “The recruit now no longer appears as a roguish and prematurely aged warrior from the 17th-century Kartindan and Spanish masters - he now becomes an attractive soldier, depicted, for example, by Watteau,” writes F. Aries. A typical image of a young man is created by R. Wagner in Siegfried. Later, in the 20th century, the First World War gave rise to the phenomenon of "youth consciousness", presented in the literature of the "lost generation". “So, the era that did not know youth,” writes F. Aries, “came an era in which youth has become the most valuable age” ... “Everyone wants to enter it early and stay in it longer.” Each period of history corresponds to a certain privileged age and a certain division of human life: "youth is the privileged age of the 17th century, childhood is the 19th, youth is the 20th." As we can see, the study of F.-Aries is devoted to the emergence of the concept of childhood or, in other words, the problem awareness childhood as a social phenomenon. But when analyzing the concept of F. Aries, it is necessary to remember the psychological laws of awareness. First of all, as JI said. S. Vygotsky, "in order to realize, one must have what must be realized." Further studying in detail the process of awareness, J. Piaget emphasized that there is an inevitable delay and a fundamental difference between the formation of a real phenomenon and its reflective reflection. Childhood has its own laws and, of course, does not depend on the fact that artists begin to pay attention to children and depict them on their canvases. Even if F. Aries' judgment that art is a reflected picture of morals is recognized as indisputable, works of art in themselves cannot provide all the necessary data for analyzing the concept of childhood, and one can not agree with all the author's conclusions. The study of F. Aries begins with the Middle Ages, because only at that time did picturesque scenes depicting children appear. But care for children, the idea of education, of course, appeared long before the Middle Ages. Already in Aristotle there are thoughts dedicated to children. In addition, the work of F. Aries is limited to the study of the childhood of only a European child from the upper strata of society and describes the history of childhood without regard to the socio-economic level of development of society. Based on documentary sources, F. Aries describes the content of the childhood of noble people. Thus, the children's activities of Louis XIII (beginning of the 17th century) can serve as a good illustration for this. At the age of one and a half, Louis XIII plays the violin and sings at the same time. (Music and dance were taught to children of noble families from an early age). Louis does this even before his attention is drawn to a wooden horse, a windmill, a spinning top (toys that were given to children of that time). Louis XIII was three years old when he first participated in the celebration of Christmas in 1604, and already from this age he began to learn to read, and at the age of four he knew how to write. At five he played with dolls and cards, and at six he played chess and tennis. The playmates of Louis XIII were pages and soldiers. Louis played hide-and-seek and other games with them. At the age of six, Louis XIII practiced guessing the riddles of the isharad. Everything changed at the age of seven. Children's clothes were abandoned, and education took on a masculine character. He begins to learn the art of hunting, shooting, gambling and horseback riding. Since that time, literature of a pedagogical and moralistic type has been read to him. At the same time, he begins to attend the theater and participates in collective games together with adults. But many other examples of childhood can be cited. One of them is taken from the 20th century. This is a description of Douglas Lockwood's journey deep into the Gibson Desert (Western Australia) and his encounter with the aboriginal Pintubi tribe ("lizard eaters"). Until 1957, most of the people of this tribe had never seen a white man, their contacts with neighboring tribes were insignificant, and thanks to this, the culture and way of life of the Stone Age people were preserved to a very large extent. The whole life of these people, passing in the desert, is focused on finding food and water. Pintubi women, strong and hardy, could walk for hours in the desert with a heavy load of fuel on their heads. They gave birth to children lying on the sand, helping and sympathizing with each other. They had no idea about hygiene, did not even know the reason for childbearing. They did not have any utensils, except for wooden vessels for water. The camp had two or three more spears, a few sticks for digging yams, millstones for grinding wild berries, and half a dozen wild lizards - their only food supplies ... Everyone went hunting with spears, which were made entirely of wood. In cold weather, nudity made life unbearable for these people... It is not surprising that their bodies had so many marks from smoldering sticks from camp fires... D. Lockwood gave the natives a mirror and a comb, and the women tried to comb their hair with the back of the comb. But even after the comb was put into his hand in the correct position, he still did not fit into his hair, since they had to be washed first, but there was not enough water for this. The man managed to comb his beard, while the women threw gifts on the sands soon forgot about them. “Mirrors,” writes D. Lockwood, “also did not succeed; although these people had never seen their reflection before. The head of the family knew, of course, what his wives and children looked like, but he never saw his own face. Looking in the mirror, he was surprised and intently examined himself in it ... The women in my presence looked in the mirror only once. Perhaps they mistook the image for spirits and therefore were frightened. The natives slept, lying on the sand, without blankets or other covers, clinging to two dingoes curled up for warmth. D. Lockwood writes that a girl of two or three years old, while eating, put into her mouth either huge pieces of cakes, or pieces of meat from a tiny guana, which she baked it myself in hot sand. Her younger half-sister was sitting next to her in the mud and was cracking down on a can of stew (from the expedition's stocks), pulling the meat out with her fingers. The next morning, D. Lockwood examined the jar. She was licked to a shine. Another observation by D. Lockwood: “Before dawn, the natives kindled a fire to protect them from the cold gusts of the southeast wind. By the light of the fire, I saw how a little girl, who still did not know how to walk properly, made a separate fire for herself. she fanned the coals so that the fire spread to the branches and warmed her. She was without clothes and probably suffered from the cold, and yet she did not cry. There were three small children in the camp, but we never heard them cry. " Observations like these allow us to take a deeper look at history. Compared with the analysis of works of art, with folklore and