And in Zaporozhets the latest editions. Preface. Section III. Problems of the development of the psyche

1905-1981) - owls. psychologist, student of L. S. Vygotsky. In the 1930s, being a member of the Kharkov school of psychologists, he stood at the origins of the activity approach in psychology, together with A. N. Leontiev, developing the problem of the emergence of the psyche in phylogenesis (see Sensitivity) . However, Z. made the main contribution to the theory of activity with his ontogenetic studies. He showed that the origins of any cognitive process in a child are practical actions: for example, perception is a folded (internalized) "perceptual action" that resembles the basic properties of the perceived object; thinking initially arises as a practical ("effective") generalization, etc. Subsequently, he began to develop the idea of developing emotions as mastering actions to assess the meaning of the situation for the subject. The process of internalization was understood 3. as the transformation into internal originally external forms of orienting activity. These views influenced the formation of the concept of the subject of psychology as an orientation activity in line with the activity approach. Based on the generalization of theoretical and practical (on the restoration of movements in the wounded during World War II) research, he created the concept of the emergence and development of voluntary movements and actions. See Sensory Standards, The Theory of Development of Perception through the Formation of Perceptual Actions. (E. E. Sokolova.)

Zaporozhets Oleksandr Volodymyrovych

(1905-1981) - Russian psychologist, Ukrainian origin. Specialist in developmental psychology and educational psychology, in particular the psychology of children before school age. Dr. Psychological Sciences (1959), Professor (1960), Ph.D. Academy of Sciences of the USSR (1968), Academician-Secretary of the Department of Psychology and Developmental Physiology (1965-1967), member. Presidium of the APS, founder and director of the Institute of Preschool Education of the APS of the USSR. After graduating from the pedagogical faculty of the 2nd Moscow State University (1930), he worked as a laboratory assistant, and then as an assistant in the Department of Psychology at the Academy of Communist Education. N. K. Krupskaya. In 1931 he moved to Kharkov, where Art. assistant, then head of the laboratory of the psychology sector of the Psychoneurological Academy. Since 1938 - Associate Professor and Head. Department of Psychology, Kharkiv Pedagogical Institute im. A. M. Gorky. In the first years of the Second World War, he worked in a hospital, was engaged in the restoration of the movements of wounded soldiers. In 1943 he begins his teaching activities at the department, then at the Faculty of Psychology of Moscow State University. Since 1944, he was in charge of the laboratory of psychology of children of preschool age at the Institute of Psychology of the APS of the RSFSR, where in 1958 he defended his doctorate. dis: Development of voluntary movements. In 1960, he became the director of the Institute of Preschool Education of the Academy of Pedagogical Education of the USSR, which he created. Scientific activity 3. is closely connected with the name of his teacher L. S. Vygotsky and his closest associates - A. R. Luria, A. N. Leontiev and their followers. Its manifold scientific interests from the very beginning they were united by a single idea of the internal connection of the psyche with human activity. 3., along with A.R. Luria and A.N. Leontiev, was one of the creators of the psychological theory of activity and mental reflection, the foundations of which were laid in the works of L. S. Vygotsky. Widely known for his research in the field of the emergence of the psyche. At the end of the 30s. 3., summing up the results of a series of studies on the perception of fairy tales and drawings by children, came to the conclusion that perception is a special sensory action. Subsequently, on the basis of numerous studies of touch and vision, carried out jointly with students and employees, he formulated the main provisions of the theory of perceptual actions. This theory formed the basis for the development of methods and practices of sensory education and training of preschoolers. A special place in the scientific biography 3. occupies the study of movements and actions. This cycle of research began in the years of the Great patriotic war when he was developing methods for restorative hand movement therapy. The study of the development of voluntary movements was continued in the postwar years and summarized in the well-known monograph Development of voluntary movements (1960). Moving from the study of perception to the study of human movements, 3. radically changed the formulation of the problem of the formation of actions, believing that this process is based not on the exercise of the motor sphere, but on the construction of an image of the situation and the image of the necessary actions, the internal picture of movement. Like N.A. Bernstein, he considered movements as organs of individuality, which was reflected in his continued interest in the psychology of set and understanding of sets not only as preparation for action, but also as a means of expressing the personal properties and qualities of the individual. Hence, it is quite natural to move 3. from the study of personality attitudes, including expressive movements, to the study of the emotional sphere of the personality. Coming to science from art (Z. was a talented student of the Ukrainian director Les Kurbas), he retained an interest in art, manifested in the study of emotional actions. The dream remained unfulfilled 3. - to develop the ideas of L. S. Vygotsky, set forth in his unfinished work Spinoza's Teachings on Passions in the Light of Modern Psychoneurology, and to write a book about human emotions. One of the last publications 3 was devoted to this topic: The role of L. S. Vygotsky in the development of the problem of emotions. N. S. Poleva

Plan

Introduction

1. Biographical information

2. The role of A.V. Zaporozhets in psychology

Conclusion

Bibliography

Introduction

Patriotic psychology it is impossible to imagine without the remarkable humanist psychologist Alexander Vladimirovich Zaporozhets (1905-1981). In the 30s. in the framework of research conducted at the Kharkov activity psychological school, he dealt with the problem of the emergence of the psyche in phylogeny (together with A.N. Leontiev). It was shown that any cognitive process is based on practical actions, in particular, that perception and thinking are a system of convoluted “perceptual actions”, in which the main properties of an object are assimilated and, due to this, a perceptual or mental image is formed. Later, he began to develop a provision on the development of emotions as a process of gradually mastering the actions of assessing the meaning of the situation. He created the concept of the emergence and development of voluntary movements and actions, where, in particular, he summarized his experience in restoring movements in the wounded during World War II.

Belonging to the number of the closest students of L.S. Vygotsky, who after his death was a kind of Conscience of this circle of “Vygotsky”, which included the entire color of psychological science, Zaporozhets himself was an exceptionally modest person.

The purpose of this essay is to determine the contribution of A.V. Zaporozhets to the development of developmental psychology.

1. Biographical information

Childhood and youthful years of A.V. Zaporozhets were held in Kyiv, where he was in the early 20s. he is fond of theater and participates in the studio of the then famous reformer of theatrical art Les Kurbas. It was at this time that the interest of Zaporozhets in psychology, in the scientific knowledge of the inner world of man, in the study of the emergence of his thoughts and emotional experiences, the process of becoming his personal qualities. All this prompted him, in the end, to leave the theater, enter the 2nd Moscow University and study psychology under the guidance of L.S. Vygotsky. However, a special artistry was inherent in Alexander Vladimirovich throughout his life. It is no coincidence that his most fundamental works are devoted to the formation aesthetic perception preschoolers.

At the end of the 50s. he becomes director of the Institute of Preschool Education and devotes himself to the study of the psychology of child development. In fact, he was the first to develop such important problems as the affective actions of the child, the internal form of movement, the content of which includes the image of the situation. He implicitly opposed the theory of activity, replacing it with the psychology of action, which is objectified in inner world child, his spirituality. Based on these complex, but fundamental provisions, he substantiated specific age periods in the development of the child's psyche, their enduring value.

To all this it is worth adding that all psychological concepts were built by A.V. Zaporozhets on his boundless love for children, and he himself created a scientific school of psychologists, including V. Zinchenko, N. Poddyakov, L. Wenger.

2. The role of A.V. Zaporozhets in psychology

A.V. Zaporozhets was the conscience of a small team of psychologists, which first received the name of the Kharkov school of psychologists (A. N. Leontiev called it more modestly in 1945 - a group), and then, when the "Kharkov" Muscovites gathered in Moscow, at Moscow University and at the Psychological Institute , this expanded team began to be called the Moscow School. In fact, several schools appeared in Moscow over time: the schools of A.R. Luria, P.Ya. Galperin, D.V. Elkonina, L.I. Bozhovich, A.V. Zaporozhets, the school of A.N. Leontiev. But they were all united ideologically and emotionally, and often called themselves simply Gotots. This does not mean that there were no difficulties in their relationship, but the peace in this house was preserved, first of all, by A.V. Zaporozhets, often acting as an adviser, a doctor.

It is difficult to overestimate the contribution of A. V. Zaporozhets to psychology. It is in psychology, and not in the psychological theory of activity or in the activity approach. The core of his interests was not activity, but action in many of its manifestations: sensory, orienting, perceptual, mental, emotional, aesthetic, playful, educational, and finally, action in the proper sense of the word, i.e. movement and voluntary action. He sometimes used the term "mental action". If you read his works through the prism of the concept of action, you will inevitably come to the conclusion that they contain the foundations and the general outline of the future psychology of action. Action in his studies acted not as an explanatory principle, but as a subject of study, comprehension.

