Training and education in human development. Mental development and training Education is the only way of individual development of a person
EDUCATION AND DEVELOPMENT
In domestic psychology, this problem was first formulated L.FROM.Vygotsky in the beginning. 1930s He substantiated the leading role of learning in development, noting that learning should go ahead of development, be the source of the new in development. The concept he introduced "zone of proximal development" reveals this common theoretical position: child learning by using an adult, successfully begins to do what he could not do on his own before. The measure of this help (the ability to perceive it) acts as an indicator of the child's potential for learning (see. ). What the child has already achieved by the time of learning is characterized by Vygotsky as a “zone of actual development”.
At the same time, he emphasized that development affects learning and has its own patterns. Vygotsky criticized 2 cons. directions introduced in the 1930s. in foreign psychology: 1) considering development in isolation from learning ( AND. Piaget) and 2) identifying development with learning (E. Thorndike).
This problem was further developed in the works P. P.Blonsky, showing the complex relationship between knowledge and thinking: mastery of knowledge, on the one hand, - necessary condition development of thinking, and with others - outside thought process not m. b. assimilation knowledge. Intensive research in the 1940-60s. contributed to the further development of the problem of O. and R., primarily through the identification of the conditions under which learning becomes developing, the definition of specific forms of education, providing a higher mental development of students in the conditions of both individual and group experiments (with whole classes). At the same time, some psychologists gave crucial change content education ( D. B.Elkonin,AT.AT.Davydov; cm. Developmental learning), others achieved the developmental effect of learning the r. o. through improvement methods learning ( L.AT.Zankov), others tried by means of teaching to change the ways of mental activity of the student and thereby increase the efficiency of assimilation ( H. BUT.Menchinskaya, D. N. Bogoyavlensky, E. N. Kabanova-Meller and others).
Several studies have found how it affects intellectual development phased formation mental actions(P. .Galperin, N.F. Talyzina), what effect do different teaching methods have on him ( B.G.Ananiev, A. A. Lyublinskaya and others), what role does (T. V. Kudryavtsev, A. M. Matyushkin). In the works of G. S. Kostyuk and his collaborators, various forms of interdependence of O. and river were specially considered.
T. sp., recognizing the leading role of education in development (for all the complexity of their relationship) and widely represented in the works of psychologists different countries, opposes the views of J. Piaget and B. Inelder, who argue that learning only passively follows mental development, adapting to its current level, that development has laws, independent from learning. These various positions were presented most clearly at the XVIII Int. psychological congress (M., 1966).
Many issues related to solving this problem still need to be developed. Topical, in particular, are questions about the stages of development of thinking in various conditions of learning, about the criteria for mental development in the learning process. Of particular relevance is the question of the impact of various forms of education on the development of the personality of the student, on the formation of her worldview, beliefs.
Big psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .
See what "EDUCATION AND DEVELOPMENT" is in other dictionaries:
EDUCATION AND DEVELOPMENT- - joint educational activity teacher and students, aimed at the assimilation of knowledge by students, at the activation of educational cognitive activity students, their mastery of methods and techniques of obtaining knowledge. R. - the process of occurrence on ... ... encyclopedic Dictionary in psychology and pedagogy
TRAINING AND DEVELOPMENT OF THE ABNORMAL CHILD- purposeful corrective pedagogical process, organized and carried out in special children's institutions (kindergartens, boarding schools, etc.) with the aim of assisting children in mastering knowledge, skills and abilities and preparing them ... Psychomotor: Dictionary Reference
A regular change in mental processes over time, expressed in their quantitative, qualitative and structural transformations. R. p. is characterized by the relative reversibility of changes, directionality (i.e., the ability to accumulate ... ...