linguistic research ethnographic material provides important data on the history of childhood development. Based on the study of ethnographic materials, D. B. Elkonin showed that at the earliest stages of the development of human society, when the main way of obtaining food was gathering with the use of primitive tools for knocking down fruits and digging up edible roots, the child very early joined the work of adults, practically assimilating the methods of obtaining food and the use of primitive tools. "Under such conditions, there was neither the need nor the time for the stage of preparing children for future work. As D. B. Elkonin emphasized, childhood occurs when the child cannot be directly included in the system of social reproduction, since the child cannot yet master the tools of labor due to their complexity. As a result, the natural inclusion of children in productive labor is postponed. According to D. B. Elkonin, this lengthening in time occurs not by building a new period of development over existing ones (as F. Aries believed), but by a kind of wedging a new period of development, leading to an "upward shift in time" of the period of mastery of the tools of production. D. B. Elkonin brilliantly revealed these features of childhood in the analysis of the emergence of role-playing games and a detailed examination of the psychological characteristics of primary school age. As already noted, the question of the historical origin of the periods of childhood, the connection between the history of childhood and the history of society, the history of childhood as a whole, without solving which it is impossible to draw up a meaningful concept of clothing, was raised in child psychology in the late 20s of the 20th century and continues to be developed to this day. . According to the views of Soviet psychologists, to study child development historically means to study the child's transition from one age stage to another, to study the change in his personality within each age period that occurs under specific historical conditions. And although the history of childhood has not yet been sufficiently studied, the very formulation of this question in the psychology of the 20th century is important. And if, according to D. B. Elkonin, there is still no answer to many questions of the theory of mental development of the child, then the way of solution can already be imagined. And it is seen in the light of the historical study of childhood. 2. Childhood as a subject of science The science of the mental development of the child - child psychology - originated as a branch of comparative psychology at the end of the 19th century. Starting point for systematic research psychology of the child is the book of the German scientist-Darwinist Wilhelm Preyer "The Soul of the Child". In it, V. Preyer describes the results of daily observations of the development of his own son, paying attention to the development of the senses, motor skills, will, reason and language. Despite the fact that observations of the development of the child were carried out long after the appearance of the book by V. Preyer, its indisputable priority is determined by an appeal to the study of the earliest years of a child's life and the introduction into child psychology of the method of objective observation, developed by analogy with the methods of the natural sciences. The views of V. Preyer from a modern point of view are perceived as naive, limited by the level of development of science in the 19th century. For example, he considered the mental development of a child as a particular variant of the biological one. (Although strictly speaking, even now there are both hidden and explicit supporters of this idea...). However, V. Preyer was the first to make the transition from an introspective to an objective study of the child's psyche. Therefore, according to the unanimous recognition of psychologists, he is considered the founder of child psychology. The objective conditions for the formation of child psychology, which took shape towards the end of the 19th century, are associated with the intensive development of industry, with a new level of social life, which created the need for the emergence of a modern school. Teachers were interested in the question: how to teach and educate children? Parents and teachers stopped considering physical punishment as an effective method of education - more democratic families appeared. The task of understanding the child was the turn of the day. On the other hand, the desire to understand oneself as an adult has prompted researchers to treat childhood more carefully - only through the study of the psychology of the child lies the path to understanding what the psychology of an adult is. What is the place of child psychology in the light of other psychological knowledge? I. M. Sechenov wrote that psychology cannot be anything other than the science of the origin and development of mental processes. It is known that the ideas of genetic (from the word - genesis) research penetrated into psychology a very long time ago. There is almost no outstanding psychologist who has dealt with the problems of general psychology who has not at the same time, in one way or another, dealt with child psychology. Such world-famous scientists as J. Watson, V. Stern, K. Buhler, K. Kofka, K. Levin, A. Vallon, 3. Freud, E. Spranger, J. Piaget, V. M. Bekhterev worked in this area , D. M. Uznadze, S. L. Rubinshtein, L. S. Vygotsky, A. R. Luria, A. N. Leontiev, P. Ya. Galperin et al. However, exploring the same object - mental development - genetic and child psychology are two different psychological sciences. Genetic psychology is interested in the problems of emergence and development mental processes. She answers questions "as this or that psychological movement occurs, manifested by a feeling, sensation, idea, involuntary or voluntary movement, as those processes occur, the result of which is thought "(I.M. Sechenov). Genetic psychology or, what is the same, developmental psychology, analyzing the formation of mental processes, can be based on the results of studies performed on children, but children themselves do not constitute the subject of study of genetic psychology.Genetic research can also be carried out on adults.A well-known example of genetic research can serve as the study of the formation of pitch hearing.In a specially organized experiment in which the subjects had to adjust their voice to a given pitch, it was possible to observe the formation of the ability to pitch difference.Recreate, make, form the mental phenomenon - this is the main strategy of genetic psychology. The path of experimental formation of mental processes was first outlined by L. S. Vygotsky. "The method we use," wrote L. S. Vygotsky, Thought that it artificially evokes and creates the genetic process of mental development... An attempt at such an experiment consists in melting each frozen and petrified psychological form, turning it into a moving, flowing stream of individual moments replacing each other... The task