A.V. Zaporozhets came to psychology with already established interests and his own problems. However, they were fueled by his love for theatrical art, which A.V. Zaporozhets carried through all his life. He painfully experienced the "dead zones" in the life of the Soviet theater, the sad fate of great actors. It should be emphasized that the problems he intuitively comprehended did not confront him in an abstract and poorly differentiated form, but in a very concrete, one might even say, in a scientific and practical formulation. In general, this problem can be formulated as the problem of a person mastering his own behavior and emotions through the transformation, implementation of his own movements and actions. If there is something of intuition in this setting, then this is an intuitive, then not yet expressed in concepts, idea of the common structure of the inner world of a person and his external social and objective activity.

In the second half of the 20s, when A.V. Zaporozhets came to psychology, the problem of mastering behavior and organizing activity was just beginning to be posed before it. In the idea of transformation, the implementation of an action in the form in which it was realized, not only A.S. Kurbas, but also other masters of the theater and cinema of that time, contains a rejection of naturalistic copying of reality.

A.V. Zaporozhets conducted research on the formation of the aesthetic perception of preschoolers. He singled out the stage of aesthetic perception, preceding empathy and empathy, which he called the stage of "assistance". A remarkable property of children's role playing, in his opinion, is that they occupy an intermediate place between real and artistic actions.

According to his wife A.V. Zaporozhets T.O. Ginevskaya, his first teachers, in addition to A. Kurbas, were V. Meyerhold and S. Eisenstein. Under their influence, he developed a program of psychological research and a strategy for its implementation. Therefore, it is not at all accidental that in the second half of the 1920s A.V. Zaporozhets became a student and follower of L.S. Vygotsky, and not others, while much more famous psychologists, such as P.P. Blonsky, K.N. Kornilov, G.G. Shpet, from whom he also happened to study at the Second Moscow University. It is equally no coincidence that L.S. Vygotsky sent A.V. Zaporozhets to the studio of S. Eisenstein to plan and organize joint research projects, which, unfortunately, were not destined to materialize.

Further, now the scientific fate of A.V. Zaporozhets was inextricably linked with the school of L.S. Vygotsky. Through the whole life of A.V. Zaporozhets carried deep respect and love for his second teacher. Scientific ideas and methodological principles put forward by L.S. Vygotsky, enriched his own program, formed the basis of his research work. Of course, it is true that the research program of A.V. Zaporozhets was enriched with L.S. Vygotsky, A.N. Leontiev, A.R. Luria, but it is equally true that his program enriched the cultural-historical theory of L.S. Vygotsky and the psychological theory of A.N. Leontiev. Moreover, it drew for them a new perspective line, or zone of proximal development, in which the psychology of action is located.

A.V. Zaporozhets came to psychology in order to understand affective, meaningful, arbitrary stage action. But his scientific fate developed in such a way that for many years he “trained” on sensory, perceptual, mental actions, as if filling them with meaning and will. He turned to his "first love" - to affective action at the end of his life, when he was loaded with administrative duties. In 1959, at the insistence of A.A. Smirnova and B.M. Teplova headed the Institute of Preschool Education and failed to fully implement his scientific program for the study of affects. In this he repeated the scientific fate of his teacher L.S. Vygotsky, who only touched on the “affective and volitional tendency” behind thought. His justification is the boundless love for children and the once glorious institution he created.

Comprehending the specifics of preschool childhood and changes occurring in childhood, A.V. Zaporozhets noted that the issues of theory and practice of education are resolved most successfully in the course of revealing the dialectical processes of the formation of the human personality, which are built on the basis of the laws of social development and reliable, scientific knowledge about a person. A.V. Zaporozhets believed that the decision pedagogical tasks it is necessary to start with the definition of a systematic approach to the subject of pedagogy, which allows you to study various aspects of education in their cumulative influence, the relationship in holistic process child development, to cover in a single synthesis the entire set of causes and processes of the formation of a child's personality, which he considered in the unity of maturation and assimilation of social experience, affect and intellect, social conditioning and self-development, freedom in choosing various types of activity and systematic educational work.

As a connoisseur of the child's psyche and its development, the scientist believed that it was possible to organize the life and upbringing of children only on the basis of a deep knowledge of the functional, individual and age development, in which the needs of the child determined by the mental development should serve as a guide.

Following K.D. Ushinsky and P.F. Kapterev, A.V. Zaporozhets developed the ideas of anthropology, incorporating the whole complex of knowledge about a person in the process of education. A.V. Zaporozhets carried out a special methodological search, coming from the knowledge of the internal, deep patterns of the development of the child and ultimately focused on transforming the practice of teaching and educational activities, taking into account the logic and specifics of pedagogical science, which allowed the scientist to formulate the objective laws of the concrete historical process of education, closely associated with the conditions for the development of society and the social practice of education, to reveal the patterns of development of the child's psyche, to determine the driving forces, to establish the mechanisms of these phenomena, which is significant for pedagogical science as a whole.

Childhood, long and rich in content and nature of the changes occurring during it, gives the child an advantage before reaching maturity to master all the richness of spiritual and material culture, the experience of previous generations and is a necessary condition for his entry into public life, the implementation of the relationship of generations, the acquisition of specific human abilities.

The conditionality of the existence of childhood by the evolution and development of society. Consideration of the social environment as a genuine, enriching source of development, transforming social - historical achievements society into the individual experience of the child, filling it with personal meaning.

"Absolute" value, qualitative originality and enduring value of the periods of childhood, which makes a unique contribution to the formation of the human personality, its all-round harmonious development and self-determination. The need to match the goals and objectives of education with age, psychophysiological and individual characteristics children, assistance in overcoming age-related crises, all-round enrichment mental development child.

Staged development of the personality based on the stages of the age-related formation of the psyche and a systematic approach to the structure of the mental properties of the personality, ensuring the realization of the child's potential. Understanding the mental development of the child as a process of self-movement, the emergence and resolution of contradictions.

The concrete expression of the idea of the self-worth of childhood follows from general provisions about the patterns of mental development of the child. One of these provisions is the problem of driving forces and conditions of development, revealing which, the scientist proved that individual mental processes develop as properties of the integral personality of a child who has certain natural inclinations and develops, joining the spiritual and material culture society in the process of vigorous activity. It is the nature of children's activities and the peculiarities of the relationship of the child with others that determine the emergence of psychological neoplasms in the cognitive sphere (synthetic perception of space, visually - creative thinking, creative imagination), emotional, volitional and motivational spheres (conscious control of behavior, arbitrariness, emotional anticipation).

This approach of the scientist substantiates the integrity of child development at the stage of preschool childhood, reveals to teachers the possibility and necessity of organizing education as a single process, based on the consideration of the child's personality in the aggregate of all its aspects, allows not only to present the structure and mechanisms of the child's perception, thinking, imagination, but also to realize the significance of childhood periods in general course formation of the human personality, to present the levels of its formation as single system, in which the loss of at least one of the levels threatens with collapse, underdevelopment, and distortion of the entire system.

The problem of age periodization, developed by the scientist in creative collaboration with D.B. Elkonin. A.V. Zaporozhets strongly emphasized the need to maximize the use of the possibilities of each age period, taking into account the mental originality and specifics of age, considered it necessary to match the goals and objectives of education with the age, psychophysiological and individual characteristics of children, assisting in overcoming age crises and psychological protection of the child in terms of training and education, all possible enrichment of mental development. These conceptual provisions indicate that A.V. Zaporozhets considered the upbringing of a child from the standpoint of productive humanism, aimed at creating conditions conducive to the disclosure of the potential forces of the individual. Wrestling A.V. Zaporozhets for the preservation of a full-fledged childhood against its artificial acceleration contributed to the development of the idea of "wide deployment and maximum enrichment of the content, forms and methods of specifically children's activities, children's communication with each other and with adults." The idea of amplifying child development, which became a practical program of action that followed from the theory of mental development, was considered by him as a necessary condition for the versatile upbringing of a child, a factor in free development, searching for and finding oneself in various types activities and communication, the methodological key to solving the most important problems of the upbringing and development of the child. Today, this is especially true, since the conditions of the socio-economic and environmental crises lead to noticeable changes in the personal, intellectual spheres of the child, in his state of health.

The development of cultural, natural, social principles in a child was considered by A.V. Zaporozhets in the context of assimilation of universal samples of culture associated with such values as childhood, love for the motherland, health, beauty, goodwill towards others, the ability to empathize, openness to cooperation. The most important role in familiarizing the child with values, from the point of view of the scientist, is played by his inclusion in the socio-cultural space, which ensures the discovery and construction of oneself in the world of culture, awareness of the ways to achieve goals. Moral values education were considered by A.V. Zaporozhets as a means of self-determination, the formation of individuality, enrichment of the moral experience of the child, as an opportunity for successful advancement in choosing the meaning of life. Value orientations cognitive development, according to the scientist, are designed to equip the child with ways of knowing the world around him, to reveal the potential of a thinking free person. Aesthetic and artistic values of A.V. Zaporozhets considered it as the basis of humanitarian culture, as a means of developing the emotional and personal sphere of the child.

Conclusion

In the psychological and pedagogical heritage of A.V. Zaporozhets found a holistic development of the idea of continuity in the education of children of preschool and school age as a single process that ensures the personal, emotional and mental well-being of the child, revealing the possibilities that serve as the basis for the success of schooling and determining the prospects for the development of his personality.

