2025, 5

Concepts of voluntary behaviour in children in Soviet and Western psychology: advantages and limitations

2025, 5 p. 4-15

Subbotsky E.V.

Background. EF deficit is associated with various disorders, such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and learning disabilities. Improving EF in children has a positive effect on the development of their ability to guess the intentions of others and adherence to social and moral rules of behavior. More importantly, inhibitory control and attention switching are reliable predictors of early academic abilities, that is, mathematical abilities and literacy.

Objective. To compare the concepts of voluntary behavior in children in Western psychology with the concepts of conscious action developed in Soviet psychology within the tradition of L.S. Vygotsky and A.R. Luria, and to analyze the advantages and disadvantages of both approaches.

Methods. Review and the comparative analysis of studies.

Results. The theoretical foundations of Western studies of the executive function (EF) are considered in comparison with the studies of “conscious action” conducted within the Vygotsky-Luria’s school. The advantages and limitations of each approach are revealed and the possibilities of applying these approaches to the formation of critical thinking and creative independence in children are shown.

Conclusions. Cognitive models of EF, focused on neurochemical intervention in the correction of executive activity, and the model of voluntary behaviour as “conscious action”, which emphasizes the use of higher mental functions for such correction, are not alternative to each other but complement each other. Only an analysis of specific parameters of violations of voluntariness of action and patterns of integration (or lack thereof) between action, intellect, language, memory and other mental functions can determine which of the above models is best suited for a particular case.

Keywords: executive function conscious action voluntary behaviour mental development communication style creativity

DOI: 10.24412/2782-4519-2025-19-5-4-15

Testing the model for analyzing the representation of Lev Vygotsky’s ideas in national preschool education systems

2025, 5 p. 16-29

Igor B. Shiyan , Kholodova O.L. , Krasheninnikov E.E. , Le-van T.N. , Shiyan O.A.

Background. The foundation of any preschool educational practice is built upon implicitly embedded assumptions about a child’s psychological characteristics and developmental pathways. This may constitute not a systematic but rather an eclectic set of beliefs with poorly understood foundations; however, for effective practice, education must be grounded in a holistic system of psychological views based on a sound psychological conception. Furthermore, the conception itself, as it evolves, requires continuous reflection on its key tenets, including through the process of their interpretation in various practical implementations. The transfer of a scientific theory into a different cultural and linguistic space is of particular interest for its development. Yet, understanding the specifics of such a transfer necessitates dedicated research methodologies.

Objectives. This paper presents the authors’ original model for analyzing the representation of ideas from Lev Vygotsky’s Cultural-Historical Activity Theory (CHAT) in scientific discourse and educational practice. The aim of developing this model is to enrich the understanding of CHAT ideas within national preschool education systems by examining how they exist within the context of both the target and the original scientific traditions and educational systems.

Sample. Hong Kong, representing a unique blend of cultural traditions, was selected as the testing ground for the model. Based on developed criteria, a sample of 50 open-access scientific, regulatory, and methodological texts in English by Hong Kong authors was selected.

Methods. The study was conducted through a textual analysis of these documents according to the authors’ model, which implies analyzing the presence of references to the founder of CHAT and his followers, the use of the theory’s key concepts, and the context of their application — whether for scientific discussion or practical development.

Results. The testing of the model demonstrated its applicability for analyzing the representation of CHAT ideas in the scientific discourse and educational practice of Hong Kong. The model allows for tracing the trajectory of Vygotsky’s influence on scientific discourse and educational practice, as well as the connection between scientific discourse and practical application.

Conclusions. The model can be applied to advance preschool education in various countries.

Keywords: Cultural-historical activity theory (CHAT) Vygotsky preschool education zone of proximal development social situation of development scaffolding mediation

DOI: 10.24412/2782-4519-2025-19-5-16-29

The dynamics of storytelling and play development in preschool age

2025, 5 p. 30-42

Eremeeva M.N. , Iakshina A.N.

Background. Play and storytelling, despite their unique developmental significance, rarely occur spontaneously in preschool settings. While various theoretical perspectives exist regarding the relationship between these two activities in early childhood, the developmental dynamics of play and storytelling, as well as the nature of their interconnection, remain empirically underexplored.

Objectives. To analyze the dynamic of development of both play and storytelling in preschool-aged children and establish the nature of their interrelation.

Sample. 44 preschoolers (5–7 y.o.) (mean age in months=74,18, Med=73, Sd=9,52).

Methods. To assess the dynamic of storytelling over 7 months, teachers in each group collected children’s stories that the children drew and composed voluntarily. The assessment of play level dynamics was conducted twice using E.O. Smirnova’s method, with a 7-month interval.

Results. Uneven dynamics in the development of storytelling were revealed, significant negative correlations were found between the delta of the total play score, interaction level, play idea with the dynamics of storytelling (quantity and level of story composition). The sample contained no children who composed many stories while having low play levels, while there were many children with good play skills who did not compose stories.

Conclusions. Play and storytelling are different types of symbolic activity of the child, which develop not parallel to each other, but sequentially. Based on the obtained results, it can be assumed that children first master cultural means of creating plots and characters in joint play, and only then begin to use them in stories. For the development of story composition, the rich experience of joint play in the child is necessary.

Keywords: play storytelling narrative preschool setting preschool age dynamics of development cultural means

DOI: 10.24412/2782-4519-2025-19-5-30-42

Gender features of shared leisure time of modern parents with their children preschoolers

2025, 5 p. 43-53

Yakovleva M.A. , Sokolova M.S. , Ryabkova I.A.