of such an analysis is to experimentally present any higher form of behavior not as a thing, but as a process, to take it in motion, to go not from the thing to its parts, but from the process to its individual moments. Among many researchers of the process of development, the most prominent representatives of genetic psychology are L. S. Vygotsky, J. Piaget, P. Ya. Galperin. Their theories, developed on the basis of experiments with children, are entirely related to general genetic psychology. The well-known book by J. Piaget "Psychology of the Intellect" is not a book about a child, it is a book about the intellect. P. Ya. Galperin created the theory of systematic and stage-by-stage formation of mental actions as the basis for the formation of mental processes. The experimental study of concepts carried out by L. S. Vygotsky belongs to genetic psychology. Child psychology differs from any other psychology in that it deals with special units of analysis - this is age, or period of development. It should be emphasized that age is not reduced to the sum of individual mental processes, it is not a calendar date. Age, according to L.S. Vygotsky, is a relatively closed cycle of child development, which has its own structure and dynamics. The duration of the age is determined by its internal content: there are periods of development and in some cases "epochs" equal to one year, three, five years. Chronological and psychological ages do not coincide, Chronological or passport age is only a reference coordinate, that external grid against which the process of the child's mental development and the formation of his personality takes place. Unlike genetic psychology, child psychology is the doctrine of periods of child development, their change and transitions from one age to another. Therefore, following L. S. Vygotsky, it is more correct to say about this area of psychology: child, developmental psychology. Typical child psychologists were L. S. Vygotsky, A. Vallon, 3. Freud, D. B. Elkonin. As figuratively said D.B. Elkonin, general psychology is the chemistry of the psyche, and child psychology is rather physics, since it deals with larger and more organized "bodies" of the psyche. When materials from child psychology are used in general psychology, they reveal the chemistry of the process and say nothing about the child. The distinction between genetic and child psychology indicates that the very subject of child psychology has changed historically. At present, the subject of child psychology is the disclosure general patterns mental development in ontogenesis, establishing the age periods of this development and the reasons for the transition from one period to another. Progress in solving the theoretical problems of child psychology expands the possibilities of its practical implementation. In addition to the activation of the processes of education and upbringing, a new area of practice has emerged. This is control over the processes of child development, which should be distinguished from the tasks of diagnosing and selecting children for special institutions. Just as a pediatrician monitors the physical health of children, child psychologist I must say: is the child's psyche developing and functioning correctly, and if not, then what are the deviations and how they should be compensated. All this can be done only on the basis of a deep and precise theory that reveals the specific mechanisms and dynamics of the development of the child's psyche. 3. The specifics of the mental development of the child. What is development? How is it characterized? What is the fundamental difference between development and any other changes in the object? As you know, an object can change, but not develop. Growth, for example, is a quantitative change this object including the mental process. There are processes that fluctuate within "less-more". These are processes of growth in the proper and true sense of the word. Growth occurs over time and is measured in terms of time. The main characteristic of growth is the process of quantitative change internal structure and the composition of the individual elements included in the object, without significant changes in the structure of individual processes. For example, when measuring the physical growth of a child, we see a quantitative increase. L. S. Vygotsky emphasized that there are phenomena of growth in mental processes as well. For example, the growth of vocabulary without changing the functions of speech. But behind these processes of quantitative growth, other phenomena and processes can occur. Then the processes of growth become only symptoms that hide significant changes in the system and structure of processes. During such periods, jumps in the growth line are observed, which indicate significant changes in the organism itself. For example, endocrine glands mature, and in physical development Teenagers undergo profound changes. In such cases, when there are significant changes in the structure and properties of the phenomenon, we are dealing with development. Development, first of all, is characterized by qualitative changes, the emergence of neoplasms, new mechanisms, new processes, new structures. X. Werner, L. S. Vygotsky and other psychologists have described the main features of development. The most important among them are: differentiation, dismemberment of a previously single element; the emergence of new aspects, new elements in development itself; restructuring of links between the sides of the object. As psychological examples, we can mention the differentiation of the natural conditioned reflex to the position under the chest and the animation complex; the appearance of a sign function in infancy; change during childhood of the systemic and semantic structure of consciousness. Each of these processes corresponds to the listed development criteria. As L. S. Vygotsky showed, there are many different types of development. Therefore, it is important to correctly find the place that the child’s mental development occupies among them, that is, to determine the specifics of mental development among other developmental processes. L. S. Vygotsky distinguished: /^reformed and non-reformed types of development. A preformed type is a type when, at the very beginning, both the stages that the phenomenon (organism) will pass through and the final result that the phenomenon will achieve are set, fixed, fixed. Here everything is given from the very beginning. An example is embryonic development. Despite the fact that embryogenesis has its own history (there is a tendency to reduce the underlying stages, the newest stage affects the previous stages), but this does not change the type of development. In psychology, there was an attempt to present mental development according to the principle of embryonic development. This is the concept of St. Hall. It is based on biogenetic law Haeckel: ontogeny is a brief repetition of phylogenesis. Mental development was considered by St. Hall as a brief repetition of the stages of mental development of animals and