The study of the scientist's creative biography shows that it is closely connected with the development of psychological and pedagogical science in our country. Life of A.V. Zaporozhets is a model and example of organization, will, conscious attitude to his duty, which consisted in serving people through work in science, the desire to give higher meaning.

The provisions of A.V. Zaporozhets about the enduring value of the early periods of childhood; the conclusion that the individual mental processes of the child develop as properties of a holistic personality; belief in the potential of a preschooler; The urgent requirements for taking into account the originality and specificity of age are, in our opinion, the distinguishing features of the creative heritage of a scientist who considers the upbringing of a child from the standpoint of productive humanism, aimed at creating conditions conducive to the disclosure of the potential forces of the individual. Ideas A.V. Zaporozhets that in early childhood a child acquires the foundations of a personal culture commensurate with universal spiritual values, made it possible to formulate educational values that regulate the activities of a teacher and pupil.

Bibliography

1. Zaporozhets A.V. On the significance of the early periods of childhood for the formation of the child's personality // Contemporary Issues preschool education And pedagogical technologies: Compilation scientific papers. - Smolensk: SGPU, 1998.- S.3-10.

2. Cultural-historical theory and its development in scientific heritage A.V. Zaporozhets // Modern problems of interaction between culture, art, education: Collection of scientific papers. - Smolensk: SGGI, 2000. - S.21-24.

3. Mental development of children of primary school age: Tutorial. - Publisher: Publishing house Mikhailova V.A., 2000.

4. Yaroshevsky M.M. History of psychology from antiquity to the middle of the twentieth century. - M.: Press, 1996.

Psychological and pedagogical ideas of A.V. Zaporozhets

Zaporozhets upbringing personality preschool

Introduction

Biographical information

The concept of personality and its development

1 Development in the game

2 Development in productive activities

Conclusion

Literature

Introduction

Domestic psychology cannot be imagined without the remarkable humanist psychologist Alexander Vladimirovich Zaporozhets (1905-1981). In the 30s. in the framework of research conducted at the Kharkov activity psychological school, he dealt with the problem of the emergence of the psyche in phylogeny (together with A.N. Leontiev). It was shown that any cognitive process is based on practical actions, in particular, that perception and thinking are a system of convoluted "perceptual actions , in which there is an assimilation to the main properties of the object and, due to this, the formation of a perceptual or mental image. Later, he began to develop a provision on the development of emotions as a process of gradually mastering the actions of assessing the meaning of the situation. He created the concept of the emergence and development of voluntary movements and actions, where, in particular, he summarized his experience in restoring movements in the wounded during World War II.

In this essay, we will focus on the ideas of A. V. Zaporozhets about the development of personality in preschool age(from 3 to 6 years). These representations, unlike other aspects of his work (the structure of action, the development of perception, movement) have been analyzed much less, and his important provisions are still not sufficiently generalized and systematized.

Biographical information

Childhood and youthful years of A.V. Zaporozhets were held in Kyiv, where he was in the early 20s. he is fond of theater and participates in the studio of the then famous reformer of theatrical art Les Kurbas. It was at this time that Zaporozhets' interest in psychology, in the scientific knowledge of the inner world of a person, in the study of the emergence of his thoughts and emotional experiences, the process of the formation of his personal qualities, was formed. All this prompted him, in the end, to leave the theater, enter the 2nd Moscow University and study psychology under the guidance of L.S. Vygotsky. However, a special artistry was inherent in Alexander Vladimirovich throughout his life. It is no coincidence that his most fundamental works are devoted to the formation of the aesthetic perception of preschoolers.

At the end of the 50s. he becomes director of the Institute of Preschool Education and devotes himself to the study of the psychology of child development. In fact, he was the first to develop such important problems as the affective actions of the child, the internal form of movement, the content of which includes the image of the situation. He implicitly opposed the theory of activity, replacing it with the psychology of action, which is objectified in the inner world of the child, his spirituality. Based on these complex, but fundamental provisions, he substantiated specific age periods in the development of the child's psyche, their enduring value.

2. The concept of personality and its development

IN last years life A. V. Zaporozhets came close to the problem of personality. Considering personality as a special holistic quality, he believed that the main line of its development lies in the development and complication of its orientations as the most important aspects of activity for the development of the psyche, on the basis of which the possibility of self-regulation of behavior appears.

The personality structure includes two interrelated subsystems: reflection and regulation. The reflection subsystem includes a number of genetic levels: perceptual, imaginary and mental actions, and the regulation subsystem is made up of values, motives and emotions that develop in the direction from narrowly individual, fixed to the child’s own biological needs, to broad social, focused on the needs of other people and moral norms. This structure is formed in stages, while the lower levels do not disappear with the advent of higher ones, but continue to function, performing a “latent” role in the overall determination of activity.

With such an understanding of the personality, a true unity of mental processes and the personality itself is achieved: they are not identical, but they are not separated from each other either; personality is a new quality that arises on the basis of a special synthesis of cognitive and regulatory mental processes and is an alloy of orientations to aspects of reality that are significant for a person.

Considering the ways of using these provisions in the practice of preschool education, A. V. Zaporozhets put forward the idea of amplification (from the English amplify - expand, increase) - enrichment, nourishing the development of the psyche and personality through a specially organized system of education and upbringing. Such "feeding" should be carried out taking into account the significant opportunities for the child to assimilate various knowledge and skills, subject to the organization of these processes based on the psychological patterns of the structure of his activities and communication.

Recognizing that all aspects of a personality are important, A. V. Zaporozhets emphasized its moral, value, emotional and aesthetic qualities. Characteristically, it was with an analysis of precisely these problems that he began his scientific activity in the 30s. , he gave them Special attention and in last decade own life.

He sharply protested against traditional ideas about the child as an asocial and selfish being, which must be remade into a social subject under the influence of external coercions. However, the paradox is that the child really often turns out to be just that! The whole point, according to A. V. Zaporozhets, is in the peculiarities of education. If it is carried out carelessly or in the form of simple pressure on the child, without taking into account the laws of his development, then he turns out to be an egoist. But with purposeful upbringing, including the organization of collective activities aimed at achieving a socially significant result and requiring cooperation, mutual assistance, social (oriented to other people) and moral (oriented to social norms) motives of behavior are formed very early.

The foundations of the future personality are laid mainly at preschool age, and the education of the personality is the central task of this period. Since personality is associated with mental processes, then the essence of this work is to form a child's new levels in the structure of his personality - mental images and the foundations of social and moral regulation of behavior, which implies a proactive orientation to the long-term social results of their own actions, taking into account social norms.

Such education of the personality of a preschooler is carried out in three main types of activity: play, productive activity and artistic perception. Considering the game as the leading activity of a preschooler, A. V. Zaporozhets did not confine himself to its analysis, considering other non-leading activities important for development, without taking into account which personality development can neither be understood nor purposefully carried out.

1 Development in the game

In play activity, a preschooler acquires the most important psychological neoplasms: knowledge of new areas of reality, primarily social; mastering the functions and relations of adults in society; the ability to act in terms of imagination; mastering the rules of relationships and social motives; the ability to behave arbitrarily, etc. A. V. Zaporozhets considered one of the main and initial new formations of the game to be the ability of the child to go beyond the immediate environment and orientation to a wider and less obvious social context. This is achieved due to the fact that in the game in a visual-effective form, that is, in the only language available to him for assimilation, these diverse aspects of reality are modeled using subject substitutes and external actions with them. This manifests itself common law mental development: the new, the unknown must be presented to the child and mastered by him in a materialized form, representing the translation of distant phenomena into the language of immediate situations and actions accessible to the child. The child's ability, acquired in this way, to free himself from his ego, from the environment and switch to something else that goes beyond the narrow circle of his relations, is the main source of subsequent neoplasms and underlies the development of personality in preschool age.

A. V. Zaporozhets emphasized that play activity is not invented by a child, but is given to him by an adult, an adult teaches him to play, transfers to him the socially established ways of playing actions. Mastering the technique of various games according to the laws characteristic of the assimilation of object manipulations, which are leading at the age of 1 to 3 years, the child, in joint activities with peers, generalizes these methods and transfers them to other situations. Thus, the game acquires self-movement, becomes a form of the child's own creativity, and it is in this capacity that it creates developmental effects.

Speech plays an important role in play: it is through speech, which is used first in dialogue with peers and then to control their own behavior, that the child acquires the first experience of self-regulation of his actions. At the same time, the motive for such regulation is the desire to communicate with peers in the game, the need to coordinate joint actions, and speech (external or internal) acts as its means.

Thanks to the objects used in the game, including in the symbolic function (for example, sticks as a spoon), and speech (naming objects, actions with them and the meanings of these actions), the child begins to develop an internal plan of action. This is manifested in the fact that the child in his concrete actions is guided not only and not so much by the directly perceived situation, but by the general plan of the game and the rules of the game, which are not visually represented, are completely “in the mind”. So behavior from impulsive, field (according to K. Levin) becomes arbitrary, consciously regulated. Thus, mental development acts as a direct moment in the formation of complex behavior and personality as a whole.

