Denisenkova N.S. Psychological and pedagogical practice and theoretical views of Lev Vygotsky on the problem of development of child abilities
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Abstract
Vygotsky theory of higher mental functions formed the basis of understanding of the abilities and means of development. Abilities develop in childhood, providing “entry” in the culture and successful acquisition of different activities throughout life. Development of Vygotsky’s ideas formed understanding of the mechanisms leading to the formation of abilities in preschool childhood through the mastery and use of child preschool imagery tools. The following mental abilities and tools that promote development were identified: sensory (means – sensory etalons), intellectual (means – graphic-shaped models), creative (means – images) and symbolic (means – symbols). The use of imagery means for development of these types of abilities helps the child to deal with complex cognitive and creative tasks with a little help from an adult, i.e. extends the zone of proximal development. Adult acts as both a carrier of culture and as a partner of the child in various activities (educational, play, graphic etc.). Such approach to education and training not only provides intellectual and creative, but also personal and social development of preschool child.