Biography of D. Elkonin - pre-war period

(1984-10-04 ) (80 years old)

Daniil Borisovich Elkonin(-) - Soviet psychologist, author of the original direction in children's and educational psychology.

Biography

Born in the village of Maloye Pereshchepino, Poltava province, the elder brother of Viktor Elkonin (1910-1994).

The meeting of the commission, dedicated to "analysis and discussion of the cosmopolitan mistakes made by Lieutenant Colonel Elkonin", was scheduled for March 5, 1953, but Stalin died on that day, and it was postponed and then canceled. Lieutenant Colonel D. B. Elkonin was transferred to the reserve.

In September 1953, D. B. Elkonin became a full-time employee of the Institute of Psychology of the APN RSFSR (now), where he worked until the end of his life. At the institute, he was in charge of several laboratories, in 1962 he defended his doctoral dissertation, and in 1968 he was elected a corresponding member of the USSR Academy of Sciences. For many years he taught at the Faculty of Psychology of Moscow State University, formed in 1966.

Son - psychologist Boris Elkonin (born 1950).

Scientific activity

The works of D. B. Elkonin became one of the cornerstones of the theory of activity.

His research on child psychology he conducted together with the students of L. S. Vygotsky: A. N. Leontiev, A. R. Luria, A. V. Zaporozhets, L. I. Bozhovich, P. Ya. Galperin

D. B. Elkonin wrote several monographs and scientific articles, which were devoted to a review of the problems of the theory and history of the study of childhood, its periodization and psychodiagnostics.

He dealt with such issues as the psychological development of children at different ages, the psychology of play and questions learning activities schoolchildren , as well as the problem of development of speech and learning to read in children .

The main contribution of Daniil Borisovich to Soviet and world pedagogy was the development and implementation new system training - "developing training".

Also, several articles by D. B. Elkonin were devoted to the analysis of the views of L. S. Vygotsky. Daniil Borisovich in his works relied on the idea of the cultural and historical development of man, so in eight theoretical works of Elkonin it was revealed in detail general position L. S. Vygotsky.

This position (that childhood develops and has a concrete historical character) was also expressed by P. P. Blonsky and A. N. Leontiev. This means that childhood during periods of different historical eras It has different patterns and content. The researchers came to the conclusion that there is no identical childhood, there is no childhood “in general”. That is why it is important to understand the theory of the historical development of childhood, based on the history of psychology, ethnography, the history of education, etc.

D. B. Elkonin believed that all types of children's activities are social in nature, content and form, therefore a child from the first minute of birth and from the first stages of his development is a social being. For Daniil Borisovich, the position “child and society” was unacceptable, he considered correct position"child in society".

Also, D. B. Elkonin, considered the child an active subject in the transformation and appropriation of the achievements of human culture, which are always active in nature. Thanks to the processes of transformation, the child reproduces and creates in himself human abilities.

On this issue, A. N. Leontiev and D. B. Elkonin adhered to the same point of view that the child, in the process of transforming activity, carries out such practical or cognitive activity that is adequate, but not identical to the activity that is embodied in human activity in the previous generation.

Considering the problem of the relationship between education and development of the child, D. B. Elkonin wrote: “Between education and development is the activity of the subject and the activity of the child himself”. In the empirical part of the study of this problem, Elkonin relied on the ideas of L. S. Vygotsky that learning precedes development, and the position “development from learning” is the main fact pedagogical activity.

D. B. Elkonin throughout his scientific activity studied questions psychological development child. Elkonin believed that his understanding of the development of the child would make it possible to overcome the naturalistic formulation of the issue of child psychology, which had existed for so long in this issue.

Daniil Borisovich, in the process of studying the development of a child, formulated the following principles:

The works of D. B. Elkonin were also devoted to the psychology of the game and the problems of periodization gaming activity. In his works, he described the structure and identified the main elements of game activity:

plot (what they play);
content (how they play);
role;
imaginary situation;
regulations;
game actions and operations;
play relationships.

Also, D. B. Elkonin made a great contribution to science, thanks to his periodization, in which he singled out two aspects of the child’s activity: cognitive and motivational. These aspects exist in all types of activities, but develop unevenly, and alternate in the pace of development in each age period.

Of great importance was the periodization developed by Elkonin, in which he singled out two aspects in activity - cognitive and motivational. These aspects exist in every leading activity, but develop unevenly, alternating in pace of development in each age period.