ancestors of modern man. The unpreformed type of development is the most common on our planet. It also includes the development of the Galaxy, the development of the Earth, the process of biological evolution, the development of society. The process of mental development of the child also belongs to this type of processes. The unreformed path of development is not predetermined. Children different eras develop in different ways and reach different levels of development. From the very beginning, from the moment a child is born, neither the stages through which he must pass, nor the end he must reach are given. Child development is an unpreformed type of development, but it is completely special process- a process that is determined not from below, but from above, by the form of practical and theoretical activity that exists on given level development of society (As the poet said: "Only born, Shakespeare is already waiting for us"). This is a feature of child development. Its final forms are not given, but given. Not a single process of development, except ontogenetic, is carried out according to a ready-made model. Human development follows the pattern that exists in society. According to L. S. Vygotsky, the process of mental development is a process of interaction between real and ideal forms. The task of a child psychologist is to trace the logic of mastering ideal forms. The child does not immediately master the spiritual and material wealth humanity. But outside the process of assimilation of ideal forms, development is generally impossible. Therefore, within the unpreformed type of development, the mental development of the child is a special process. The process of ontogenetic development is a process unlike anything else, an extremely peculiar process that takes place in the form of assimilation. 4. Strategies for researching the child's mental development The level of theory development determines the research strategy in science. This fully applies to child psychology, where the level of theory forms the goals and objectives of this science. At first, the task of child psychology was to accumulate facts and arrange them in a temporal sequence. This task corresponded surveillance strategy. Of course, even then, researchers were trying to understand the driving forces of development, and every psychologist dreamed about it. But there were no objective possibilities for solving this problem... The strategy of observing the real course of child development under the conditions in which it spontaneously takes shape led to the accumulation of various facts that had to be brought into a system, to single out the stages and stages of development, in order to then identify the main trends and general patterns of the development process itself and, in the end, to understand its cause. To solve these problems, psychologists used strategy of a natural-scientific ascertaining experiment, which allows you to establish the presence or absence of the phenomenon under certain controlled conditions, measure its quantitative characteristics and give a qualitative description. Both strategies - observation and ascertaining experiment - are widely used in child psychology. But their limitations become more and more obvious as it turns out that they do not lead to an understanding of the driving causes of human mental development. This happens because neither observation nor ascertaining experiment can actively influence the process of development, and its study proceeds only passively. A new research strategy is currently being intensively developed -- strategy for the formation of mental processes, active intervention, building a process with desired properties Precisely because the strategy for the formation of mental processes leads to the intended result, one can judge its cause. Thus, the success of the formative experiment can serve as a criterion for identifying the cause of development. Each of these strategies has its own history of development. As already mentioned, child psychology began with a simple observation. Huge factual material on the development of a child at an early age was collected by parents, well-known psychologists as a result of long-term observations of the development of their own children (V Preyer, V. Stern, J. Piaget, N. A. Rybnikov, N. A. Menchinskaya, A. N. Gvozdev, V S. Mukhina, M. Kechki and others). ON THE. Rybnikov in his work "Children's diaries as material on child psychology" (1946) gave a historical outline of this basic method of studying the child. Analyzing the significance of the first foreign diaries (I. Tan, 1876; Ch Darwin, 1877; V. Preyer, 1882), the appearance of which became a turning point in the development of child psychology, N. A. Rybnikov noted that Russian psychologists can rightfully claim primacy, since A .S.Simonovich already in 1861 conducted systematic observations of the speech development of the child from his birth to 17 years. Long-term systematic observation of the same child, daily recording of behavior, thorough knowledge of the entire history of the child's development, closeness to the child, good emotional contact with him - all this is the positive side of the observations. However, the observations of different authors were carried out for different purposes, so it is difficult to compare them with each other. In addition, as a rule, in the first diaries there was no unified observation technique, and their interpretation was often subjective. For example, often during registration, not the fact itself was described, but the attitude to it. The Soviet psychologist M. Ya. Basov developed a system of objective observation, which, from his point of view, was the main method of child psychology. Emphasizing the importance of the naturalness and commonness of the conditions of observation, he described as a caricature such a situation when an observer comes to the children's team with paper and a pencil in his hands, fixes his gaze on the child and constantly writes something down. "No matter how much the child changes his position, no matter how he moves in the surrounding space, the gaze of the observer, and sometimes he follows him with his whole person and looks out for something, while he is silent all the time and writes something" M. Ya. Basov correctly considered what research work with children, the teacher himself, who educates and educates children in a team in which the observed child is a member, must lead. At present, most psychologists are skeptical about the method of observation as the main method of studying children. But, as D. B. Elkonin often said, "sharp psychological eye more important than a stupid experiment." experimental method what is remarkable is that he "thinks" of the experimenter. The facts obtained by the method of observation are very valuable. V. Stern, as a result of observing the development of his daughters, prepared a two-volume study on the development of speech. A. N. Gvozdev also published a two-volume monograph on the development of children's speech based on observations of the