So, playing a game kindergarten and acting out how happy the little ones will be to see the playroom cleaned up. and, on the contrary, are saddened to see a mess in it - allows the child to connect such heterogeneous phenomena as, on the one hand, the current situation (clean or dirty room) and, on the other, the subsequent reactions and actions of other people.

The meaning reflected in this way must necessarily be fixed emotionally. Emotions associated with meaning act as a psychological mechanism for regulating actions. Their formation also takes place in the game, only for this it is necessary to strengthen and specifically emphasize the emotional aspects of the situation being played out. A.V. Zaporozhets drew attention to a special psychological reality, underestimated by other researchers - to the activity of emotional imagination, which allows the child not only to imagine (cognitive processes), but also to experience (emotional processes) the long-term consequences of his actions for others. Empathy, sympathy for another person begins with the fact that, having entered the role of this person, the child performs actions that model this role, in particular, depicts delight or despondency (if this is specially enhanced by the rules of the game); the reality of these actions, including emotional expressions, with the elements of figurative imagination included in them, lead to the appearance in the child of real physiological changes (GSR, pulse changes, etc., which can be recorded by devices), characteristic of emotions, and thereby to real own experience for another person. (In other words, the experiences of another person during such a game are literally superimposed, implanted into their own intraorganic, interoceptive and therefore directly felt basal components of emotions.) Such actions are specially constructed by adults, and at the same time, the child is given a socially developed language of feelings: the names of emotions, characteristics of expression, etc., which structures, shapes and correlates these sometimes vague and amorphous physiological changes with the imaginary situation. It is through this kind of experience that the child directly feels the meaning of his actions for another, singles out this meaning for himself, and in the construction of socially oriented actions in the future orients himself to it in the same way as he previously oriented himself to his own narrowly individual emotional experiences in individually directed actions.

Consequently, the ability to sympathize in a child does not appear on its own, not from calls (“Well, sympathize!”) And not from a rational assessment of the situation (“it is necessary to sympathize here, because ...”), but inside a complexly organized game activities, taking into account a number of important psychological nuances. It was in this process of experiencing for another, carried out in the game-dramatization, that A.V. Zaporozhets saw the main way to solve the problem noted above - the transition of the child from an egoistic state to a moral personality.

Revealed to a child in a dramatization game moral sense actions are specified and repeatedly "run in" in other activities, as well as in various role-playing games. Following other researchers of the game, A. V. Zaporozhets singles out the presence of two plans of relations in it: in accordance with the plot and roles (for example, daughters - mothers) and about the game (the distribution of roles and the coordination of rules). For moral development, it is important to use both of these plans, while it is necessary not so much to set exclusively moral plots, but to single out the moral and immoral aspects of situations for the child by constructing special orienting activity and teach him to experience them; when organizing joint games, the child goes through a good school of relationships with peers, learns to independently build these relationships, encountering the characteristics and interests of partners and learning to reckon with them. The influence of these aspects of the game on the development of personality is analyzed in detail in the works of S. G. Yakobson, S. N. Karpova and others.

2.2 Development in productive activities

The productive (practical, labor) actions performed by the child also have a huge educational potential at preschool age.

However, it is not thoughtless labor that educates the personality of a preschooler, but only specially organized productive actions that meet the following requirements:

) they are not aimed at themselves (at achieving narrow personal benefits or enjoying the process of their implementation), but at other people, at their needs, interests, accepted experiences;

) do not arise spontaneously, but are specially built by adults within the framework of group activities;

) the child is purposefully given an orientation to the long-term consequences of his action (or inaction) for the emotional states of other people and ways of such orientation are suggested;

) the gradual curtailment and internalization of such an orientation is ensured, during which it passes into the internal plan and due to this it can outstrip the process of actually performing the action, be performed in advance.

At the same time, it should be borne in mind that orientation towards real others is most accessible to the child when it is the most “transparent” and involves taking into account the most natural signs from the point of view of his own experience. So, when in the experiment the children were asked to make a linen napkin and a paper flag attached to a stick, in different situations:

) for the sake of interest in the process of activity,

) for later personal use,

) for the sake of meeting the needs of other people - then the best results were recorded in the latter case, which indicates a great motivating force for children of public motives in content.

However, when comparing the situation when the flag was made for babies, and the napkin for mom, with the opposite, when the flag was intended for play, it turned out that the action is performed more efficiently in the case of a direct and obvious connection between the motive (to please another) and the task (to make an object), in In this example, the flag is for kids, since such a connection provides greater cognitive ease, and hence the effectiveness of orientation in the semantic context of their own actions.

For the determination of social activity, such social motives themselves are often not enough. A mechanism for the emotional correction of such activity must also be formed, giving it stability. This mechanism is most clearly revealed in a situation where the child, guided by a social motive, is actively involved in the activity, but eventually abandons the assigned task and enthusiastically starts playing. A few minutes later, despite the fact that no one makes any remarks to him, he begins to worry, be embarrassed, glance at the unlaid dinner table, and, finally, sighing heavily, quits the game and returns to labor activities. This regulation is achieved by the emergence of negative experiences caused by the discrepancy between real behavior and what the child took for granted. Such an emotional correction of behavior, mediating the internal determination of activity by a motive, consists in coordinating the general direction of behavior with the social meaning of his activity that is significant for the child.

The prerequisites for such a correction are formed in the game (recall the above-mentioned activity of emotional imagination), however, its complex forms arise in the course of productive activity at its initial stages, the most important role in this process is played by an authoritative adult for the child who organizes the activities of children, his actions and emotional reactions set to the child a standard of behavior, and his communication with the child builds in him specific ways of understanding his behavior and bringing it into line with this standard. Subsequently, in case of deviation of behavior from the patterns, the child needs reminders from others, hints urging him to focus on the social meaning of actions. At the final stages, emotional correction can be carried out by the child independently, even before activity, i.e., it acquires an anticipatory character.

Considering the mechanisms of such emotional anticipation, which underlie the regulation of behavior, it should be borne in mind that, firstly, in this case, the child relies on the images of various emotions that he experienced in his experience and stored in emotional memory. real life and polished in games, and, therefore, without such an emotional experience, anticipation does not arise, and, secondly, it is built as a result of a special internal orienting-research activity, in which an organic combination of both emotional (experiences) and cognitive processes(imagination, figurative and abstract thinking), which ensure the "transition" of the child to another distant situation. Consequently, such emotional anticipation is possible only on the basis of well-developed cognitive processes. Thus, the intellectual, emotional and personal development child.

So, it can be assumed that a child can be “immoral” (does nothing for the sake of others, and if he does it under pressure, he quickly leaves work, not thinking about the experiences of others) because adults in the course of joint activities with him: firstly, did not single out for him the meaning of his actions for other people and did not form an orientation towards him (as a result, this reality remains closed for the child, and he, naturally, cannot build his actions in accordance with it) and, secondly, did not ask him a specific mechanism for regulating such activity - emotional correction (he is not able to feel these meanings for himself). Or the child may be “unscrupulous” (i.e., does not want to do anything for the sake of others, but does it in case of personal need) because, with the relative formation of the mechanism of emotional correction, he has insufficiently formed orientation to the needs and conditions of other people, they are for it are much less significant in comparison with their own momentary impulses. He can be “willless” (i.e., engaging in actions for the sake of others, but not completing them) because, despite the relative formation of orientation towards others, he has not yet developed a mechanism for emotional correction. The ideas of A. V. Zaporozhets help, in our opinion, to clearly differentiate all these cases and provide the child with psychological and pedagogical assistance in a timely manner.

3 Personal development under the influence of a work of art

A. V. Zaporozhets, explaining the mechanism of the process of understanding a fairy tale, wrote: “The first steps that a child takes towards understanding a work of art can have a significant impact on the formation of his personality, on his moral development.”

He attached great importance to the education of the personality of the child by means of art. He and his collaborators (D. M. Aranovskaya, V. E. Khomenko, O. M. Kontseva and others) managed to discover some specific "channels" through which the influence of art on the personality is carried out, and to develop pedagogical techniques that enhance this influence. Having singled out three main forms of artistic activity: perception, performance and creativity, A. V. Zaporozhets and colleagues focused their attention mainly on the study of artistic perception.

The ideas of A. V. Zaporozhets about the perception of a fairy tale were based on the statements of writers and critics. So, C. Perrault, introducing the fairy tale into literature for the first time in 1697 (“Cinderella”, “Little Red Riding Hood”, etc.), wrote that the fairy tale arouses in children the desire to be like those fairy-tale heroes who “achieve happiness, and together with that fear of incurring the misfortunes that befall the evil for their vices.

