Cand. Sci. (Psychol.), Professor at the Department of Social Psychology of Development, the Faculty of Social Psychology, Moscow State Psychological and Pedagogical University, Moscow, Russian Federation
Natalya S. Denisenkova
2025, 4
p. 4-14
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544
Background. Preserving the self-worth of preschool childhood, maximizing the use of age characteristics for the cognitive and personal development of a child is an extremely important task of modern psychology and pedagogy. Right now, when many parents are trying to teach their kids to read and count, starting at the age of three, or even earlier, when gadgets, the Internet and Artificial Intelligence become part of our lives, the task of finding methods and educational work that would ensure the cognitive development of preschoolers while maintaining forms specific to this age is becoming urgent.
Objective. Scientific understanding of the works of L.A. Venger, the study of the relationship of biographical events with research ideas, the identification of areas of creative potential in the current situation of the development of psychology and pedagogy.
Methods. A retrospective analysis of L.A. Venger’s biography and work in the aspects of his contribution to the development of theory and practice of preschool education.
Results. The study of L.A. Venger’s scientific heritage revealed the specifics of his understanding of the development of abilities in preschool childhood. Being a consistent advocate of cultural and historical theory and working within its framework, the scientist considered the cognitive development of preschoolers through the prism of the development of various types of general abilities. Thus, following his teacher A.V. Zaporozhets, Leonid Abramovich considered sensory abilities as perceptual actions that are acquired by a child in the process of mastering sensory standards. The development of cognitive abilities occurs through the mastery and use of visual-figurative models (diagrams, drawings, plans, etc.). The development of creative abilities occurs on the basis of mastering actions with images, while speech means are added at the older preschool age. The undoubted merit of L.A. Venger is that the mechanisms for the development of each type of ability were described in detail, not only the means were described, but the ontogenesis of the corresponding actions was revealed. Educational systems based on these mechanisms have gained recognition in the pedagogical community, and diagnostic systems in the psychological community. At the same time, the issue of developing preschoolers’ abilities at the present stage is important for further study, in the context of childhood, which often takes place with an excessive presence of gadgets, but is not saturated with games and specific productive activities of children.
Conclusions. The concept of developing abilities presented in L.A. Venger’s research contributes to solving such fundamental problems of psychology as the relationship between learning and development; preserving the self-worth of preschool childhood in conditions of adequate educational work; developing the child’s imagination and creativity. L.A. Venger’s ideas undoubtedly remain relevant, and his work is continued by his followers and students.
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DOI: 10.24412/2782-4519-2025-4130-4-14
2008, 6
p. 49-53
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140
2008, 4
p. 14-24
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138
2009, 6
p. 74-79
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326
Today, preschool education is a diverse business that provides with various educational products – original methods and educational technologies, vast variety of which often puzzles parents in their pursuit for the right choice for their child. For this reason parents tend to seek professional advice from a child psychologist, and always get a professional answer - to search for a program that considers foundational principles of child’s mind and its developmental stages, fits individual peculiarities of their child, family, their values and traditions. Nevertheless, parents are still left alone to look for the program that successfully incorporates those principles. This article guides parents through major developmental and educational programs to help them decide the best one for their child.
2009, 5
p. 68-75
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185
The author reviews major problems that year one pupils and their parents often come across, and describes the importance of being prepared for a school as a mean of avoiding most of them. The article provides with some of problem-coping strategies for parents of senior preschoolers.
2009, 4
p. 60-67
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237
Centuries of creating and publishing books brought up a special branch in writing – child literature, and most parents today find books essential for bringing up their children. The article discusses major principles of choosing the right book for a child, considering his or her psychological traits. The authors also provide with examples of proper literature for children of early, junior and senior preschool age.
2009, 2
p. 64-67
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202
The article views various types of encouragement and gives advice on how emotional and how frequent child encouragement should be. The author proves the necessity of taking into consideration objective and subjective value of a child’s deed, as well as individual features of a child and his or her family’s conventional style of communication.
2009, 1
p. 72-77
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164
The article dwells upon an encouragement of preschool children problem. Despite the obvious effectiveness of this type of influence upon development of child’s personality, many parents often ask themselves for what and how to praise their children. The author answers these questions with an emphasis on children’s individual differences which should be taken into consideration in this matter.
2010, 4
p. 72-75
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405
The diversity of preschool educational services puts a lot of questions for parents. Often the most difficult problem is selecting the type of educational program. What are the pros and cons of foreign educational systems, such as: Waldorf kindergartens, kindergartens of M. Montessori, or so-called English, American or German nursery, staffed by native speakers (teachers from England, USA or Germany) and guided by educational programs of the respective countries? It turns out that parents of children attending these preschools should understand features of educational process. Lack of continuity with Russian school educational program requires from parents additional practice with children. Conclusions that are given in the paper are based on analytical work, as well as cases from the practice of psychologists.