development of his only son. In 1925, in Leningrad, under the leadership of N. M. Shchelovanov, a clinic for the normal development of children was established. There, the child was observed 24 hours a day, and it was there that all the main facts characterizing the first year of a child's life were discovered. It is well known that the concept of the development of sensorimotor intelligence was built by J. Piaget on the basis of observations of his three children. A long-term (over three years) study of adolescents from the same class allowed D. B. Elkonin and T. V. Dragunova to give a psychological characterization of adolescence. Hungarian psychologists L. Garai and M. Kechki, observing the development of their own children, traced how differentiation occurs social position child in a family setting. V. S. Mukhina for the first time described the development of the behavior of two twin sons. These examples can be continued, although it is clear from what has already been said that the method of observation as the initial stage of research has not become obsolete and cannot be treated with disdain. It is important, however, to remember that with the help of this method only phenomena, external symptoms of development can be revealed. At the beginning of the century, the first attempts were made to experimentally study the mental development of children. The French Ministry of Education ordered the well-known psychologist A. Binet to develop a methodology for selecting children for special schools. And since 1908 it begins test examination child, there are measuring scales of mental development. A. Binet created a method of standardized tasks for each age. A little later, the American psychologist L. Theremin proposed a formula for measuring the IQ. It seemed that child psychology had entered a new path of development - psychic abilities with the help of special tasks| (tests) can be reproduced and measured. But these hopes were not justified. It soon became clear that in the examination situation it was not known which of the psychic abilities to be examined with the help of the tests. In the 1930s, the Soviet psychologist V. I. Asnin emphasized that the condition for the reliability of a psychological experiment is the non-average level of problem solving, and how the child accepts the task, what problem he solves. In addition, the IQ has long been considered by psychologists as an indicator of hereditary giftedness, which remains unchanged throughout a person's life. To date, the idea of constant factor intelligence is strongly shaken, and in scientific psychology it is practically not used. With the help of the test method in child psychology, a lot of research has been carried out, but they are constantly criticized for always presenting the average child as an abstract carrier of psychological properties characteristic of the majority of the population of the corresponding age, identified using the method of "transverse" sections. With this measurement, the process of development looks like a uniformly increasing straight line, where all-qualitative neoplasms are hidden. Noticing the shortcomings of the slicing method for studying the developmental process, the researchers supplemented it with the method longtime("longitudinal") study of the same children for a long time. This gave some advantage - it became possible to calculate the individual development curve of each child and establish whether his development corresponds to the age norm or whether it is above or below the average level. The longitudinal method made it possible to detect turning points on the development curve at which sharp qualitative shifts take place. However, this method is not free from shortcomings. Having received two points on the development curve, it is still impossible to answer the question of what happens between them. This method also does not make it possible to penetrate behind the phenomena, to understand the mechanism of mental phenomena. The facts obtained by this method can be explained by various hypotheses. There is no necessary accuracy in their interpretation. Thus, with all the subtleties of the experimental technique that ensure the reliability of the experiment, the strategy of ascertaining does not answer the main question: what happens between two points on the development curve? Only the strategy of experimental formation of mental phenomena can answer this question. We are indebted to L. S. Vygotsky for introducing the strategy of formation into child psychology. He applied his theory of the mediated structure of higher mental functions to form his own ability to remember. According to eyewitnesses, L. S. Vygotsky could demonstrate to a large audience the memorization of about 400 randomly named words. For this purpose, they used auxiliary means - associated each word with one of the Volga cities. Then, following the river in his mind, he could reproduce each word in the city associated with it. This method was called by L. S. Vygotsky the experimental genetic method, which makes it possible to identify qualitative features of the development of higher mental functions. The strategy of the formation of mental processes eventually became widespread in Soviet psychology. Today, there are several ideas for implementing this strategy, which can be summarized as follows: Cultural and historical concept of L. S. Vygotsky, according to which the interpsychic becomes the intrapsychic. The genesis of higher mental functions is associated with the use of a sign by two people in the process of their communication; without fulfilling this role, a sign cannot become a means of individual mental activity. The theory of activity of A. N. Leontiev: Every activity appears as a conscious action, then as an operation, and as it forms, it becomes a function. The movement is carried out here from top to bottom - from activity to function. The theory of the formation of mental actions by P. Ya. Galperin: the formation of mental functions occurs on the basis of an objective action and proceeds from the material performance of the action, and then through its speech form it passes into the mental plane. This is the most developed concept of formation. However, everything that is obtained with its help acts as a laboratory experiment. How do the data of a laboratory experiment correlate with real ontogeny? The problem of the correlation between experimental genesis and real genesis is one of the most serious and still unresolved. Its importance for child psychology was pointed out by A. V. Zaporozhetsi, D. B. Elkonin. A certain weakness of the formation strategy lies in the fact that it has so far been applied only to the formation of the cognitive sphere of the personality, and the emotional-volitional processes and needs have remained outside experimental research. Concept learning activities-- studies by D. B. Elkonin and V. V. Davydov, in which a strategy for the formation of personality was developed not in laboratory conditions, but in real life- by creating experimental schools. The theory of "initial humanization" by I. A. Sokolyansky and A. I. Meshcheryakov, in which the initial stages of the formation of the psyche of deaf-blind children are outlined. Strategy for the formation of mental processes- one of the achievements of Soviet child psychology. This is the most appropriate strategy for a modern understanding of the subject of child psychology. Thanks to the strategy of the formation of mental processes, it is possible to penetrate into the essence of the mental development of the child. But this does not mean that other research methods can be neglected. Any science goes from a phenomenon to the disclosure of its nature. TOPICS FOR SEMINARS Childhood as a sociohistorical phenomenon Causes of the emergence of child psychology as a science Historical changes subject of child (age) psychology The concept of "development" and its criteria in relation to the development of the child. Strategies, methods and techniques for studying the development of the child. TASKS FOR INDEPENDENT WORK Select examples of the specifics of childhood in national culture. Consider the "Convention on the Rights of the Child" from the point of view of a historical approach to the analysis of childhood Give specific examples of use different strategies methods in the study of the child LITERATURE Lenin V.I. On the Conditions for the Reliability of a Psychological Experiment Reader on Developmental and Pedagogical Psychology. Part I, M., 1980. Vygotsky L. S. Collected Works. T.3, M, 1983, p. 641 Galperin P Ya. The method of "cuts" and the method of phased formation in the study of children's thinking // Questions of Psychology, 1966, No 4. Convention on the Frames of the Child (see Appendix) Klyuchevsky 8 O. Portraits of historical figures. M, 1993 Elkonin B D Introduction to developmental psychology M., 1995. Chapter II. OVERCOMING BIOGENETIC APPROACHES TO RESEARCH OF THE CHILD PSYCHE 1. Biogenetic principle in psychology Pedagogy constantly turned to child psychology with questions about what the process of child development is and what are its basic laws. Attempts to explain this process, made by child psychology, have always been conditioned by the general level of psychological knowledge. At first, child psychology was a descriptive, phenomenal science, incapable of revealing the inner laws of development. Gradually, psychology, as well as medicine, moved from symptoms to syndromes, and then to a real causal explanation of the process. As already noted, changes in ideas about the mental development of the child have always been associated with the development of new research methods. “The problem of method is the beginning and basis, the alpha and omega of the entire history of the cultural development of the child,” wrote L. S. Vygotsky. It is important to emphasize that we are talking about method.because a specific method, according to L. S. Vygotsky, can take a variety of forms depending on the content of a particular problem, on the nature of the study, on the personality of the subject. The emergence of the first concepts of child development was greatly influenced by the theory of Charles Darwin, who for the first time clearly formulated the idea that development, genesis, obeys a certain law. In the future, any major psychological concept has always been associated with the search for laws of child development. Early psychological theories include recapitulation concept. E. Haeckel formulated a biogenetic law in relation to embryogenesis: ontogenesis is a short and quick repetition of phylogenesis. This law was transferred to the process of ontogenetic development of the child. American psychologist St. Hall believed that the child in its development briefly repeats the development of the human race. In his opinion, children often wake up at night in fear, even in horror, and after a long time they cannot fall asleep. He explained this as an atavism: the child finds himself in a bygone era, when a man was sleeping alone in the forest, being exposed to all sorts of dangers, and suddenly awakened. Art. Hall believed that the child's play is a necessary exercise for the complete loss of rudimentary and now useless functions; child is exercising. they are like a tadpole that constantly moves its tail so that it falls off. Art. Hall also assumed that the development of children's drawing reflects the stages that fine art went through in the history of mankind. These provisions of Art. Hall, of course, caused criticism from many psychologists. So, S. L. Rubinshtein emphasized that such analogies are untenable: an adult, no matter how primitive he may be. was, enters into a relationship with nature, into the struggle for existence as a ready, mature individual; the child has a completely different relationship with the surrounding reality. Therefore, what seems similar, due to other reasons, is a different phenomenon. "It would be anti-evolutionary to force a child to experience all the delusions of the human intellect," another scientist, P. P. Blonsky, wittily remarked. However, under the influence of the works of St. Hall, the study of child psychology attracted many and took on an unusually large scale. "In America they like to do everything wide!" - wrote the Swiss psychologist E. Claparede. In order to achieve the desired goal faster and obtain a large amount of factual material, the development of various questionnaires began, the benefits of which were often doubtful. Teachers failed to respond to questionnaires sent out by pedagogical journals, and for this they were condemned, considering them backward. “But science is not created as quickly as cities are built, even in America, and the mistakes of this hectic and artificial activity soon made themselves felt,” E. Claparede already stated at that time. The theoretical inconsistency of the concept of recapitulation in psychology was recognized before it appeared critical attitude to this concept of embryology. I. and. Schmalhausen showed that in phylogeny a decisive restructuring of the entire embryogenesis as a whole takes place, and the decisive moments of development go down. E. Haeckel's criticism, based on vast factual material, raises the problem of the history of embryogenesis. Despite the limitations and naivety of the concept of recapitulation, the biogenetic principle in psychology is interesting in that it was a search for a law. As D. B. Elkonin emphasized, this was an incorrect theoretical concept, but it was precisely theoretical concept. And if it weren't there, there wouldn't be other theoretical concepts for a long time. In the concept of St. Hall, for the first time, an attempt was made to show that there is a connection between historical and individual development, which has not yet been sufficiently traced. The theory of recapitulation did not remain in the center of attention of scientists for long, but the ideas of St. Hall had a significant impact on child psychology through the studies of two of his famous students - A. Gesell and L. Theremin. 2. Normative approach to the study of child development. BUT.