Major Publications

Doctrine of conditioned reflexes. M., L., 1931.
Primer: Russian Language Textbook for Mansi elementary school. L., 1938.
Oral and written language schoolchildren (manuscript), 1940 (published later - see 1998).
Development of constructive activity of preschoolers (manuscript), 1946.
Psychological issues preschool game// Questions of psychology of a child of preschool age. M., 1948.
Thinking of a junior schoolchild // Essays on the psychology of children. M., 1951.
Psychological issues of fire training. M., 1951.
Mental development of a child from birth to school entry // Psychology. M., 1956.
Creative role-playing games for preschool children. M., 1957.
The development of speech in preschool age. M., 1958.
Child psychology. M., 1960. - 384 p.
Questions of psychology of educational activity of younger schoolchildren / ed. D. B. Elkonina, V. V. Davydov. M., 1962.
Psychology of preschool children / ed. A. V. Zaporozhets, D. B. Elkonin. M., 1964.
Psychology of personality and activities of a preschooler / ed. A. V. Zaporozhets, D. B. Elkonin. M., 1965.
Age features younger teenagers / ed. D. B. Elkonin. M., 1967.
Psychology of teaching younger students. M., 1974.
How to teach children to read. M., 1976.
D.B. Elkonin. The psychology of the game. - Pedagogy, 1976. - 304 p. - 30,000 copies.
D.B. Elkonin. The development of oral and written speech. M.: Intor, 1998. - 112 p. http://author-club.org/shop/products/27/

Memory

Elkonin Readings is a conference that takes place every two years in. Readings dedicated to memory Daniil Borisovich Elkonin, were first held in 1996 on the initiative of V.V. Davydov and B.D. Elkonin.

Daniil Borisovich Elkonin was born on February 16, 1904 in the Poltava province. In 1914, he entered the Poltava gymnasium, from which he was forced to leave after 6 years due to lack of money in the family. Some next years he worked as a clerk at the Military-Political Courses, an educator in a colony of juvenile delinquents. In 1924, Elkonin was sent to study at Leningrad Institute social education. In 1929, he began teaching at the Department of Pedology, Leningrad State Pedagogical Institute named after. Herzen.

Since 1931, D.B. Elkonin with L.S. developed the problems of children's play. In 1932 he worked as deputy director of the Leningrad Scientific and Practical Institute. After the release in 1936 of the decree "On pedological perversions in the system of the People's Commissariat for Education", he was removed from all posts. With great difficulty, he managed to get a job as a teacher. primary school to the school where his daughters studied. He gave all his energy to the school and in 1938-1940. wrote a primer and a textbook on the Russian language. At the same time, he received the title of Candidate of Sciences for the second time (he was deprived of the first title in 1936).

During the war he participated in the defense and liberation of Leningrad. He survived a heavy blow: his wife and daughters died in the Caucasus.

After the war, he taught psychology and was engaged in scientific work.

Elkonin's main works were devoted to the problems of play activity and periodization. He singled out the structure of gaming activity, the main elements of which are:
- the plot (what they play);
- content (how they play);
- role;
- imaginary situation;
- regulations;
- game actions and operations;
- play relationships.

The study of critical periods allowed D.B. Elkonin to single out crises of 3 and 11-13 years, similar in their meaning and causes of occurrence, during which the lagging motivational side becomes dominant. He considered these crises to be the most affective and significant in mental development. At the same time, the crises of the first year, seven and 15-16 years are also similar, since during these periods the lagging operational side begins to "catch up with the motivational side. These crises do not have a pronounced affective coloring and separate one period mental development from another, while motivational ones separate one "epoch" from another.

In September 1953, Elkonin became a full-time employee of the Institute of Psychology of the APN of the RSFSR. In 1984, Elkonin prepared a note to the Central Committee of the CPSU on the problems school education, where he proposed some options for changing the current system. He believed that in the future a system of education should be built, affecting all periods of a child's life and based on the characteristics of each age. It is necessary to change the system of school education, applying methods based on an activity approach. An integral part of education should be the joint labor activity of children and adults, as well as the extracurricular life of children, affecting entertainment and clubs "of interest".

Report on the subject "Pedagogy"

Completed by: Gaidai Ya.A. (applicant)

Omsk Academy of the Ministry of Internal Affairs of the Russian Federation

“... children are not our future, but we are the future of children”

A.F. Kiselev

Elkonin Daniil Borisovich (1904 - 1984)

Daniil Borisovich Elkonin belongs to that glorious galaxy of Soviet psychologists, which forms the backbone of the world famous scientific school L. S. Vygotsky. D. B. Elkonin spoke with pride that he was a student of Lev Semenovich and a comrade-in-arms of his other students and followers. Having deeply accepted the ideas of this school, D. B. Elkonin for several decades originally concretized them in his experimental and theoretical works, thereby creating his own scientific direction in child and educational psychology.

D. B. Elkonin combined the talent of a scientist who can deeply analyze fundamental scientific problems, and the ability of a researcher who effectively solves applied problems. psychological issues, which are of great importance for teaching practice. He owns wonderful theories periodization child development and children's play, as well as methods of teaching children to read. His colleagues, relatives and friends spoke of him as a person with an extraordinary and generous soul, a cheerful and resilient person who managed to last days keep a great mind and kindness. He had a truly noble character of a scientist and citizen.