A. V. Zaporozhets, being a member of the Kharkov psychological school, who put forward the theory of activity, saw in the process of perceiving a fairy tale mental activity with all its elements: motives, goals, means and results, calling it assistance, by analogy with the term "empathy".

A three-year-old child, not yet fully aware of this, “helps” the characters. For example, he encourages the girl-heroine of L. N. Tolstoy's fairy tale "Three Bears". Covering the image of bears with his fingers, he says: “Don’t be afraid!”, Seeing the beginning of the demonstration on the TV screen folk tale"The Wolf and the Seven Kids", previously read to him, he, almost crying, asks to warn the kids that the wolf is eavesdropping on them.

A. V. Zaporozhets, following his teacher L. S. Vygotsky, originally showed the role of the composition of a fairy tale in its perception. He believed that the composition from the psychological side is a way by which the author brings the listener to the plot, directs his activity in the right direction; he also considered the role of individual elements of composition in the process of assimilation of the content of a fairy tale.

A clear plot and a dramatized depiction of events in a fairy tale help the child to enter the circle of imaginary circumstances, to mentally contribute to the heroes of the fairy tale.

Conclusion

Literature

1. Aranovskaya D. M. Dependence of a child's understanding of a fairy tale on its composition: Abstract of the thesis. cand. dis. M., 1944.

Zaporozhets A.V. Psychology of perception of a fairy tale by a preschool child // Preschool education. 1948. No. 9.

Zaporozhets A.V. Psychology of perception of a literary work by a child: Abstracts of reports at the All-Union Congress on preschool education. M., 1948.

Zaporozhets A. V. Some psychological problems of children's games // Preschool education. 1965. No. 10.

Zaporozhets A.V. Pedagogical and psychological problems of comprehensive development and training of older preschoolers // Preschool education. 1972. No. 4.

Zaporozhets A. V. Selected psychological works: In 2 vols. M., 1986.

Teplov BM Psychological issues of artistic education // Izvestiya APN RSFSR. 1947. No. 11.

Zaporozhets A.V. On the importance of early childhood for the formation of a child's personality // Modern problems of preschool education and pedagogical technologies: Collection of scientific papers. - Smolensk: SGPU, 1998.- S.3-10.

Cultural-historical theory and its development in the scientific heritage of A.V. Zaporozhets // Modern problems of interaction between culture, art, education: Collection of scientific papers. - Smolensk: SGGI, 2000. - S.21-24.

Mental development of children of primary school age: Textbook. - Publisher: Publishing house Mikhailova V.A., 2000.

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A country:

Russian empire USSR

Scientific area: Place of work: Alma mater: Scientific adviser: Notable students: Known as:

psychologist and teacher

Awards and prizes

Alexander Vladimirovich Zaporozhets (September 12 (August 30) ( 19050830 ) , Kyiv, Russian Empire - October 7, Moscow) - psychologist, full member of the USSR Academy of Sciences (1968), Dr. ped. Sciences (1959), prof. (1960).

Biography

Graduated from the pedagogical faculty of the 2nd Moscow State University (1925-1930). In 1929-1931. member of the Academy of Communist Education. In the 1920s and 1930s, he was one of the five closest Moscow students of Vygotsky (Zaporozhets, Bozhovich, Morozov, Levin, Slavin). Since 1931 in Kharkov at the Ukrainian Psychoneurological Academy; at the same time since 1933 - associate professor, since 1938 - head of the Department of Psychology. In 1941-1943 he worked in an experimental hospital for the restoration of movements at the Institute of Psychology (Sverdlovsk region). In 1943-1960 - associate professor, prof. Department of Psychology, Moscow State University; in 1944-1960 - head of the laboratory of psychology of children of preschool age at the Research Institute of OPP; organizer, since 1960 - director of the Research Institute of Preschool Education. In 1965-1967 - Academician-Secretary of the Department of Psychology and Developmental Physiology, in 1968-1981 - Member of the Presidium of the USSR Academy of Pedagogical Sciences.

Scientific activity

Developed issues of general and child psychology, psychology of sensory processes and movement; contributed to the psychological theory of activity. Together with his students, he created a theory of the sensory and mental development of the child, which contributes to solving the problems of educating and teaching preschoolers. He criticized the tendency to artificially "boost" mental development, the premature inclusion of the child in complex forms. learning activities. Introduced into preschool pedagogy the concept of amplification (enrichment) of the development of the child through the optimal use of specific children's activities. In this regard, the transition to schooling of children from the age of 6 was critically perceived, believing that the lengthening of childhood is the greatest achievement of human civilization.

Bibliography (basic)

Zaporozhets, A. V. and Lukov, G. D. The development of reasoning in a child of primary school age // Scientific notes of the Kharkov state. ped. Institute (About the development of microscopy in a child of a young age // Naukovi Zapiski Khark. State Pedagog. Inst.), vol. VI, 1941.
Leontiev A. N., Zaporozhets A. V. Restoration of movements. Study of the recovery of hand functions after injury. M., 1945.
Zaporozhets A.V. Development of arbitrary movements. M., 1960
Elkonin D. B., Zaporozhets A. V., Galperin P. Ya. Problems of the formation of knowledge and skills among schoolchildren and new teaching methods at school // Questions of Psychology . - 1963. - No. 5
Zaporozhets, A. V. Selected psychological works: In 2 vols. M., 1986

Literature

Wenger L.A.A.V. Zaporozhets and his contribution to Soviet psychology. Questions of Psychology, 1985. No. 4. C. 121-125
Dubovis D. M., Khomenko K. E. Issues of artistic perception in the works of A. V. Zaporozhets (To the 80th anniversary of his birth) (idem). - Questions of psychology, 1985. No. 5. S. 117-123
Aranovskaya-Dubovis, D. M., Zaika, E. V. Ideas of A. V. Zaporozhets on the development of the personality of a preschooler. Questions of psychology, 1995. No. 5. S. 87-99
Zinchenko, V. P. Formation of a psychologist (On the 90th anniversary of the birth of A. V. Zaporozhets) 1995
Titova N. I. Humanistic foundations of raising children in the scientific heritage of A. V. Zaporozhets 2001
International Conference "The Science of Childhood and Modern Education", dedicated to the 100th anniversary of the birth of A. V. Zaporozhets, December 6-8, 2005
Kudryavtsev, V. T. A. V. Zaporozhets: from the idea of the intrinsic value of childhood to the principles of self-determination and amplification of child development (idem) 2005
Zinchenko, V.P. Alexander Vladimirovich Zaporozhets: life and work (from sensory to emotional action) // Cultural-Historical Psychology, 2006(1): doc /zip

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- (08/30/1905, Kyiv 10/7/1981) Soviet psychologist, student of L.S. Vygotsky. Biography. In 1930 he graduated from the Pedagogical Faculty of the 2nd Moscow State University. He worked as a laboratory assistant for A.R. Luria. Since 1931, he worked first as a senior assistant, then as a head ... ... Great Psychological Encyclopedia

- (1905 81) Russian psychologist and teacher, full member of the USSR Academy of Sciences (1968). Works on psychology, psychological and pedagogical problems of preschool education ... Big Encyclopedic Dictionary

Zaporozhets Alexander Vladimirovich- (1905 1981) Soviet psychologist, student of L.S. Vygotsky. In the 30s. in the framework of research conducted in the Kharkov activity psychological school ... Psychological Dictionary

Zaporozhets Alexander Vladimirovich- [R. August 30 (September 12), 1905, Kyiv], Soviet psychologist, full member of the USSR Academy of Sciences (1968). He graduated from the pedagogical faculty of the 2nd Moscow State University (1930). Since 1960 he has been director of the Institute of Preschool Education of the Academy of Pedagogical Education of the USSR. Basic research on the problems of genesis ... ... Great Soviet Encyclopedia

Zaporozhets Alexander Vladimirovich- (1905 1981), psychologist and teacher, full member of the USSR Academy of Sciences (1968). Works on psychology, psychological and pedagogical problems of preschool education. * * * ZAPOROZHETS Alexander Vladimirovich ZAPOROZHETS Alexander Vladimirovich (1905 81), Russian ... ... encyclopedic Dictionary

Zaporozhets Alexander Vladimirovich- Alexander Vladimirovich Zaporozhets (August 30 (September 12), 1905, Kyiv, October 7, 1981, Moscow) psychologist, full member of the USSR Academy of Sciences (1968), doctor of ped. Sciences (1959), prof. (1960). Contents 1 Biography 2 Scientific activity 3 Main publications ... Wikipedia

Zaporozhets Oleksandr Volodymyrovych- , psychologist, Ph.D. of the APS of the USSR (1968), doctor of ped. Sciences (1959), prof. (1960). Graduated from ped. f t of the 2nd Moscow State University (1930). In 1929, 31 employees of the AKB them. N. K. Krupskaya. Since 1931 in Kharkov in Psychoneurological. academy; ... ... Russian Pedagogical Encyclopedia

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Zaporozhets, Alexander Vladimirovich- (1905 1981) psychologist, full member of the Academy of Pedagogical Sciences of the USSR (1968), doctor of pedagogical sciences (1959), professor (1960). Since 1931 in Kharkov at the Psychoneurological Academy; V pedagogical institute(since 1938 head of the department). In 1943 60 at Moscow State University; in 1944 60 plant ... Pedagogical terminological dictionary

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IDEAS OF A. V. ZAPORIZHTS ON THE DEVELOPMENT OF THE PERSONALITY OF A PRESCHOOL CHILD

D. M. ARANOVSKAYA DUBOVIS, E. V. ZAIKA

The outstanding domestic psychologist A. V. Zaporozhets (1905-1981) made a significant contribution to the development of a number of problems in psychology: the genesis of the psyche, the development and structure of thinking, movement, perception, emotions, etc. His work had a huge impact on the general, age, pedagogical And medical psychology -.