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Doctor of Psychology, professor at Moscow State University, full member of the Russian Academy of Natural Sciences, laureate of the Presidential Prize of the Russian Federation, head of the Department of Developmental Psychology of the Faculty of Psychology of Education of the Moscow State University of Psychology and Education.

Education and professional activity.

She graduated from the psychological department of the philosophical faculty of Moscow State University (1960). Candidate of Psychological Sciences (1972), Doctor of Psychological Sciences (1996). Associate Professor (1977). Professor of the Department of Developmental Psychology, Faculty of Psychology (1997). Laureate of the Presidential Prize of the Russian Federation for his contribution to the development of an activity approach to the development of the psyche (1997). Full member of the Russian Academy of Natural Sciences (1996). Member of the editorial board of the Moscow University journal Vestnik, Psychology series. Member of the editorial board of the journal Psychological Science and Education.

She took part in research on the study of the mental development of children; participated in many years of work with deaf-blind students of the Faculty of Psychology of Moscow State University. The topic of her Ph.D. thesis is Formation of the Elements of Scientific Thinking in a Child. The application of the method of systematic formation of mental actions by P. Ya. Galperin to the analysis of the characteristic features of children's thinking (the phenomena of J. Piaget) showed new opportunities in highlighting the problem of "Education and development" in childhood. The doctoral dissertation was completed on the topic: "Ways of scientific study of the child's psyche in the twentieth century". L.F. Obukhova outlines the contour of child psychology as a system of possible interpretations of mental phenomena based on their genetic modeling understanding, including these phenomena in the context of the child's developing being and psyche. Two main ways of development of child psychology have been established, each of which implements one of the existing research paradigms. The paper conceptually generalizes the essential characteristics of the theories of the child's mental development within the framework of the cultural-historical and natural-scientific paradigm. A comparative analysis of theories of child development made it possible to reveal their continuity and establish the logic of the process of formation of scientific knowledge about the driving causes of child development. Works are important for the organization of research activities in the system preschool education, for solutions practical tasks on the development of children's thinking, to diagnose the levels of development of children's cognitive activity.