The process of purposeful transfer of socio-historical experience, the organization of the formation of knowledge, skills and abilities. The problem of O. is considered not only in educational psychology (along with questions of the psychology of education), but also in general, ... ... Great Psychological Encyclopedia
LITERATURE- learning to read and write Choice of method. O.g. is determined by the ratio between oral and written speech, between sounds and letters Method O.g. relies on knowledge of the simplest elements of speech sounds and their designation by letters. A student of literacy ... ... Russian Pedagogical Encyclopedia
The development of the child's psyche- The development of the child's psyche is the process of maturation and complication of the mental. functions and personality. Contents 1 Factors that affect the development of the child's psyche ... Wikipedia
The system of methods and teaching aids, the basis of which is the simulation of the real creative process by creating a problematic situation and managing the search for a solution to the problem. A teacher-organized way of active interaction ... ... Great Psychological Encyclopedia
EDUCATION- the main way of obtaining education, the process of mastering knowledge, skills and abilities under the guidance of teachers, masters, mentors, etc. In the course of training, social experience is assimilated, emotionally formed value attitude to… … Big Encyclopedic Dictionary
Development of personnel in production- purposeful and systematic training of employees, focused on achieving the goals of the organization by expanding, deepening the existing professional competence, training in new professions, as well as increasing motivation and organizational ... ... Official terminology
TRAINING IN PSYCHOTHERAPY- With the development of the organizational foundations of psychotherapeutic care, the development of the basic principles and methods of training and advanced training in the field of psychotherapy is becoming increasingly important. The most important task is to create and ... ... Psychotherapeutic Encyclopedia
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Education and development
- Learning and development do not coincide directly, but are two processes that are in a complex relationship.
Learning is only effective when it goes ahead of development. Then it awakens and brings to life a whole series of functions that are in the stage of maturation, lying in the zone of proximal development. This is what major role learning in development. Learning is most fruitful only when it takes place within the period defined by the zone of proximal development.
When we observe the development of a child in school age and in the course of his education, we really see that any subject of education requires more from the child than he can give today, i.e., the child at school carries out activities that make him rise above himself. This, of course, applies to healthy schooling.
The correct solution of the question of the relationship between development and learning is of central importance not only for psychology, but also for pedagogy. Each concept of teaching, which guides the teacher, includes (whether he is aware of it or not) a certain concept of development. In the same way, every concept of mental development that a psychologist adheres to (whether he is aware of it or not) contains a certain theory of learning.
The child develops through education and learning. This means that upbringing and education are included in the very process of the development of the child, and are not built on top of it. The task of upbringing and education is not to adapt the pedagogical process to the supposedly independent nature of the child, but to shape development. The personal mental properties of the child, his abilities, character traits, etc., as well as the characteristics of mental processes (perception, memory, etc.) that are different at different stages of development and in different individuals, not only manifest themselves, but are also formed in the course of their own activity of the child, through which, under the guidance of a teacher, he is actively involved in the life of the team, mastering the rules and mastering the knowledge gained during historical development cognitive activity of mankind.
The pedagogical process as the activity of the teacher-educator forms the developing personality of the child to the extent that the teacher directs the child's activity, and does not replace it. Any attempt by the educator-teacher to cognize and moral norms in the child, bypassing the child's own activity in mastering them, undermines the very foundations of the healthy mental and moral development of the child.
Formed in the course of development, on the basis of inclinations as prerequisites for development, the personal properties of the child, his abilities and character traits are not only a prerequisite, but also the result of its activities; their development in its hall is not only manifested, but also accomplished.
If a student understands, at a level accessible to him, the foundations of those operations that he masters, then their study makes a certain contribution to the fund of his development. If, however, through many repeated exercises, the child learns to perform certain operations without realizing their logic, this does not advance him in general development.
What does each of these concepts mean? Let's try to understand this issue so that the life of parents and the child is not burdened by an unnecessary race of achievements.
First, let's clarify the definitions themselves:
- Early development- this is a process that stimulates cognitive and research interest in a child under the age of 3-4 years;
- early learning- this is a process aimed at getting a baby no older than 3-4 years of any specific skills and abilities.
1. Why we train and why we develop
Let's take a look at the multiplication table as an example. The baby is trained to memorize the multiplication table: all the numbers fly off the teeth. This is early learning. But if you ask the multiplication table in an unusual order, then most likely the child will get confused and will not be able to give the correct answer. Early learning is aimed precisely at ensuring that the baby “feels” the numbers and can handle them not from memory, but freely.