D. B. Elkonin was born in the Poltava province, studied at the Poltava gymnasium and in the Leningrad pedagogical institute them. A. I. Herzen. From 1929 he worked at this institute; For several years, in collaboration with L. S. Vygotsky, he studied the problems of children's play. From 1937 until the beginning of the Great Patriotic War he was a primary school teacher in one of the Leningrad schools, taught at the Pedagogical Institute, created school textbooks on the Russian language for nationalities Far North. During this period, D. B. Elkonin defended his Ph.D. thesis on the development of the speech of schoolchildren (1940). Throughout the Great Patriotic War, D. B. Elkonin was in the army, was awarded military orders and medals. After the war, he taught psychology at the Military Pedagogical Institute Soviet army. From September 1946, he worked part-time at the Institute of Psychology of the Academy of Pedagogical Sciences of the RSFSR. Demobilized from the army in 1953 with the rank of lieutenant colonel, then in the same position he became an employee of the Institute of Psychology. He consistently headed the laboratories of the psychology of younger schoolchildren, the psychology of adolescents, and the diagnostics of the mental development of schoolchildren. In 1962 he defended his doctoral dissertation, in 1968 he was elected a corresponding member of the USSR Academy of Sciences. For many years he taught at the Faculty of Psychology of Moscow University.

D. B. Elkonin conducted his research on child psychology in close collaboration with such students of L. S. Vygotsky as A. N. Leontiev, A. R. Luria, A. V. Zaporozhets, L. I. Bozhovich, P. I. Galperin. V.V. Davydov. Danil Borisovich supported extensive and fruitful scientific connections with children and educational psychologists other countries (GDR, PRB, Poland, etc.), in particular with those American scientists who based their research on the ideas of L. S. Vygotsky (with J. Bruner, J. Bronfenbrenner, M. Cole, J. Wertsch and etc.).

Peru D. B. Elkonin owns several monographs and many scientific articles on the problems of the theory and history of childhood, its periodization, mental development of children different ages, psychology of play and learning activities, psychodiagnostics, as well as the development of a child's speech and teaching children to read. Daniil Borisovich devoted several articles to the scientific views of L. S. Vygotsky and repeatedly made presentations about him in various audiences, but the greatest contribution to the development of not only domestic, but also world pedagogy was the development and implementation of a new education system, the so-called "Developing Education »

System of "Developing education"

In pedagogy and psychology, the question of whether education can have any effect on the mental development of the child, mainly mental, has been discussed for a very long time. At the beginning of the 20th century, the dominant position was about biological predetermination, both the course of the development process and the level that each individual child can achieve. According to these views, training has no effect on the process of mental development. In the thirties, the most prominent Soviet psychologist, L.S. Vygotsky, put forward the opposite point of view, pointing out that training has decisive influence on the processes of mental development and that only such training is good, which has such an impact. He and his collaborators managed to show that the developmental value of learning depends, first of all, on mastering scientific knowledge, systems scientific concepts. However, this hypothesis, very bold for those times, rested on the idea of children entering the system organized learning as unable to grasp scientific concepts and therefore initial education should be limited to learning elementary representations about the surrounding reality and elementary practical skills in reading, writing and counting. This idea persisted for quite a long time, and partly exists to this day. Thus, the initial period of study (younger school age) as if torn out of common system science education, which begins only with the transition of the child to the middle classes. Children come there already knowing how to read and write competently, knowing nothing about the laws of the language that underlie the skills that they already possess; they know how to multiply and divide multi-digit numbers but know nothing about the system of scientific mathematical concepts which are actually the basis of their actions. A number of researchers found that mental development under these conditions in children occurs very slowly and, entering into teenage years where a systematic introduction to theory begins, they are ill-prepared and begin to experience difficulties and fail. It was natural to assume that the level of development that children reach before they enter the middle classes is largely determined by the content and technology of education that are established and traditionally assigned to the initial period of education.

Vygotsky's followers (D.B. El'konin, V.V. Davydov) tried to develop his ideas - based on the psychological theory of A.A. Leontiev's activity. In the context of activity, the development of the child as a process of becoming a subject of various types and forms of activity began to come to the fore in the learning process. Before a group of scientists, including D.B. Elkonin, the question arose “how can we prove that the possibilities for the mental development of children are much higher than those that we get when teaching according to traditionally established programs and methods?” There was only one way to prove this: it was necessary to try to radically change the content of education, introduce the assimilation of scientific concepts, starting from the very beginning of education, while finding such a learning technology in which the assimilation of such concepts would become possible for younger students, and then see as learners of these new programs and new technology children will develop mentally. At the end of the fifties, such an experimental school-laboratory was created, in which a group of specialists from the Institute of General and Pedagogical Psychology of the Academy Pedagogical Sciences. The work turned out to be very difficult. It was necessary to test experimentally various options programs; determine the system of concepts that should be incorporated into these programs; find and try different technologies - find out what the teacher should do and what actions the students should take in order to learn this complex content. In the course of the work, those scientific hypotheses, which were originally included in the experiment. It took a number of years of intensive work to create the first versions of the new content and new teaching technology.

