Authors
- Veraksa Nikolay Evgenievich professor, Doctor of Psychology
Annotation
The article is devoted to the theoretical analysis of the relationship between the development of dialectical thinking and the understanding of emotions in preschool age.
The article shows that the study of mediation in Vygotsky’s works demonstrates the unity of the cognitive and affective spheres already in early childhood. Moreover, symbolic generalizations play a special role in the development of children’s consciousness. They reflect not only the originality of the figurative representations associated with the word, but also make it possible to include children’s experiences in the process of developing concepts. Thus, there is a fundamental opportunity to raise the question of the parallel development of thinking and the emotional sphere of the child. An analysis of the development of concepts in childhood shows that there is a certain correspondence between the stages in the development of understanding of emotions and the stages in the development of thinking. Indeed, the stages of development of concepts according to L. S. Vygotsky are congruent with the stages of development of understanding of emotions, presented in the model of F. Pons and P. Harris. Critical consideration of the operational concept of the development of intelligence by J. Piaget, carried out by K. Riegel, showed that in the formation of systems of intellectual operations, dialectical thinking performs a significant function, which gives additional grounds for putting forward an assumption about the connection between dialectical thinking and understanding emotions. The performed analysis also suggests that the meaning-forming function in the development of understanding of emotions, regulation of emotional states and control of mental activity is performed by the word.
How to link insert
Veraksa, N. E. (2021). THEORETICAL FOUNDATIONS OF RESEARCH IN RELATION OF DIALECTICAL THINKING AND EMOTIONS UNDERSTANDING IN PRESCHOOL CHILDREN Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", № 4 (58), . https://doi.org/10.25688/2076-9121.2021.58.4.06
References
1.
1. Vygotsky, L. S. (1982). Collected works: In 6 volumes. Vol. 2. Problems of general psychology. (Davydov, V. V., Ed.). Moscow: Pedagogika. (In Russ.)
2.
2. Kireyeva, Z. A. (2014). The study of particular qualities of learning activity of 8–10 Y.O. children in gymnasium and regular school. Vestnik Baškirskogo universiteta, 19(2), 716–721. (In Russ.)
3.
3. Lavrik, O. V. (2014). Motivation for a choice “favourite-least favourite school subject” with excellent pupils and poor pupils. Innovacii v nauke, 36, 58–63. (In Russ.)
4.
4. Vygotsky, L. S. (1967). Childhood imagination and creativity. Moscow: Prosveshhenie. (In Russ.)
5.
5. Vygotsky, L. S. (1960). Behavior of animals and humans. Development of higher mental functions. Moscow: Academy of Pedagogical Sciences. (In Russ.)
6.
6. Vygotsky, L. S. (1984). Collected works: In 6 volumes. Vol. 4. Child psychology. (Elkonin, D. B., Ed.). Moscow: Pedagogika. (In Russ.)
7.
7. Pons, F., & Harris, P. L. (2000). Test of Emotion Comprehension. Oxford: Oxford University Press.
8.
8. Pons, F., Harris, P. L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127–152. https://doi.org/10.1080/17405620344000022
9.
9. Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton.
10.
10. Piaget, J. (1963). The origin of intelligence in children. New York: Norton.
11.
11. Plaget, J. (1965). The child’s conception of number. New York: Norton.
12.
12. Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Develop, 15, 1–12.
13.
13. Piaget, J., & Inhelder, B. (1967). The child’s conception of space. New York: Norton.
14.
14. Piaget, J. (1982). Las formas elementales de la dialectica. Barсelona: Gedisa.
15.
15. Riegel, K. F. (1973). Dialectic Operations: The Final Period of Cognitive Development. Human Development, 16(5), 346-370.
16.
16. Davydov, V. V. (1972). Types of generalizations in teaching. Moscow: Pedagogika. (In Russ.)
17.
17. Ilyenkov, E. V. (1974). Dialectical logic. Moscow: Politizdat. (In Russ.)
18.
18. Kedrov, B. M. (1962). The subject of Marxist dialectical logic and its difference from the subject of formal logic. Dialectics and logic. The laws of thinking (pp. 63–77). Moscow: Publishing House of the Academy of Sciences of the USSR. (In Russ.)
19.
19. Kopnin, P. V. (1962). Dialectical logic and its relation to formal logic. Dialectics and logic. The laws of thinking (pp. 33–62). Moscow: Publishing house of the Academy of Sciences of the USSR. (In Russ.)
20.
20. Maltsev, V. I. (1964). Essay on dialectical logic. Moscow: Moscow State University. (In Russ.)
21.
21. Bayanova, L. F. (2013). Vygotsky’s Hamlet: the dialectic method and personality psychology. Psychology in Russia: State of the Art, 6, 35–42.
22.
22. Veraksa, N. E., & Zadadaev, S. A. (2012). Dialectical thinking and w-measure of developments of two-dimensional dialectical structure. RSUH/RGGU bulletin. Series Psychology, pedagogics, education, 15(95), 57–86. (In Russ.)
23.
23. Veraksa, N. E. (2019). Dialectical Thinking: Logics and Psychology. Culturalhistorical psychology, 15(3), 4–12. (In Russ., abstr. in Engl.). http://doi.org/10.17759/chp.2019150301
24.
24. Shijan, I. B. (2005). Dialectical training. Moscow: Jevrika. (In Russ.)
25.
25. Shiyan, O. A. (2008). Developmental Education at University: The Dialectical Structure of a Course as a Condition of Student Development. Psychological Science and Education, 13(2), 9–17. (In Russ.)
26.
26. Veraksa, N. E. (1987). Development of the premises of dialectical thinking in preschool age by preschoolers. Questions of psychology, 4, 135–139. (In Russ.)
27.
27. Veraksa, N. E. (1981). Features of the transformation of contradictory problem situations by preschoolers. Questions of psychology, 3, 123–127. (In Russ.)
28.
28. Veraksa, N. E. (2006). Dialectical thinking. Ufa: Vagant. (In Russ.)
29.
29. Veraksa, N. E., Airapetyan, Z. V., Bukhalenkova, D. A., Gavrilova, M. G., & Tarasova, K. S. (2021b). Understanding mixed emotions in preschool age: the role of the child’s cognitive development. Experimental psychology (in press). (In Russ.)
30.
30. Jones, S. M., Brown, J. L., & Aber, J. L. (2011). Two-year impacts of a universal schoolbased social-emotional and literacy intervention: An experiment in translational developmental research. Child Development, 82, 533–554. http://doi.org/10.1111/j.1467-8624.2010.01560
31.
31. Lafortune, L. P. (2002). Mongeau L’affectivité dans l’apprentissage. Sainte-Foy: Presses de l’Université du Québec.