2. With the help of what we teach and teach
Learning, if we discard the nuances and techniques, involves a focused (and often monotonous) study of the material. Development is tailored to the study of the surrounding world, in the literal sense of the "surrounding". On the street, while walking - we study insects and grass with the child, at home - how water flows from a tap or food is cooked on the stove. Thus, the object of early learning is abstract things that are difficult to touch with hands, and early development - the world in its diversity.
3. Purpose of learning and purpose of development
In learning, it is important to acquire certain skills - to read, count, learn, and so on. Moreover, it is desirable for a specific period. It's like running a hundred meters. Development, if you use sports terms, is long training that prepares a person for the race. Maybe an unprepared beginner will overcome the distance, but how will he feel after that and will he want to participate in the marathon? Early development is like training, preparation for learning.
4. Who helps to learn and who helps to develop
Early learning is key actor- the child himself. Adults, mom and dad, act more as a help. During early development, mother and baby are full participants, partners. An adult, helping his child to explore the world, discovers many new things. And it brings the parents and the baby very close.
5. Duration of the learning and development effect
Many child psychologists and pediatricians say that practical skills (learned poems, knowledge of letters, etc.) acquired by a child under 3 years old are forgotten rather quickly. But the impressions absorbed during leisurely walks with stories about animals, natural phenomena, remain for life and not only at the subconscious level.
6. Child's interest in learning and interest in development
Teaching often involves the ability to be at least diligent and focused on the subject. certain time. Have you often met a child of 2-4 years old, not to mention one-year-olds, who can do one thing for at least 20 minutes? Unless, of course, they found paints hidden by their parents and paint with rapture on the wallpaper in the hallway! So drawing on the walls in the corridor is part of early development, which, under the control of an adult, goes with a bang for children. And to force the little one to call geometric figures in the book is early learning. Let him better draw them on the pavement in the yard.
7. The basis of learning and the basis of development
Development comes from scratch. In order to develop in any field, you do not need to be ready. You just need to want, and more - so as not to interfere with learning new things. Whereas training implies a certain readiness for it, both physical and moral.
Traditionally, it is customary to single out several approaches to solving the problem of the relationship between training and development.
1. Learning and development are independent processes. Education is a purely external process that cannot actively influence the mental development of the child. Before there is an opportunity to teach a child, certain functions must mature. Development precedes learning, therefore, learning is simply built on top of development,
and here any question about the correction of defective development, the activity of the child, etc. is removed.
2. Training and development are one and the same. Development equals learning. The child acquires individual experience, learns as he matures. In this case, he is completely dependent on the cultural environment in which he grows up, and he can be taught everything that an adult needs. According to W. James and E. Thorndike, development and learning are processes that coincide in time. The child is proclaimed to be a passive being, personally not included in the learning process. He is not a subject
and the object of learning.
3. Education goes ahead of development and leads it along. Development and learning are processes that do not coincide in time; there is a complex interdependence between them that changes throughout life. This approach is typical for the cultural-historical theory of development of L.S. Vygotsky. Here, learning is understood more broadly: as communication, as cooperation between a child and an adult, during which an adult helps the child discover objects and ways to use them. Education is the planned organization of the child's development. Education is the driving force of development, it encourages the development of those processes that are impossible without it. The main role of learning is to create the possibility of mastering one's own behavior.
Solving the problem of the relationship between learning and development, L.S. Vygotsky distinguishes two levels of child development: one is manifested in his independent activity ( actual level development), the other - in cooperation with other people (the zone of proximal development). This idea is of fundamental importance for understanding the process of organizing learning, diagnosing individual development and learning success. According to L.S. Vygotsky, in cooperation, the child is able to do much more than on his own. Cooperation is one of the parameters of the social environment, which is a source of development in ontogeny. Cooperation can also take the form of imitation, but imitation is possible only because it lies in the child's "zone of proximal development". Imitation makes it possible cultural development child”, the formation of his higher mental functions.
