Vygotsky’s psychological views — страница 5

development ». Vygotsky thought, these researches should be put in the basis of student teaching: “the pedagogic should be guided not on yesterday, but tomorrow’s day of children's development”, - wrote L. S. Vygotsky. In Vygotsky’s views the person has social character. It does not cover all attributes of individuality, but puts an equal-sign between child’s person and his cultural development. The person “is not congenital, but appears as the result of cultural development”. Developing, person masters own behaviour. However, the necessary precondition of this process is person’s education, because development of this or that function is always derived from person’s development as a whole and caused by it”. In person’s development passes a number of

changes having the stage nature. Owing to destruction of one social situation of development and occurrence another, more or less stable developments are replaced by the critical periods in person’s life during which there is a rough forming of new psychological formation. Crises are characterized by unity of negative (destructive) and positive (constructive) parties and play a role of steps on a way of further child’s development. Arisen during this or that period new formations qualitatively change person’s psychological functioning. For example, occurrence of teenager’s reflection completely reconstructs his mental activity. New formation is the third level of self-organizing: “Alongside with primary level of an individual mentality (inclinations, heredity) and

secondary level of his education (environment, acquired characteristics) here (during puberty) act tertiary conditions (reflection, self- mounting)”. Tertiary functions make a basis of consciousness. Finally, they too represent the psychological relations that transferred in the person, earlier it was relations between people. However, connection between the socio-cultural environment and consciousness is more difficult and consists not only in influence of environment on rates of consciousness development, but also in conditionality of the type of consciousness, character of his development. Conclusion Vygotsky managed to tie various strands of inquiry together into a unique approach that does not separate individuals from the sockA cultural setting in which they function.

This integrative approach to social, semiotic, and psychological phenomena has substantial relevance today, a half century after his death. Bibliographic List 1)                 Fred Newman, Lois Holzman. Lev Vygotsky: Revolutionary Scientist. – New York, USA: Psychology, 1993 – 192 p. 2)                 James V. Wertsch. Vygotsky and the social formation of mind. – London, England: Harvard University Press, 1985 – 262p. 3)                 Ждан А. Н. История психологии: от античности к

современности: Учебник для студентов психологических факультетов университетов. Изд. третье, исправленное. – М.: Педагогическое общество России, 2003 – 512с.