The results were very encouraging. Children here showed significantly higher results in all parameters of mental development than children trained according to traditionally established programs and technologies. Only after this did it become necessary and possible to expand the study in order to verify the results obtained under experimental conditions, and to deepen the study, to penetrate into psychological mechanisms formation of educational activity of students. Then a group of scientists from other cities - Kharkov, Tula - joined the research. During the multi-year experimental studies it was shown that, firstly, children of seven to nine years of age without much difficulty, with interest and enviable ease, master the general, initial concepts that underlie modern linguistic and mathematical knowledge; in children, a broad orientation arises, forms a broad orientation in those areas of reality that are generalized in the corresponding systems of concepts, that children are theoreticians - that is, they can form a desire to search for those fundamental relations that ascertain the corresponding areas of knowledge. Secondly, that teaching turns in these children into a passion for the very content of learning, and the work of acquiring knowledge turns into a game of their own intellectual powers - they are fascinated by the content of the activity they perform and the way it is performed. Thus a new one was born psychological theory education, revealing the prospects and opportunities for the education of the future.

The main differences between the classical traditional learning and D.B. Elkonin - V.V. Davydov.

The main difference between developmental learning and traditional learning is in a different understanding of the goals of learning, and since the goal, like a law, determines the means of achieving it, the differences are also manifested in the means of learning: in structuring the content subject, in use various methods learning, different forms educational activity. The fundamental differences between the systems are shown in the diagram.

The aims of traditional education are knowledge, skills and abilities. If we turn to knowledge in any academic subject, then it has two functions:

a) performs an orienting function in solving problems on the basis of a given science;

b) reflects in the mind the content of science as a phenomenon of culture. In this function, knowledge provides an understanding of what kind of science it is, what it gives people, what tasks are solved on its basis, what means it has for solving these problems, when it should be used, what is the limitation of this science. In this function, such ideas about science have an orienting function in tasks not related to professional activities, but provide an understanding of cultural, social, scientific problems, provide mutual understanding and communication with people for whom this knowledge is a means. professional activity. Such knowledge determines the component of personal development as the development of ideas about the surrounding world associated with this science. This function contains one of essential functions developmental learning.

It is this developing function of any subject knowledge that is not provided by traditional education as a system. As a result, many subjects in terms of their social role students just don't see it. They "pass" them. Limited algorithmic knowledge makes knowledge in any subject, if it is not related to further professional interests, simply unnecessary. It is precisely this limitation that is the basis of technocratic thinking, when a mathematician sees nothing but mathematics, when children leave school without reading, when their interests are purely pragmatic, which ultimately translates into school infantilism. In a word, classical traditional education makes a person a cog, blindly floating on the waves in no one knows which direction. Hence, already in an adult society, we have such problems as: formalism, bureaucracy, crime, and everything that is based on a distorted value orientation. Developmental education sets completely different goals. Not impoverishing the child with knowledge, but, on the contrary, based on knowledge more high level, it is aimed at the mental development of the child and thereby creates conditions for personal development. Wherein we are talking about mental development as the development of the ability to navigate in a changeable environment, the ability to predict, to foresee. This is exactly what provides a person with success in solving any problems. life tasks.

In general, developmental education as a system provides education with the means to achieve those goals that have only been declared for at least a century and a half. The well-known proposition that goals, like a law, determine the means of achieving them, leads to a fundamentally different approaches in the means of achieving goals in traditional and developmental education. In developing education, the development of activity abilities, the development of reflexive abilities, the development of communication skills are based on the teaching method - research learning activities. The very possibility of using this method in the educational process is based on the movement in the theoretical content of the subject from the general to the particular. personal development is based on mastering the content of the subject not only as a means of solving its inherent problems, but also as a cultural phenomenon. Even Friedrich Wilhelm Adolf Diesterweg (1790-1860), a German democrat educator, singled out two main teaching methods - informing (scientific) and elementary (developing). When teaching by the first method, the teacher presents the material, and the student perceives it receptively, almost passively, following the train of thought of the teacher. In the second case, students proceed from some provisions, investigating them or what follows from them, and thus gain the truth through their own reflections, research, study. With the reporting method of teaching, the first phase of learning proceeds very simply, and the main load falls on the second phase - memorization, memorization of ready-made knowledge. With the developmental method of teaching, on the contrary, the first phase of learning is very complex, the second may not occur separately from the search, but proceed in parallel, as a side process. In teaching the first method, the teacher is "the center of movement or even stagnation." In exploratory learning, the teacher is a "means ... of excitation and guidance" of learning, a tool that promotes the student's activity. "A bad teacher teaches the truth, a good teacher teaches to find it."