The introduction of the “zone of proximal development” phenomenon allowed pedagogy to develop a strategic direction in the process of organizing training: it develops only that training that is focused on the “zone of proximal development” of a given child. It is possible to teach a child only what he is already able to learn, while relying on the achieved level of development.
The results of experimental studies have shown that the ZBR is a multi-level structure, has a border part, the most remote from the actual development, peripheral and central parts. The border part is characterized by the least awareness and arbitrariness; moving towards the center, the ability is realized, differentiated.
If L.S. Vygotsky saw in the ZPD a way of linking learning and development, the mentioned authors are trying to identify its psychological content, without which it is impossible to consider the problem of the relationship between learning and development solved, just as it is impossible to use this concept in daily learning practice.
The authors propose the concept of "cultural means of development" as a unit of analysis of the relationship between these two processes, because it combines the concepts of "development" and "training". So, in training, two processes can be distinguished - the acquisition of knowledge, skills and abilities and the changes in the subject that occur on their basis. On the other hand, development can be understood not only as an internally determined process of changes in the subject, but also as a process in which, to a certain extent, there is the acquisition of something new from outside world. It turns out that training and development are two sides of a single process of mastering cultural means of development (CSR). At the same time, a change in one of the areas (for example, in the subject area) leads to a change in another area (for example, psychotechnical) and vice versa. There are reasons to believe that the connection between subject and psychotechnical action directly correlates with the ZPD.
Thus, the features of the ZPD are determined by how cooperation with an adult changes and develops the child's "objective" action. At the same time, the ZPD level itself is related to how little impact on one of the sides of the CSR can cause a greater change in the other.
So, the thesis that training leads to development implies, on the one hand, that training should be focused on the ZPD, and on the other hand, that it changes the zone of proximal development (E.E. Kravtsova).
The development of the intellect as an increasingly complex structure in ontogenesis, starting from the earliest stage - the establishment of the sensorimotor level of the child's intellectual development (0-2 years old), - is exhaustively disclosed by J. Piaget. He studied the intellect, which represents the structure of mental activity, on the example of the development logical thinking child. "Central the task of his research was to study the psychological mechanisms of logical operations, to establish the gradual emergence of stable, integral logical structures of the intellect. The study ontogenetic development The logic of the child was based in the theory of J. Piaget on the following:
intellectual development strives for balance, where the latter is a balanced structure of parts and the whole;
Each level of intellectual development, as acquired experience, is formalized into schemes of action;
New mental structures are formed on the basis of action;
The relationship between 1) functions (dynamic processes) as ways of interaction of the subject with the environment: organization and adaptation, consisting of the balance of assimilation and accommodation, and 2) structures as life-forming mental systems “ensures continuity, continuity of development and its qualitative originality at each age level”
Pedagogical psychology: lecture notes of Esin E V
1. The ratio of learning and development
Pedagogical psychology occupies a certain place between pedagogy and psychology, being the sphere of their joint study of the relationship between education, upbringing and the development of the human psyche.
It studies, first of all, the process of learning, its characteristics, structure, patterns of the course of this process, as well as age and individual characteristics training and conditions that have the greatest effect on the development of the younger generations. Pedagogical psychology studies the patterns of mastering knowledge, skills and abilities, and also explores individual differences in the course of these processes, the patterns of formation in students of active creative thinking, the development of the human psyche, the formation of mental neoplasms in the process of learning and development.
The process of forming and changing the internal qualities of a person is called development. There are several aspects of development: physical development, which is manifested in changes in the proportions of the human body, its height, weight, in the addition of strength; physiological development- manifests itself in changes in functions various systems and human organs; mental development- is expressed in the complication of mental processes and abilities - feelings, sensations, perception, thinking, memory, imagination, in the complication of such mental formations as abilities and motives of activity, needs and interests, value orientations. The gradual entry into different kinds relations - economic, legal, social, industrial - is called social development. A person becomes a member of society, assimilating all these types of relationships and their functions in them. Spiritual development is the crown of human development and means that a person comprehended his destiny in life, his responsibility to the present and future generations, he came to understand the complexity of the universe, there was a need for constant moral improvement. A person's responsibility for his development - mental, physical and social, responsibility for his life and the lives of other people can be an indicator of a person's spiritual development.