The works of L.F. Obukhova are important for organizing research activities in the system of preschool education, for solving practical problems in the development of children's thinking, for diagnosing the levels of development of children's cognitive activity.

Prepared 25 candidates of sciences.

Scientific interests:

child (age) psychology;
comparative analysis of the norm and pathology of child development;
comparative analysis of the age and functional development of the child's psyche.

Training courses.

General course of lectures "Age psychology", special courses "Mental development in conditions of sensory defects", "Theory of J. Piaget", "Actual problems of modern developmental psychology", "Fundamentals of general (genetic) psychology. Theory of P. Ya. Galperin ".

Materials of public lectures Obukhova L.F. within the framework of the Scientific Lecture Hall of the Moscow State University of Psychology and Education on the problems of modern psychology:

"Psychology of Development" / May 4, 2011, Russia, Moscow

Publications

Child psychology: theories, facts, problems M.: Trivola 3rd ed., Sr. - M.: Trivola, 1998. - 352 p.: ill.
Age-related psychology. Textbook for SPO M.: Yurayt 2016
Age-related psychology. Textbook M.: Pedagogical Society of Russia. - 1999 - 442 s
Developmental psychology: Textbook for universities. M.: Higher education; MGPPU, 2006. - 460 p. - (Fundamentals of Sciences).
Child (age) psychology M .: Russian Pedagogical Agency, 1996, - 374 p.
Jean Piaget: theory, experiments, discussions M.: Gardariki 2001, 624 pages, with ill. Hard cover.

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