Thus, the methodology of "Developing Education" is designed to make a transition from concrete-logical thinking, which is inherent in the traditional system, to theoretical thinking, the formation of which is the goal of "Developing Education", in a short time. And also to turn the student from the object of influence into the subject of activity and self-development, to form positive motives for learning and a creative attitude towards cognitive activity. This technique focuses not on memorization through repeated repetition, but on understanding as a result of one's own mental activity, analysis and synthesis, abstraction and generalization, establishment of laws and principles.

The results of the implementation of the D.B. Elkonina -V.V. Davydov to schools.

At the end of the 80s of the twentieth century, in the conditions of perestroika, the pedagogical community showed a pronounced interest in innovative pedagogy in the Soviet school. Many schools and teachers, tired of the monotonous, gray Soviet system education, joined the movement "Pedagogy of cooperation" and began to look for interesting and promising ways to reform Soviet school. It was at this time that in the “Developing Education” according to the Elkonin-Davydov system, a tremendous potential for updating our school was seen. In 1991, for the first time in Perm, major courses were held for elementary school teachers to familiarize themselves with the Elkonin-Davydov system. Over the next few years, many schools former USSR(Russia, Estonia, Latvia, Ukraine and Belarus, Kazakhstan) raised the flag of developmental education. It has become one of the most popular innovation movements in the post-Soviet space. Schools that have taken up the development of this system have received the status of experimental, innovative. It was fashionable and prestigious to work on developmental education programs. Several centers arose at once in Moscow, Kharkov and other cities, which took up the retraining of teachers. Created in 1994 public organization- Association "Developing Education" - which in 1995 becomes the International Association. A year later, in 1996, the Ministry of Education of the Russian Federation de jure recognized the Elkonin-Davydov system as one of the three government systems for elementary school. By this time, about 9% of Russian schools already had classes under the Elkonin-Davydov developmental education programs. In fact, 1996 can be called the peak of the system's popularity in Russian schools. At that time in Russia there were about 9% of schools implementing the Elkonin-Davydov method in one way or another, but it cannot be said that the results were stunningly good. The following can be singled out as the most important reason for such a failure: RO is a special, activity-based pedagogy that differs significantly from the traditional one, with a fundamentally different didactics structure. Therefore, a new pedagogical professionalism and specially trained personnel are required. There are practically no teachers who are professionals in developing education. And this is so, despite the presence in the country of centers for developing training, courses for retraining personnel. D.B. Elkonin considered personnel training to be the bottleneck of the entire practice of RO. The fact is that innovative pedagogy also requires innovative ways of teaching teachers. But the Methodists cannot do this - they themselves reproduce traditional style retraining courses. To teach children to learn, to communicate, to cooperate with each other, to model, to idealize, adult teachers themselves must be able to do this. They should be able to think creatively, according to the situation in the classroom, demonstrate a certain style of communication with children, ways of establishing mutual understanding. They should be able to - the most important thing! - to see the activity of the child - in what childish ways he acts here and now. And do not blindly hold on to the prepared lesson template, be able to improvise based on the actual (often unexpected actions) of the students, the same provisions can be attributed to parents who were not always able to understand and accept this system training .. Also here it is necessary to point out the lack of funding this project, RO requires a brand new didactic material, new textbooks, new literature for the teacher, etc. and not all schools, even relying on the help of their parents, were able to fully afford it. Another financial reason for the reduction in the number of “Developmental Education” classes is the following: since this educational system has formally ceased to be innovative and experimental system then, accordingly, schools stopped making additional payments “for the experiment” and assigning them any status.

By 1998, under the slogan of variability primary education eight educational and methodological kits have appeared, claiming to be new educational (didactic) systems, which, according to their authors, have incorporated best features various systems, including the Elkonin-Davydov systems. A gradual blurring of the boundaries of this educational system. These new educational and methodological kits, which are easier to learn, outwardly similar to "Developmental Education" (RO), have a serious publishing base, rapidly began to take root in schools in many regions of Russia, distorting the true content of the educational system of Elkonin - Davydov, replacing it with external, verbal signs of RO. These negative trends affected, first of all, those schools that either used RO in their “personal”, administrative interests, or were unable to build holistic process developmental education, did not provide possible ways continuing education of children in logic and on the principles of RO in the basic school. "Suffered" in more also schools where developmental education was represented by separate classes, where in educational process textbooks and programs of the Elkonin-Davydov system were used only selectively. Life has shown that separate classes of RO cannot exist in traditional school. It is these reasons that have led to the fact that today there are much fewer schools operating according to the Elkonin-Davydov system in Russia (1-2%).

But, despite this, the Elkonin-Davydov system turned out to be truly revolutionary, it managed to reverse the almost 400-year-old system of traditional education considering the student purely as an object of education. Despite the fact that this system is certainly one of the most complex culture-based, knowledge-intensive and high technology education, I think one can hope that the new education reform being carried out today in Russia will “breathe into it new life»

In conclusion, I would like to mention one more aspect in the pioneering research of D.B. Elkoninana is the "Psychology of the Game".