A person's personality develops throughout his life. Mental, social and physical development of the individual occurs under the influence of internal, external, natural, social, unmanaged and manageable factors.
Development occurs individually under the influence of the society surrounding the person, patterns of behavior and values inherent in this society. Attitudes and norms are formed in the course of individual and group activities. Individual objective activity as a process that carries contradictions leads the individual to the development of his higher mental functions. It cannot be said that upbringing is secondary to development; their relationship is much more complicated. Development occurs in the process of education, the level of development affects education, changing it. A more perfect education accelerates the pace of human development. Thus, upbringing and development mutually provide each other throughout a person's life.
The relationship between the development and learning of the child is one of the central problems of educational psychology. When considering this issue, it is important to note that:
1) “development itself is a complex involutionary-evolutionary progressive movement, during which progressive and regressive intellectual, personal, activity, behavioral changes occur in the person himself” (L. S. Vygotsky, B. G. Ananiev);
2) development does not stop throughout a person's life. Its intensity and direction may change. General characteristics development are "progress (regression), irreversibility, unevenness, the preservation of the previous in the new, the unity of change and preservation" (L. I. Antsiferova).
Each psychological concept tries to reveal, first of all, the laws of child development. One of the first theories is recapitulation concept American psychologist S. Hall, in which he puts forward a version that in his development each child repeats in summary development of the entire human race. For example, even the development children's drawing reflects the stages that fine art has gone through in the history of mankind. It soon became clear how untenable this theory was. But the studies of S. Hall's students L. Termena and A. Gesella influenced the development of child psychology. They developed a system for diagnosing the development of the psyche of children from birth to adolescence. A. Gesell analyzed the relationship between learning and development using the twin method, and also developed a method of longitudinal longitudinal research of children and adolescents. A. Gesell reduced development to a simple increase, an increase in behavior, without analyzing the qualitative transformations during the transition from one stage of development to another. He noticed that the younger the child, the faster his behavior changes, that is, changes and development occur faster at a young age. L. Theremin introduced the concept IQ and tried to prove that it remains constant throughout life.
Founder of convergence theory W. Stern believed that both hereditary talent and the environment determine the laws of child development, that development is influenced by the external conditions surrounding a person, and his internal inclinations, abilities, hereditary qualities. V. Stern was a supporter of the concept of recapitulation, he believed that the development of the child's psyche repeats the history of the development of mankind and culture. The debate about which of the factors - heredity or environment - is of decisive importance, has not stopped so far and has been transferred to the experimental sphere. For example, according to an English psychologist H. Eysenck, 80% of a person's intellectual development is influenced by heredity, the remaining 20% of intellectual development is determined by influence environment. Four models of the influence of the environment and previously acquired experience on the development of a model of children's behavior were proposed by an American psychologist I. Woolville.
1. In the first months of life, the child is helpless and is influenced by the environment, therefore first model called "hospital bed"
2. Second model – Luna Park: the child chooses the entertainments he wants to experience, but he cannot change their subsequent influence on himself.
3. Within third model external stimuli have no influence, and a person makes his own path independently of others, along his "swimming" path. The model is called swimmer competition. In it, the environment acts as a supporting context for human behavior.
4. The fourth model is the “tennis match”: there is a constant interaction between the influence of the environment and the person, just as a tennis player adapts to the actions of his opponent and at the same time influences the behavior of another player in a way of reflection.
The question of the nature of the relationship between training and development is essential. There are different points of view on this issue:
1) learning is development - W. James, E. Thorndike, J. Watson, K. Koffka, although the nature of learning is understood differently by everyone.
2) only the external conditions of formation are learning, i.e. "learning goes at the tail of development" - V. Stern.
3) "the child's thinking necessarily goes through all phases and stages of development, regardless of whether the child is learning or not", i.e. development does not depend on learning - J. Piaget.