However, A. V. Zaporozhets himself always attached paramount importance to child psychology - the problems of the development of mental processes and the child's personality. Many psychological problems were developed by him not in isolation, but in a constant creative dialogue with long-term colleagues A. N. Leontiev, P. Ya. picked up and developed by another, and then refined and supplemented by the first. A. V. Zaporozhets also widely relied on materials experimental studies his friends and colleagues T. O. Ginevskaya, Ya. Z. Neverovich and others.

In this article, we will focus on the ideas of A. V. Zaporozhets about the development of personality in preschool age (from 3 to 6 years). These ideas, in contrast to other aspects of his work (the structure of action, the development of perception, movement) have been analyzed much less, and his important provisions, in our opinion, have not yet been sufficiently generalized and systematized. Since the specific questions of the development of the personality of a preschooler follow directly from the general provisions on the laws of mental development and understanding of the personality, we will begin our analysis from them.

GENERAL REGULARITIES OF THE MENTAL DEVELOPMENT OF THE CHILD

Following his teacher L. S. Vygotsky, A. V. Zaporozhets recognized that specifically human mental qualities, such as thinking, imagination, will, social and moral feelings, etc., cannot arise from the process of biological maturation, nor from the individual experience of the child. They arise from social experience embodied in the products of material and spiritual culture, which is assimilated by the child throughout childhood. A. V. Zaporozhets emphasized that social environment- this is not just a necessary external condition (along with air, heat), but a true source of development, since it is in it that the program of what mental abilities should arise in a child is "recorded", and specific means are set for "transferring" these abilities from a fixed social form into a procedural individual. In this sense, it is an effective carrier of the content of the human psyche.

The main condition for introducing the child to social experience is his activity. It does not arise spontaneously, but is purposefully built, set by other people in the process of the child's communication with them. It is the development of the child's communication, creating the prerequisites for mastering more complex forms of activity, that opens up new opportunities for him to assimilate various kinds of knowledge and skills.

Recognizing the role of activity in the mental development of the child, A. V. Zaporozhets sought to find out how the activity carries out its developmental functions. Based on analysis a large number experimental facts, he discovered that the central role in mental development is played by its indicative components (as opposed to performing ones), therefore it is important not only to form the child's activity as a whole, but to specifically build its indicative part: what exactly and with the help of what specific methods and means the child highlights in the process of activity, how it is reflected in his psyche and how much it affects the performing components. The orienting part of activity has such "strength" because it performs the function of assimilation, modeling of those material and ideal objects and phenomena with which the child acts, which leads to the creation of adequate ideas, concepts or experiences about them. Without such an orientation, it is impossible for a child to "join" these socially significant phenomena and meanings.

As for the biological properties of the organism and their maturation, they, not being the driving cause of development, constitute its necessary condition: without giving rise to any new psychological formations, they create specific prerequisites at each age level for the assimilation of new types of activity, the allocation of new objects of orientation and acquiring new experience. So, for example, until intensive maturation of the associative parieto-occipital and frontal parts of the brain occurs, the child is not able to master abstract thinking and volitional regulation behavior, when it occurs (at preschool age) - he learns these abilities. At the same time, the enhanced functioning of these abilities in situations of activity and

communication provides positive influence on the maturation of the corresponding parts of the brain, including their biochemical and morphological features.

Great importance for the practice of managing mental development, it has a division of the processes of functional and age development emphasized by A.V. Zaporozhets. Functional development is a private partial changes in individual mental properties and functions, the acquisition of specific knowledge and methods of action. age development represents a global restructuring of the psyche, concerning the transition to new types of activity, new systems of relations with others, a new type of mental reflection. The relationship between these two types of development is that the big always starts from the small, the general from the particular, and the totality of particular changes, provided that they affect the three marked sides (activity, relationships, reflection system), gradually prepares the transition of the psyche to a qualitatively new level, new age level.

One of the main directions of such work in the present is the purposeful formation of various kinds of orientations in the child, in which A.V. Zaporozhets saw the key to all mental development: after all, it is thanks to orientation that the child singles out new content for himself in reality and thereby acquires new means to build their own activities based on this content. The development of orientation is characterized by the following regularities: 1) initially it has an external, material, expanded form, and thanks to this, an adult has great opportunities for building it, “sculpting”, 2) for this, an adult sets socially developed standards - samples of signs that underlie orientation, and special means - measures by which the comparison of standards and reflected signs is carried out, 3) subsequently, these external actions with external objects are reduced, automated and internalized, while the actions pass into the mental plane, and the standards into the content of memory, and the orientation becomes essence of an operation in the structure of a holistic action, 4) such orientations turn into one of the mental processes: if they are directed to the external signs of objects - into perception, to the essential connections between objects - to thinking, to the meaning of the consequences of the actions taken - to higher emotions, 5 ) at this stage they can tear off from current activity, to acquire relative independence and its own logic of development and, in particular, to anticipate practical actions, thereby ensuring their regulation.

THE CONCEPT OF PERSONALITY AND ITS DEVELOPMENT

In the last years of his life, A. V. Zaporozhets came close to the problem of personality. Considering personality as a special holistic quality, he believed that the main line of its development lies in the development and complication of its orientations as the most important aspects of activity for the development of the psyche, on the basis of which the possibility of self-regulation of behavior appears.

The personality structure includes two interrelated subsystems: reflection and regulation. The reflection subsystem includes a number of genetic levels: perceptual, imaginary and mental actions, and the regulation subsystem is made up of values, motives and emotions that develop in the direction from narrowly individual, fixed to the child’s own biological needs, to broad social, focused on the needs of other people and moral norms. This structure is formed in stages, while the lower levels do not disappear with the advent of higher ones, but continue to function, performing a "latent" role in the overall determination of activity.

Considering the ways of using these provisions in the practice of preschool education, A. V. Zaporozhets put forward the idea of amplification (from the English amplify - expand, increase) - enrichment, nourishing the development of the psyche and personality through a specially organized system of education and upbringing. Such "feeding" should be carried out taking into account the significant opportunities for the child to assimilate various knowledge and skills, provided that these processes are organized based on the psychological patterns of the structure of his activity and communication.

Recognizing that all aspects of a personality are important, A. V. Zaporozhets emphasized its moral, value, emotional and aesthetic qualities. It is characteristic that he began his scientific activity in the 1930s with an analysis of precisely these problems, and he paid special attention to them in the last decade of his life. . .

The foundations of the future personality are laid mainly at preschool age, and the education of the personality is the central task of this period. Since the personality is connected with mental processes, the essence of this work is the formation of new levels in the child's personality structure - mental images and the foundations of social and moral regulation of behavior, which implies a proactive orientation to distant social

the results of their own actions, taking into account social norms.

DEVELOPMENT IN THE GAME

In play activity, a preschooler acquires the most important psychological neoplasms: knowledge of new areas of reality, primarily social; mastering the functions and relations of adults in society; the ability to act in terms of imagination; mastering the rules of relationships and social motives; the ability to behave arbitrarily, etc. A. V. Zaporozhets considered one of the main and initial new formations of the game to be the ability of the child to go beyond the immediate environment and orientation to a wider and less obvious social context. This is achieved due to the fact that in the game in a visually effective form, that is, in the only language available to him for assimilation, these diverse aspects of reality are modeled using subject substitutes and external actions with them. This manifests the general law of mental development: the new, the unknown must be presented to the child and mastered by him in a materialized form, representing the translation of distant phenomena into the language of immediate situations and actions accessible to the child. The child's ability, acquired in this way, to free himself from his ego, from the environment and switch to something else that goes beyond the narrow circle of his relations, is the main source of subsequent neoplasms and underlies the development of personality in preschool age.

Thanks to the objects used in the game, including in the symbolic function (for example, sticks as a spoon), and speech (naming objects, actions with them and

meanings of these actions) the child begins to develop an internal plan of action. This is manifested in the fact that the child in his concrete actions is guided not only and not so much by the directly perceived situation, but by the general plan of the game and the rules of the game, which are not visually represented, are completely "in the mind". So behavior from impulsive, field (according to K. Levin) becomes arbitrary, consciously regulated. Thus, mental development acts as a direct moment in the formation of complex behavior and personality as a whole.

