The Game as a Zone of Immediate Development of Preschool Children
Kravtsov G.G. PhD (Psychology), Head of the Psychology of Personality Department, L.S. Vygotsky Psychological Institute of the Russian State University of Humanities, Moscow, Russia, email@example.com Kravtsova E.E. PhD (Psychology), Professor, Institute of Childhood, Family and Education, Russian Academy of Education, Moscow, Russia, firstname.lastname@example.org
In the article, developing preschool education is considered in the logic of game activity. The authors followed L.S. Vygotsky is considered an imaginary situation as the criterion for the game and distinguishes two-positional nature as its essential characteristic. The article proves that the game in cultural-historical psychology has characteristics similar to the zone of proximal development. Developing preschool education is considered from the point of view of creating conditions for the formation and development of bi-subjectivity. According to the authors, developing preschool education should solve three problems - the task of forming psychological readiness for playing activity, the task of learning the game, and the task of using the game as a learning tool. There are two patterns that determine the developmental nature of learning at preschool age - this is the creation of situations in which the child should realize a strong-willed effort and purposeful development of a central psychological neoplasm.
Keywords: developing preschool education, zone of proximal development, game, two-positioning, imaginary situation, subject of game activity, game as a valuable activity, game as a form of life activity organization
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