Background. Time spent with family is a significant factor influencing the child’s successful development, including gender socialization. Mothers and fathers probably prefer different activities when spending time together with children of different genders. Considering that different types of activities have a heterogeneous effect on a child’s personality, the choice of different joint activities can play a significant role in their development. But in modern psychology, family leisure activities in the aspect of parent-child relationships have been little studied by domestic authors.

Objectives. The study aims to identify gender characteristics of joint leisure time of parents with their preschool children.

Sample. The study involved 42 864 parents of preschool-age children aged 18 to 56 years: 41 551 women and 1 313 men from different regions of the Russian Federation.

Methods. The study was conducted on the basis of the author’s questionnaire aimed at studying the parents’ perception of various aspects of preschool children’s lives. Data processing was carried out using frequency and factor analysis.

Results. Study results showed differences in leisure activities of fathers and mothers with their boys and girls. Two key bipolar factors of parents’ preferences for types of joint leisure were identified: “Practically oriented forms of activity — Playful forms of activity” and “Artistic, aesthetic activity — “Cognitive” activity”.

Conclusions. The obtained data allow us to record the features of family leisure with children. Firstly, modern parents strive to spend time with their children, choosing traditional types of family pastime. Secondly, the features of family leisure activities are gender-specific: mothers are focused on practical benefits, while fathers prefer play. In addition, parents with girls and boys choose different directions of activities. Thirdly, important contribution to full-fledged leisure activities with a preschooler is made by family completeness: in single-parent families, the frequency of play forms of child-parent interaction decreases.

Keywords: preschoolers gender differences in preschoolers family leisure parent-child relationships digital games play family single-parent family gender socialization

DOI: 10.24412/2782-4519-2025-19-5-43-53

Development of divergent thinking in children aged 5–6 years through klecksography

2025, 5 p. 54-67

Chernokova T.E.

Background. Divergent thinking is the ability to generate many different original ideas, is an important component of human creative potential. Preschool age is a sensitive period for the development of divergent thinking in children. No special scientific studies have been found on the role of klecksography in the development of divergent thinking in preschool children.

Objective. The aim of the study is to evaluate the effectiveness of using klecksography as a means of developing divergent thinking in children aged 5–6 years.

Sample. The study involved 20 children aged 5–6 years (10 boys and 10 girls).

Methods. The study was conducted in three stages: ascertaining, formative and control. The “Sketches” and “Using objects” tests were used for diagnosis divergent thinking in children. The methodology for developing divergent thinking was based on the following conditions: 1) step-by-step teaching of children to use klecksography techniques to create different images: from teaching the techniques of detecting an image and completing its drawing to a holistic creative activity; 2) inclusion of tasks on finishing drawing blots in lessons on topics reflecting different areas: animals, plants, things, people; 3) using techniques that encourage children to discover multiple images in the inkblot.

Results. Analysis of the results of the ascertaining stage showed that 45% of the examined children had low levels of divergent thinking. They are able to generate several ideas, but the indicators of flexibility of thinking are low, original answers were not revealed. These children were included in the experimental group. The results of the control experiment indicate the effectiveness of the experimental method. 75% of children demonstrated a high level of divergent thinking in the “Sketches” test, and 12.5% in the “Using objects” test. The dynamics of fluency and flexibility of thinking are especially pronounced.

Conclusions. The obtained data confirm our assumption that klecksography can be used as an effective means of developing divergent thinking in children aged 5–6 years.

Keywords: creativity divergent thinking senior preschool children non-traditional drawing techniques klecksography learning flexibility of thinking

DOI: 10.24412/2782-4519-2025-19-5-54-67

The role of family factors in preschoolers’ digital practices

2025, 5 p. 68-80

Nikolaeva E.I. , Kalabina I.A.

Background. A number of modern Russian and foreign studies confirm that the time spent in the digital environment is increasing, as is the percentage of preschoolers using digital devices daily. However, data on the benefits and harms of digital technologies for preschoolers remains contradictory. Families can create favourable conditions for their children’s interaction with the digital environment, but they can also increase the risks.

Objectives. This study examines the influence of family factors on the digital practices of preschool children and their link to executive functions development.

Sample. The study involved two groups of respondents: 135 preschool children (average age: 6.21 ± 0.73) attending kindergartens, their parents (n = 135).

Methods. The study of family factors and the specifics of preschoolers’ digital practices was conducted using a semi-structured interview, observation of the child’s interaction with a digital device, and a parent questionnaire. To test the hypothesis about the influence of the studied factors on the child’s cognitive development, an assessment of the children’s executive functions was carried out: working memory was measured using O.M. Razumnikova’s method, while inhibitory control was assessed via E.G. Vergunov’s reflexometric technique. Regression analysis was used to identify statistical relationships.

Results. The study showed that parents’ level of education influences how they moderate their children’s use of digital devices, the purpose for which they use them, the existence of family rules, and their children’s awareness of these rules. It also revealed some differences in motivation for learning to use digital devices. Differences in preschool children’s use of digital devices were also observed depending on whether they had older siblings.

Conclusions. The influence of parents’ education level and the presence of siblings on preschoolers’ digital practices has been established. It has been shown that the existence of family rules for using digital devices is positively associated with the development of working memory.

Keywords: preschool age executive functions parental mediation family rules digital competence digital practices digital devices

DOI: 10.24412/2782-4519-2025-19-5-68-80

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