As Danil Borisovich himself said: "I became interested in the psychology of children's play at the very beginning of the 1930s in the course of observing the play of daughters and in connection with lecturing on child psychology", but unfortunately the records of these observations were lost during the war in blockaded Leningrad. Namely observations of his daughters gave Elkonin reason to assume that the main thing in the play of preschool children is the role that the child takes on. During the implementation of the role, the actions of the child and his attitude to reality are transformed. This is how the hypothesis was born that an imaginary situation in which a child takes on the roles of other people and realizes their typical actions and relationships in special play conditions is the basic unit of play. An essential point in creating such a game situation is the transfer of values from one object to another. This idea was not new, here I would like to note with what depth and thoroughness Elkonin studies in his research foreign theories the games of K. Groos, F. Buitendijk, Z. Freud, V. Stern, K. Buhler, J. Piaget and others. Adopting this experience, Elkonin noted that J. Selly wrote: “The essence of a child’s game lies in the performance of some roles" and "here we meet with what is perhaps the most interesting feature of children's play - with the transformation of the most insignificant and unpromising things into real living beings." But it is also necessary to say that, for example, views on the game as a manifestation of already developed imagination(see: K. Groos, V. Stern, K. Buhler, and others) seemed to Elkonin to be inconsistent with the actual nature of the game. He considered it strange that the function of the imagination, which is one of the most complex abilities, arises so early, and suggested that, perhaps, on the contrary, play is that activity in which imagination first appears.

At the end of 1932, he presented his assumptions in a lecture to students and in a report at the department at the Leningrad Pedagogical Institute. A. I. Herzen. These views have been heavily criticized and the only person The one who supported the main provisions of the report was Lev Semyonovich Vygotsky, who came to Leningrad in those years to give lectures and supervise graduate students. Problems of children's play interested L. S. Vygotsky in connection with his work on the psychology of art and research on the development of the sign function. At the very beginning of 1933, he read at the Leningrad Pedagogical Institute. A. I. Herzen a number of lectures on the psychology of preschool children, among them a lecture on the game. Vygotsky developed this problem, presenting it as central to understanding mental development in preschool age.

At the beginning of 1936, Elkonin presented the first experimental facts and theoretical views on play, which were being developed by a group of psychologists in Leningrad under my general guidance, at the Department of Psychology of the Kharkov Pedagogical Institute. Among the psychologists in this group were famous names as: O. N. Varshavskaya, E. A. Gershenzon, T. E. Konnikov, F. I. Fradkin. From the same time, i.e. from 1936, scientific work Elkonin is ideologically intertwined with the work of A. N. Leontiev and his collaborators. The main attention was focused, firstly, on clarifying historical origin children's play; secondly, on disclosure social content games as the leading type of activity for preschool children; thirdly, on the problem of symbolism and the correlation of the object, word and action in the game; finally, on general theoretical questions and critical examination existing theories games. The main subjects of research are the nature and essence of role-playing, the psychological structure of an extended form of play activity, its emergence, development and decay, and its significance in a child's life.

According to D.B. Elkonin - plot- role-playing game is the leading activity of preschool age (one of the fundamental provisions of his research work), so his research was certainly designed for psychologists and teachers working with preschoolers.

In accordance with the concept of studying preschool play presented by Elkonin, the most important aspects:

First, according to the level of development of the child's play actions, one can determine his readiness for schooling, because the main prerequisites for the transition to educational activities are formed within the framework of a role-playing game;

Secondly, in order to understand a younger student, you need to know the features mental life preschooler;

Thirdly, the game does not end at preschool age, and the sprouts of the so-called game with rules appear in the role-playing game.

D.B. Elkonin carries out in his work the idea of the internal relationship of all types of games, the idea of social background and the content of the role-playing game of the child. Important scientific achievements include the identification of the conditions for the emergence of a role-playing game in ontogenesis, the allocation of the main unit of the game, the disclosure of the internal psychological structure games, the definition of its role in the mental development of the child, etc.

It is possible to enumerate in several positions the new things that this work has introduced into the psychology of children's play:

1) development of a hypothesis about historical origin the form of the game that is typical for modern preschoolers, and a theoretical proof that the role-playing game is social in its origin and, therefore, in its content;

2) disclosure of the conditions for the emergence of this form of play in ontogeny and proof that play at the borderline of preschool age does not arise spontaneously, but is formed under the influence of education;

3) highlighting the main unit of the game, revealing the internal psychological structure of the game and tracing its development and decay;

4) finding out that the game at preschool age is especially sensitive to the sphere of human activity and interpersonal relations, and establishing that the main content of the game is a person - his activity and the relationship of adults to each other, and because of this, the game is a form of orientation in tasks and motives of human activity;

5) it has been established that gaming technique - the transfer of meanings from one object to another, the brevity and generalization of gaming actions - is essential condition child's penetration into the sphere social relations, their original modeling in game activity;

6) highlighting in the game the real relations of children with each other, which are the practice of their collective actions;

7) elucidation of the functions of play in the mental development of preschool children.