This regulation of behavior is especially strong when the child plays a role. Entering the role sets his orientation to previously inaccessible to him the meanings of the actions of other people in far from his own. Everyday life situations, and thanks to this orientation, the child can make the most of those that do not appear in normal conditions reserves of his sensory and motor abilities. So, children playing the role of a jumping athlete make much longer jumps than outside the game or when playing hares hunters. It is also important for the developmental functions of the game that the child's attention (orientation) in it is directed not to the result of the action (obtaining a result, as in a productive action), but to its process and the methods of its implementation associated with it. So, when hammering nails, the child moves the hammer extremely irrationally, he is focused on the nail, and not on his own movements; when he is asked to simply knock with a hammer, allegedly hammering in nails (a game situation), his movements become more rational. The general developmental meaning of this quality of play - its freedom from practical results - lies in the fact that through the possibility of orientation to methods, the process of actions, the child improves his ability to voluntarily control behavior.

If the separation of the child from the immediate situation, the formation of an internal plan of action and the ability to arbitrariness are only the most important prerequisites for the development of personality, then a truly turning point in its formation is provided by such a quality of the game as the possibility of revealing in it the moral meaning of various actions for other people.

So, hosting a game in kindergarten and acting out how happy the little ones will be to see the playroom cleaned up. and, on the contrary, are saddened to see a mess in it - allows the child to connect such heterogeneous phenomena as, on the one hand, the current situation (clean or dirty room) and, on the other, the subsequent reactions and actions of other people.

to another person, it begins with the fact that, having entered the role of this person, the child performs actions that model this role, in particular, depicts delight or despondency (if this is specially enhanced by the rules of the game); the reality of these actions, including emotional expressions, with elements of figurative imagination included in them, lead to the appearance in the child of real physiological changes (GSR, pulse changes, etc., which can be recorded by devices) characteristic of emotions, and thereby to real own experience for another person. (In other words, the experiences of another person during such a game are literally superimposed, implanted into their own intraorganic, interoceptive and therefore directly felt basal components of emotions.) Such actions are specially constructed by adults, and at the same time, the child is given a socially developed language of feelings: the names of emotions, characteristics of expression, etc., which structures, shapes and correlates these sometimes vague and amorphous physiological changes with the imaginary situation. It is through this kind of experience that the child directly feels the meaning of his actions for another, singles out this meaning for himself, and in the construction of socially oriented actions in the future orients himself to it in the same way as he previously oriented himself to his own narrowly individual emotional experiences in individually directed actions.

Consequently, the ability to sympathize in a child does not appear on its own, not from calls (“Come on, sympathize!”) And not from a rational assessment of the situation (“you need to sympathize here, because ...”), but inside a complexly organized game activities, taking into account a number of important psychological nuances. It was in this process of experiencing for another, carried out in game-dramatization, that A. V. Zaporozhets saw the main way to solve the problem noted above - the transition of a child from an egoistic state to a moral personality.

The moral meaning of actions, which is revealed to the child in the play-dramatization, is clarified and "run in" many times in other types of activity, as well as in various plot-role-playing games. Following other researchers of the game, A. V. Zaporozhets highlights the presence in it of two plans of relations: in accordance with the plot and roles (for example, daughters - mothers) and about the game (the distribution of roles and the harmonization of rules). For moral development, it is important to use both of these plans, while it is necessary not so much to set exclusively moral plots, but to single out the moral and immoral aspects of situations for the child by constructing special orienting activity and teach him to experience them; when organizing joint games, the child goes through a good school of relationships with peers, learns to independently build these relationships, encountering the characteristics and interests of partners and learning to reckon with them. The influence of these aspects of the game on the development of personality is analyzed in detail in the works of S. G. Yakobson, S. N. Karpova and others.

DEVELOPMENT IN PRODUCTIVE ACTIVITIES

The productive (practical, labor) actions performed by the child also have a huge educational potential at preschool age.

However, it is not thoughtless work that educates the personality of a preschooler, but only specially organized productive actions that meet the following requirements: 1) they are not aimed at oneself (at achieving narrowly personal benefits or enjoying the process of their implementation), but at other people, at their needs, interests, accepted experiences; 2) do not arise spontaneously, but are specially built by adults within the framework of group activities; 3) the child is purposefully given orientation to the long-term consequences of his action (or inaction) for the emotional states of other people and ways of such orientation are suggested (A. V. Zaporozhets has repeatedly noted that the action develops the child not by itself, by the fact of its implementation, but through that what the orientation is given in it, what the child proceeds from when it is carried out - this is precisely what constitutes the psychological center, the focus of action); 4) the gradual curtailment and internalization of such orientation is ensured, during which it passes into the internal plan and due to this it can outstrip the process of actually performing the action, be performed in advance.

At the same time, it should be borne in mind that orientation toward real others is most accessible to the child when it is the most "transparent" and involves taking into account the most natural features from the point of view of his own experience. So, when in the experiment the children were asked to make a linen napkin and a paper flag attached to a stick in different situations: 1) for the sake of interest in the process of activity, 2) for the sake of subsequent personal use, 3) for the sake of meeting the needs of other people, then the best results were recorded in the latter case, which testifies to the great motive power for children of public motives in content. However, when comparing the situation when the flag was made for babies, and the napkin for mom, with the opposite, when the flag was intended for play, it turned out that the action is performed more efficiently in the case of a direct and obvious connection between the motive (to please another) and the task (to make an object), in In this example, the flag is for kids, since such a connection provides greater cognitive ease, and hence the effectiveness of orientation in the semantic context of their own actions.

However, often the child does not have social motives for behavior. In this case, they should be specially formed. Analyzing the results of experiments on organizing the collective labor activity of duty officers (children on duty in the dining room, nature corner, play corner), A. V. Zaporozhets identified the necessary conditions for this: a) preliminary development of an indicative basis for actions, which consists in a detailed explanation of their meaning, social significance, as well as in a clear display of the required actions and tasks of the rules for their implementation, b) a systematic assessment and discussion of the actions performed by the child from the point of view of the degree of their compliance with the requirements and social meanings, c) the involvement of the children's team in such a discussion, the formation of a rigid system of group requirements and expectations, d) constant reinforcement of the child's actions: positive - corresponding to these requirements, negative - inappropriate; with obligatory emphasis

their social meaning. Note that if the social motives acquired in the game (see above) remain basically only known (according to A. N. Leontiev), then in practical activities they become real.

With such an organization of the life of children, they are reoriented to new values: the former "strong" values (narrow interests) are gradually devalued, and the former "weak" ones (action for the sake of others) become more attractive, as the child discovers a new meaning in them - their usefulness for others, as well as the significance of his own role in them. Such a transformation of meaningful external social demands into internal motives of behavior occurs gradually: initially, external requirements work only in the presence of external supports, the presence of an adult, his praises, but later, as the social significance of the result achieved by him becomes more and more fully revealed to the child, he begins to more and more orient not for praise, but for this result.

However, such social motives by themselves are often not enough to determine social activity. A mechanism for the emotional correction of such activity must also be formed, giving it stability. This mechanism is most clearly revealed in a situation where the child, guided by a social motive, is actively involved in the activity, but eventually abandons the assigned task and enthusiastically starts playing. A few minutes later, despite the fact that no one makes any remarks to him, he begins to worry, be embarrassed, glance at the unlaid dinner table, and, finally, sighing heavily, quits the game and returns to labor activities. This regulation is achieved by the emergence of negative experiences caused by the discrepancy between real behavior and what the child took for granted. Such an emotional correction of behavior, which mediates the internal determination of activity by a motive, consists in coordinating the general direction of behavior with the social meaning of his activity that is significant for the child.

When considering the mechanisms of such emotional anticipation, which underlie the regulation of behavior, it should be borne in mind that, firstly, in this case, the child relies on the available in his experience and stored in

emotional memory images of various emotions that he experienced in real life and polished in games, and, therefore, without such emotional experience, anticipation does not arise, and, secondly, it is built as a result of a special internal orienting research activity, in which an organic combination of both emotional (experiences) and cognitive processes (imagination, figurative and abstract thinking), which ensure the "transition" of the child to another distant situation. Consequently, such emotional anticipation is possible only on the basis of well-developed cognitive processes. Thus, the intellectual, emotional and personal development of the child is tied into a single knot.

The formation of the described system "social motives associated with them mechanisms of emotional correction" and constitute, according to A. V. Zaporozhets, the basis moral education preschooler. With such an understanding of it, it becomes clear that the often observed negative actions of the child are not the result of their own biological or psychological nature, but simply the lack of formation of the psychological prerequisites for such behavior in the course of education.