4) "learning goes ahead of development, advancing it further and causing new formations in it", - L. S. Vygotsky, J. Bruner, i.e., ahead of development, learning stimulates it, relying, despite this, on actual development, relying on the future state of the child's development. Contradictions between the already achieved level of formation of a person's abilities, his knowledge and acquired skills of action, as well as motives and methods of communication with external environment are the driving force behind his mental development.
This understanding of the driving forces of mental development was formulated L. S. Vygotsky, A. N. Leontiev, D. B. Elkonin.
In line with understanding domestic psychology of mental development as an internally contradictory process, associated with the emergence of mental and personal neoplasms of the process, L. S. Vygotsky, following P. P. Blonsky, considers certain eras, stages, phases in general scheme fractures, or crises, of development. At the same time, according to L. S. Vygotsky, the criteria for their differentiation are neoplasms that characterize the essence of each age. And mental development itself is interpreted by him as a progressive qualitative change in personality, during which age-related neoplasms are formed with different dynamics. “Age-related neoplasms should be understood as that new type of personality structure and its activity, those mental and social changes that first appear at a given age stage and which in the most important and fundamental way determine the consciousness of the child, his attitude to the environment; his inner and outer life, the whole course of his development in a given period.
Development can proceed slowly, smoothly or rapidly, rapidly. According to the definition of L. S. Vygotsky, it can be revolutionary, sometimes catastrophic. Sharp shifts, aggravation of contradictions, turns in development can take the "form of an acute crisis." In psychology, six crisis periods are known, according to L. S. Vygotsky: neonatal crisis separates the embryonic period of development from infancy. One year crisis from infancy to early childhood. Crisis 3 years- from early childhood to preschool age. Crisis 7 years is a connecting link between preschool years and school age. Finally crisis 13 years coincides with a turning point in development during the transition from school to puberty (puberty - maturity, puberty) age. Crisis 17 years- the transition to youth.
In general, for educational psychology and for determining the psychological portrait of a student typical for each level of education, great importance D. B. Elkonin’s position that during the critical period a neoplasm corresponding to it appears, which subsequently, i.e., in a stable period, is the line of general development. Even L. S. Vygotsky pointed out that pedagogical system may not keep up with these changes, and as a result, such effects may arise as the failure of the student, his difficulty in education, some of the causes of which are hidden directly in the dynamics of age formation.
L. S. Vygotsky introduced such an important concept for educational psychology as "social situation of development", which determines the content, the formation of the central line of development associated with the main neoplasms. Social situation of development is a kind of system of relations between the child and the social environment. Changing this system also determines the main law of age dynamics, Whereby driving forces development of a child at any age will inevitably lead to the destruction and denial of the very basis of the development of the entire age, determining with internal necessity the annulment of the social situation of development, the end of a given era of development and the transition to the next, higher age stage of development. At the same time, L. S. Vygotsky constantly emphasizes that mental development is the integral development of the entire personality.
The definition of the social situation of development as the relationship of the child to social reality is in itself quite capacious and includes a means of realizing this relationship - activity. According to A. N. Leontiev, some activities are this stage leading and more important for further development personality, while other activities are of lesser importance. Some of them play the main, leading role, while others play a less important, subordinate role at this stage of development.
As well as the holistic development of a person, the mental development of a child occurs simultaneously along the lines:
1) intellectual development, i.e., the formation of the cognitive sphere, the development of the mechanisms of cognition;
2) development of motives and their correlations, the formation of goals, the development of means and methods of activity, i.e., the development of the content of the child's activity and his psychological structure;
3) development of self-esteem and self-awareness, interactions with the social environment, the formation of the orientation of the personality and value orientations, i.e., the holistic development of the personality.
The sides of the mental development of the child can be presented a little differently, namely as the formation:
1) ways of activity and knowledge;
2) psychological mechanisms of their application;
3) personality, including the activities of the child.
One of the aspects of the development of the psyche is language Development, which occurs on a par with the formation of personality and intellect.
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