As Elkonin himself said, his research in this area was not completed, this was due, first of all, to his preoccupation with solving other issues of child psychology, but these developments undoubtedly (as in the case of the "Developmental Education" system) gave a big impetus to the disclosure the psychological nature of the game, have made a feasible contribution to the development of the problems of the psychology of the game, the interest in which is growing more and more.

Unfortunately, the limited format of the report does not allow a more detailed description of all the variety of scientific activities of our outstanding compatriot, his contribution to the development modern pedagogy and psychology is truly invaluable. Elkonin was the most influential figure Russian science and indisputably it should be recognized that his theory already belongs to the history of world scientific thought.

Functions needed at this moment. But you can not apply artificial acceleration (acceleration), as this will not lead to desired results and may hinder development. Conclusion Hypothesis D.B. Elkonin about the periodization of mental development is considered generally accepted in modern developmental psychology. According to L.S. Vygotsky, D.B. Elkonina is associated with the desire to move from "purely...

The years that have passed since the death of Vygotsky, we are talking about his scientific school. It really was cohesive, purposeful, and truly collectivist. Chapter 2. The role and significance of the scientific school of L.S. Vygotsky for psychology: origins and state of the art development 2.1 Modern followers of the teachings of L.S. Vygotsky But passed certain time and we can now say...

Since ancient times; 2. The study of the system of developmental education based on the works of D.B. Elkonin-V.V. Davydov, it follows that this technology is aimed at the development of logical, theoretical thinking. 3. Forms academic work in the system of developmental education by D.B. Elkonin-V.V. Davydov, here we found out that it contributes to the development of not only schoolchildren, but also teachers. Teachers who teach this...

Elkonin Daniil Borisovich(1904 - 1984) belongs to that glorious galaxy of Soviet psychologists, which forms the backbone of the world-famous scientific school of L.S. Vygotsky. D.B. Elkonin spoke with pride that he was a student of Lev Semenovich and a comrade-in-arms of his other students and followers. Having deeply accepted the ideas of this school, D.B. Elkonin for several decades originally concretized them in his experimental and theoretical works, thereby creating his own scientific direction in child and educational psychology.
Biography. D.B. was born Elkonin in the Poltava province, studied at the Poltava gymnasium and at the Leningrad Pedagogical Institute. A.I. Herzen. From 1929 he worked at this institute; several years in collaboration with L.S. Vygotsky studied the problems of children's play. From 1937 until the beginning of the Great Patriotic War, he was a primary school teacher in one of the Leningrad schools, taught at the Pedagogical Institute, and created school textbooks in the Russian language for the peoples of the Far North. During this period, D.B. Elkonin defended his Ph.D. thesis on the development of schoolchildren's speech (1940).
Research. His research on child psychology D.B. Elkonin conducted in close cooperation with such students L.S. Vygotsky, as A.N. Leontiev, A.R. Luria, A.V. Zaporozhets, L.I. Bozhovich, P.Ya. Galperin. D.B. Elkonin maintained extensive and fruitful scientific ties with child and educational psychologists in other countries (GDR, NRB, Poland, etc.), in particular with those American scientists who based their research on the ideas of L.S. Vygotsky (with J. Bruner, J. Bronfenbrenner, M. Cole, J. Wertch and others).
Peru D.B. Elkonin owns several monographs and many scientific articles on the problems of the theory and history of childhood, its periodization, the mental development of children of different ages, the psychology of play and learning activities, psychodiagnostics, as well as the development of a child’s speech and teaching children to read. Daniil Borisovich devoted several articles to the scientific views of L.S. Vygotsky and repeatedly delivered reports about him to various audiences.

List of major scientific papers D.B. Elkonin:
The doctrine of conditioned reflexes. M.; L., 1931;
Thinking of a junior schoolchild / Essays on the psychology of children. M., 1951;
Psychological issues of play and learning in preschool age / Ed. D.B. Elkonin. M., 1957;
The development of speech in preschool age. M., 1958;
Child psychology. M., 1960;
Primer (experimental). M., 1961;
Questions of psychology of educational activity of junior schoolchildren / Ed. D.B. Elkonina, V.V. Davydov. M., 1962;
Psychology of preschool children / Ed. A.V. Zaporozhets, D.B. Elkonin. M., 1964;
Intellectual abilities of younger schoolchildren and the content of education. Age opportunities for learning. M., 1966;
Age-related opportunities for the assimilation of knowledge / Ed. V.V. Davydov. M., 1966;
Educational activity: the place of educational activity in the life of fifth-graders. Age features of younger adolescents. M., 1967;
Age features of younger adolescents / Ed. D.B. Elkonin. M., 1967;
Psychology of teaching younger students. M., 1974;
How to teach children to read. M., 1976;
The psychology of the game. M., 1978.