2010, 3
p. 74-78
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180
Active, impulsive, inattentive, disobedient, restless, disorganized, hyperactive - an incomplete list of definitions that adults (teachers and parents) give to children who have problems with attention and volition. The article presents the differentiation between these features in the children’s behavior from attention deficit disorder with hyperactivity. Games and tasks aimed at developing of the arbitrariness in the preschool age are described. Authors also provide recommendations for the adult in organizing the child’s life that would increase the arbitrariness of a preschooler.
2011, 2
p. 75-81
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140
The article examines the characteristics of a social situation of development of a gifted child, analyzes traits of personality development in connection with parents’ behavioral patterns and provides with factual examples of unfortunate personality development of gifted children. The author provides with a program for learning to cope with situations of failure, which helps a caregiver teach a gifted child efficient communication with peers while managing to retain individuality. The program, as well as the proposed games and classes, were experimentally tested at and employed into curriculum of preschool establishment #1511 (Moscow).
2012, 2
p. 60-65
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175
The article describes the basic components of the relationship between children and parents that influence the development of preschoolers’ abilities. Numerous studies and practical observations show that parents who highly appreciate child’s development, who perceive child as a unique individual with personal and age characteristics, have every chance to bring up creative person. Family members (including grandparents, parents) should participate actively in the development of preschool children using the instructional style of leadership. The dominance of the creative and intellectual abilities in structure of abilities is largely determined by the order of birth, the emotional relationship between parents, the style of child control in the learning process.
2013, 6
p. 40–45
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230
The aim of the article is to help children and their parents in a difficult period of child’s adjustment to the school. The authors examine the relationship of psychological readiness and success of the child’s entry into school life. Indicators of these process successfulness are described. The article highlights the series of preparatory steps for school and the begining of the school life. Possibilities of support of first-graders in this interesting and difficult path to adulthood are explored. The answers to the questions whether the child knows the rules and able to comply with them without supervision by the parents and other adults, whether the child is ready to build a relationship with the teacher and peers in the form of cooperation are provided. Guidelines for psychological care to ensure safe entry child in school life are described.
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2013, 3
p. 54–57
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283
The article focuses on the activities within internship in the frame of the program “Preschool education: intellectual resource for the development of the nation. Gifted children. Support for children’s initiative”. As an example its implementation in kindergarten № 1511 is analyzed. Master class “Development of intellectual abilities and elements of logical thinking in children preschool age” is described. During internship students are introduced to different forms and methods of practical work on the development of logical thinking of preschoolers, learn about the principles of educational work in kindergartens with gifted children.
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2013, 2
p. 54–58
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362
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.
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2016, 3
p. 60–65
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247
The article is designed to help parents understand what role games and toys play in a preschooler’s life, which toys help a child enter the world of human culture, what role an adult plays in the development of play activities. Psychological approaches to the understanding of the importance of games and toys in developing a child’s personality and intelligence are considered. It is demonstrated that the outward appearance of a toy and its functions are defined, on the one hand, by the social and cultural realities and, on the other, by the needs of the child himself. By analyzing the preferences of today’s boys and girls the authors propose that stereotypes in choosing toys to be overcome. The article considers the risk zones and resources of modern toys, computer and other games. It provides recommendations on how to choose the toy considering a preschool child’s psychology.
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2019, 6
p. 50–57
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350
This article focuses on tendencies of development of children of the preschool age connected with features of modern socialization. Today, the process of entering a child’s culture has a number of specific features. The boundaries between childhood and adulthood are blurred, the child’s position in relation to the adult world is changing, the adult ceases to be a unique bearer of culture, the effectiveness of traditional practices of upbringing and learning becomes ambiguous, and the intensity of the child’s communication with adults and with other children is reduced. One of the reasons for these changes is the rapid integration of digital technology into a child’s daily life. The Internet, computer, tablet, smartphone and other gadgets, which preschoolers often know better than their parents, become not only a toy, but also a means of socialization. The term “digital socialization” is used to define and describe the new facet of a child’s socialization. It is characterized by children’s use of high-tech arsenal of digital devices, the duration of the online status of a child, increasing risks associated with the online environment, an increase in the technical literacy of children compared to their parents, a decrease in the universality of the adult figure and his or her role in relations between parent and child, etc.
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DOI: 10.24411/1997-9657-2019-10058