So, it can be assumed that a child can be "immoral" (does nothing for the sake of others, and if he does it under pressure, he quickly leaves work, not thinking about the experiences of others) because adults in the course of joint activities with him: firstly, did not single out for him, the meaning of his actions for other people and did not form an orientation towards him (as a result, this reality remains closed for the child, and he, naturally, cannot build his actions in accordance with it) and, secondly, did not give him a specific mechanism for regulating such activities - emotional correction (he is not able to feel these meanings for himself). Or the child may be "unscrupulous" (i.e., does not want to do anything for the sake of others, but in case of personal need does it) because, with the relative formation of the mechanism of emotional correction, he has insufficiently formed orientation to the needs and conditions of other people, they are for it are much less significant in comparison with their own momentary impulses. He can be "willless" (that is, he engages in actions for the sake of others, but does not complete them) because, with a relatively well-formed orientation towards others, he has not yet developed a mechanism for emotional correction. The ideas of A. V. Zaporozhets help, in our opinion, to clearly differentiate all these cases and provide the child with psychological and pedagogical assistance in a timely manner.

PERSONAL DEVELOPMENT UNDER THE INFLUENCE OF ARTWORK

A.V. Zaporozhets, explaining the mechanism of the process of understanding a fairy tale, wrote: "The first steps that a child takes towards understanding a work of art can have a significant impact on the formation of his personality, on his moral development."

He attached great importance to the education of the personality of the child by means of art. He and his colleagues (D. M. Aranovskaya, V. E. Khomenko, O. M. Kontseva and others) managed to find some specific

"channels" through which the influence of art on the individual is carried out, and to develop pedagogical techniques that enhance such influence. Having singled out three main forms of artistic activity: perception, performance, and creativity, A. V. Zaporozhets and co-workers concentrated their attention primarily on the study of artistic perception (although these three forms are inseparable in the early stages of a child’s development).

The ideas of A. V. Zaporozhets about the perception of a fairy tale were based on the statements of writers and critics. So, C. Perrault, introducing the fairy tale into literature for the first time in 1697 ("Cinderella", "Little Red Riding Hood", etc.), wrote that the fairy tale arouses in children the desire to be like those fairy-tale heroes who "achieve happiness, and together with that fear of incurring the misfortunes that befall the evil for their vices "(according to).

Similar judgments are also found in A.N. Dobrolyubov, who wrote about G.Kh. Andersene: "His stories do not need a moralizing tail, they lead children to think and use the stories themselves, freely and naturally, without any exaggeration." Sh. Perrot and A. N. Dobrolyubov noted the connection between perception and performance of imitation.

Studying the children's audience in the Youth Theatre, A. V. Zaporozhets discovered the active, external aspirations of children to take part in what is happening on the stage: they migrate to it. The spectator is also active when, in the course of the performance, the actor, playing the villain, arouses the hatred of the audience.

The little listener of the tale also intervenes in the course of the event, interrupts reading, laughs and cries, often foresees the denouement, demanding its implementation.

A. V. Zaporozhets, being a member of the Kharkov psychological school that put forward the theory of activity, saw in the process of perceiving a fairy tale mental activity with all its elements: motives, goals, means and results, calling it assistance, by analogy with the term "empathy".

A three-year-old child, not yet sufficiently aware of this, "contributes" to the characters. For example, the heroine of L. N. Tolstoy's fairy tale "Three Bears" encourages a girl. Covering the image of bears with his fingers, he says: “Don’t be afraid!”, Seeing on the TV screen the beginning of the demonstration of the folk tale “The Wolf and the Seven Kids”, previously read to him, he, almost crying, asks to warn the kids that the wolf is eavesdropping on them .

Like a theatrical spectacle, a fairy tale unfolds, shows and completes actions for the listeners, introduces them into conflict between the characters by sharply polarizing their relations.

"Assistance" in the process of perception of a fairy tale is facilitated by a number of its compositional and content features: repetitions of the action (through them / there is a development and consolidation of feelings); opposition (the actions of positive and negative characters are compared); the naming of actions and the explanation of their meaning on the part of special characters-assistants. Perception

Fairy tales are also facilitated by its skillful reading (intonation, pauses, emphasis by voice on the most significant moments of the content).

Quite a few important role repeated listening to the same fairy tales plays in the development of the child. In this case, the manifestation of emotions (which were recorded by devices in the experiments) anticipates the most acute events, the child begins to assist the hero in advance. It is not enough to introduce the child into the environment described by a fairy tale, just as it is not enough to figuratively show him the actions of certain actors. The child must be involved in the struggle of fairy-tale heroes, imagine himself a participant in events in order to come to those thoughts and experiences that the author wants to evoke in him.

A clear plot and a dramatized depiction of events in a fairy tale help the child to enter the circle of imaginary circumstances, to mentally contribute to the heroes of the fairy tale.

B. M. Teplov, supporting these ideas, wrote: “A fairy tale makes it possible to enter “inside life”, “to experience a piece of life.” In the process of this experience, a certain attitude and moral assessments are created, which for the child have a greater “coercive force” than evaluations communicated and digested " .

A. V. Zaporozhets noted; "The fairy tale introduces the child into some imaginary circumstances and makes him experience such feelings together with the heroes of the fairy tale, come to such new ideas that will influence his subsequent life."

Such assistance in the perception of a fairy tale ensures that the child literally enters the state of the hero, identification with him by modeling his actions. This entry should be additionally built, strengthened, in particular, to form special dramatization games in the child after listening to a fairy tale. The text of the fairy tale becomes, as it were, a scenario that the child must act out, of course, becoming like a character. In this case, the child moves from mental assistance to real assistance.

We emphasize that if in ordinary games of dramatization a child develops the ability to empathize in general ( different people due to different situations), then with the assistance of a positive fairy tale hero(whose actions are modeled by children), the ability to empathize from the standpoint of high moral motives develops: identifying with the hero - the bearer of these motives, the child with his emotions reflects not random, current experiences of another, but socially normalized, standard experiences: if actions are aimed at good, then arise positive emotions, if there are obstacles on the way, - negative. In other words, in the first situation, the child mainly learns how to emotionally respond to events (what is joy, grief, excitement), in the second - what and because of what one should be happy or upset. Of course, both of these aspects of the ability to empathize are extremely important for the development of a child, a personality, but they are formed in different ways (one through the game, the other through the perception of a fairy tale), and this must be taken into account in the practice of preschool education.

A. V. Zaporozhets noted another important feature of the perception of a fairy tale: if in the game the circumstances are imaginary, and the actions are real, then when perceiving the fairy tale and the circumstances,

and the actions of the child (at the stage of internalization of assistance) are imaginary. Apparently, such a complete departure from the external form of action (which is inevitable in play and productive activity), which occurs for the first time when perceiving a fairy tale (this is actually the first complex activity of the child, which gradually reaches complete internalization), gives the child a unique opportunity to focus, when listening to a fairy tale, exclusively on the inner activity, intensify it in an emotional way, which contributes to its rapid formation.

Listening to a fairy tale, along with creative games, plays an important role in the formation of a new type of internal mental activity - the ability to mentally act in imaginary circumstances (imagination), without which no creative activity is possible.

CONCLUSION

The analysis of the ideas of A. V. Zaporozhets on the upbringing of the personality in preschool age and the attempt to systematize them presented by us indicates that his works implicitly contain a holistic concept of the development of the personality of a preschool child. Although it is not clearly described anywhere in his works, some of its provisions are found in articles and books of different content, written in different time: from the 30s to the 80s. - nevertheless, it has all the features of a scientific concept: it developed ideas about the sources and prerequisites of development, outlined an idea of the structure of the personality, indicated and analyzed the psychological mechanisms of personality development, considered the main ways of such development (play, productive action and artistic perception) , specific psychological and pedagogical methods of influencing this process have been developed and a significant amount of experimental data has been accumulated. The central idea about the role of the child's orienting activity in the development of his personality, about its special formation in external forms and subsequent internalization introduces this concept into a single theoretical system of A. V. Zaporozhets, puts it on a par and connects it with the concepts of thinking quite well described by him , movement, perception and emotion.

A. V. Zaporozhets showed us lessons of true mastery, boundless devotion to high moral ideals, amazing diligence, unbending will and courage - all that he attributed to his teacher L. Kurbas in his memoirs.

1. Aranovskaya D. M. Dependence of a child's understanding of a fairy tale on its composition: Abstract of the thesis. cand. dis. M., 1944.

2. Zaporozhets A. V. Psychology of the perception of a fairy tale by a preschool child // Preschool education. 1948. No. 9.

3. Zaporozhets A. V. Psychology of the child's perception of a literary work: Abstracts of reports at the All-Union Congress on preschool education. M., 1948.

4. Zaporozhets A. V. Some psychological problems of children's play // Preschool education. 1965. No. 10.

5. Zaporozhets A. V. Pedagogical and psychological problems of comprehensive development and training of older preschoolers // Preschool education. 1972. No. 4.

6. Zaporozhets A. V. The importance of early childhood for the formation of a child's personality //

7. Zaporozhets A. V. Selected psychological works: In 2 vols. M., 1986.

8. Teplov BM Psychological issues of artistic education // Izvestiya APN RSFSR. 1947. No. 11.

Received 15. 111 1995

Zaporozhets Oleksandr Volodymyrovych

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