Report on psychology on the topic: Elkonin Danil Borisovich - teacher ...

Completed by a student

VlGU, TmDk-312

Yakovleva Irina.

Biography of D. B. Elkonin:

Daniil Borisovich Elkonin (1904-1984) - doctor psychological sciences, professor, outstanding domestic psychologist, specialist in the field of child psychology, author of the theory of periodization of mental development.

D. B. Elkonin was born on February 16, 1904 in the Poltava province. In 1914, he entered the Poltava gymnasium, from which he was forced to leave after 6 years due to lack of money in the family. For the next few years, he worked as a clerk at the Military-Political Courses, an educator in a colony of juvenile delinquents.

In 1924, Elkonin was sent to study at the Leningrad Institute of Social Education. Soon this institute was attached to the Leningrad State Pedagogical Institute. Herzen. In 1927, he graduated from the pedagogical faculty of this institute, and then worked for 2 years as a pedagogue-pedologist at the children's vocational school of the Oktyabrskaya railway. In 1929, he began teaching at the Department of Pedology, Leningrad State Pedagogical Institute named after. Herzen.

Pedagogical activity:

From 1931 he worked with L.S. Vygotsky, developing the problems of children's play. In his opinion, especially in traditional societies, play is an important element in a child's life. In 1932 D.B. Elkonin became deputy director of the Leningrad Scientific and Practical Institute. In the next few years, many of his articles were published on the study of various types of children's activities: games, study, communication, etc. Elkonin believed that through activities in society, the child learns the basics of human culture, thus gradually developing his psyche.

After the release in 1936 of the well-known resolution "On pedological perversions in the system of the People's Commissariat for Education", he was removed from all posts. With great difficulty, he managed to get a job as a primary school teacher in the school where his daughters studied. School work was for D.B. Elkonin is very important. Having no chance to work elsewhere, he gave all his energy to the school and in 1938-1940. wrote a primer and a textbook on the Russian language, intended for schools of the peoples of the Far North. At the same time, he received the title of Candidate of Sciences for the second time (he was deprived of the first title in 1936).

July 2, 1941 D.B. Elkonin signed up for the people's militia. He participated in the defense and liberation of Leningrad, ended the war as a major. He had to endure a severe blow: his wife and daughters, evacuated there from Leningrad, died in the Caucasus. He was not demobilized, instead he was assigned to teaching at the Moscow Military Pedagogical Institute of the Soviet Army. There Elkonin taught psychology, and also engaged in scientific work: he developed the principles for building a course of the Soviet military psychology. The work of the scientist did not suit his leadership. On March 5, 1953, a meeting of the commission was to be held, which, however, was postponed, and then, when D.B. Elkonin retired to the reserve, and it was completely canceled.

In 1962 he defended his doctoral dissertation, in 1968 he was elected a corresponding member of the USSR Academy of Sciences. For many years he taught at the Faculty of Psychology of Moscow State University, formed in 1966. In 1984, D.B. Elkonin prepared a note to the Central Committee of the CPSU on the problems of school education, where he proposed some options for changing the current system. Daniil Borisovich Elkonin died on October 4, 1984.

In his theory of periodization of mental development, he generalizes the conclusions of many well-known child psychologists, building his concept on their basis.

D.B. Elkonin put a lot of effort into improving the educational system in our country. He is known all over the world as a talented psychologist and teacher.

Main publications:

The doctrine of conditioned reflexes. M.; L., 1931.

Primer: Russian language textbook for the Mansi elementary school. L., 1938.

Oral and written speech of schoolchildren (manuscript), 1940.

Development of constructive activity of preschoolers (manuscript), 1946.

Psychological issues of preschool play // Issues of the psychology of a preschool child. M., 1948.

Thinking of a junior schoolchild / Essays on the psychology of children. M., 1951.

Psychological issues of fire training. M., 1951.

Mental development of a child from birth to school entry // Psychology. M., 1956.

Creative role-playing games for preschool children. M., 1957.

The development of speech in preschool age. M., 1958.

Child psychology. M., 1960.

Questions of psychology of educational activity of junior schoolchildren / Ed. D. B. Elkonina, V. V. Davydov. M., 1962.

Psychology of preschool children / Ed. A. V. Zaporozhets, D. B. Elkonin. M., 1964.

Psychology of personality and activity of a preschooler / Ed. A. V. Zaporozhets, D. B. Elkonin. M., 1965.

Age features of younger adolescents / Ed. D. B. Elkonin. M., 1967.

Psychology of teaching younger students. M., 1974.

The psychology of the game. M., 1978.

Workbook

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in the Poltava province.
Doctor of Psychology, Professor, an outstanding domestic psychologist, specialist in child psychology, author of the theory of periodization of mental development.
Sent to study at the Leningrad Institute of Social Education.
In the people's militia.
L.S. Vygotsky.