1904-1984) - Sov. psychologist. Based on the development of ideas of the cultural-historical concept.#. S. Vygotsky and the activity approach in the version of A. N. Leontyev created an original concept of periodization of mental development in ontogenesis, the basis of which is the concept of “leading activity”. He is also known for the development of the psychological theory of play and research into the formation of a child’s personality, which played a significant role in understanding the historical nature of childhood. E. is the author of a number of experimental primers, in which E.’s original method of teaching children to read was implemented. See Developmental Education. (E. E. Sokolova.)
ELKONIN DANIIL BORISOVICH
Daniil Borisovich Elkonin was born on February 16, 1904 in 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 for Military-Political Courses and as a teacher in a colony for juvenile offenders. In 1924, Elkonin was sent to study at the Leningrad Institute of Social Education. Soon this institute was annexed to Leningrad State Pedagogical Institute named after. Herzen. In 1927, he graduated from the pedagogical faculty of this institute, and then worked for 2 years as a teacher-pedologist at the Oktyabrskaya children's vocational clinic railway. In 1929 he began teaching at the Department of Pedology of Leningrad State Pedagogical Institute named after. Herzen. Since 1931 he worked with L.S. Vygotsky, developing the problems of children's play. In his opinion, especially in traditional societies, play is important element in a child's life. With the help of toys representing reduced tools, he acquires various skills. Also, toys can provide visual information about the world around us (models of real-life objects and dolls in costumes), promote physical development child. In 1932 D.B. Elkonin became deputy director of the Leningrad Scientific and Practical Institute. Over the next few years, many of his articles were published devoted to the study various types children's activity: games, study, communication, etc. Elkonin believed that through activities in society, a child learns the foundations of human culture, thus gradually developing his psyche. After the famous resolution “On pedological perversions in the Narkompros system” was issued in 1936, he was removed from all posts. With great difficulty he managed to get a job as a teacher. primary classes to the school where his daughters studied. Working at school was for D.B. Elkonin is very important. Having no chance to work elsewhere, he devoted all his energy to school and in 1938-1940. wrote a primer and 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 his first title in 1936). July 2, 1941 D.B. Elkonin joined the people's militia. He took part in the defense and liberation of Leningrad and ended the war as a major. He had to endure a heavy blow: his wife and daughters, evacuated there from Leningrad, died in the Caucasus. He was not demobilized; instead, he was assigned to a teaching position at the Moscow Military Pedagogical Institute Soviet army. There Elkonin taught psychology and also did scientific work: he developed principles for constructing a course in Soviet military psychology. The scientist’s work did not suit his management. On March 5, 1953, a meeting of the commission “to analyze and condemn the mistakes of a cosmopolitan nature committed by Colonel Elkonin” was supposed to take place, which, however, was postponed, and then, when D.B. Elkonin retired to the reserve, and it was completely cancelled. In addition to developments in the field of military psychology, D.B. Elkonin continued to develop his views on child psychology. From specific problems he moved on to constructing a coherent theory of the child’s mental development. In his opinion, a child from the very moment of birth is a social being, all types of his activities are social in origin. In his knowledge of human culture, the child is active; he does not simply perceive everything around him, but actively reproduces the abilities of other people. Elkonin believed that the formation of a child’s psyche does not occur in the child’s interaction with surrounding objects, but in his interaction with elements of society: objects and adults as members of society. The source of the process of formation of the psyche is, according to Elkonin, environment. It contains ideals (needs, principles, emotions) that serve as the goal of the child’s actions. As driving force This development is manifested by the contradiction that exists between the social-motivational and objective-operational sides of the action. In September 1953 he became full-time employee Institute of Psychology of the Academy of Pedagogical Sciences of the RSFSR. While working at the institute, he organized various laboratories: psychology junior school student, adolescent psychology, diagnostics of mental development of schoolchildren. Having established the regular work of each laboratory, he transferred leadership to his students, and he himself began to do other things. In parallel with research work D.B. Elkonin lectured on child psychology at Moscow University. Continuing to develop his views, D.B. Elkonin created a theory of periodization of children's mental development. He proceeded from the fact that age and age-related characteristics are relative concepts, and only the most general age-related features can be identified. The scientist considered the age-related development of a child as a general change in personality, accompanied by a change in life position and the principle of relationships with others, the formation at each stage of new values and motives of behavior. The mental development of a child occurs unevenly: there are evolutionary, “smooth” periods and “jumps,” or critical periods. During the evolutionary period, changes in the psyche accumulate gradually, then a leap occurs, during which the child switches to new stage age development. During the critical period, pronounced psychological changes occur and the child becomes difficult to educate. In his theory D.B. Elkonin was based on the socio-historical conditions of child development. Each period of history, each culture forms its own laws of development of the child’s psyche, depending on the requirements imposed by society. He also noted that in Lately The psychological characteristics of children of the same age have been changing for several decades. Modern child receives and assimilates significantly more information than his peer 50 years ago. Therefore, in his theory of periodization, he took into account not the peculiarities of the psyche of each individual child, but the patterns of its development. Justifying the impossibility of studying childhood from any one point of view, D.B. Elkonin represented each age period as a unique period of a child’s life, determined by the type of leading activity and the problems arising in connection with it. psychological characteristics. Based on this, he understood the mental life of a child as a process of change characteristic species activities over time. In constructing his concept, D.B. Elkonin relied on the research of many other psychologists and on his own empirical material. His theory was particularly influenced by the works of J. Piaget, A. Wallon and L.S. Vygotsky. As a result, D B Elkonin identified three main “epochs” of a child’s mental development, early childhood, childhood and adolescence. Each era consists of two periods: the first is characterized by the predominant assimilation of motives and tasks of activity, that is, the social-motivational sphere is formed, and the second is the development of the objective-operational side of the action. In 1984 D.B. Elkonin prepared a note to the CPSU Central Committee on the problems of school education, where he proposed some options for changing the current system. He believed that in the future there should be an education system that affects all periods of a child’s life, based on the characteristics of each age. It is necessary to change the school education system, using methods based on an activity approach. An integral part of education should be joint labor activity children and adults, as well as the extracurricular life of children, including entertainment and interest clubs. Daniil Borisovich Elkonin died on October 4, 1984. According to friends, he was bright, active, emotional person. Having experienced many difficult blows in life, he nevertheless always found the strength for scientific work and for communicating with students and children. In his theory of periodization of mental development, he summarizes the findings of many famous 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.
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Biography of D. B. Elkonin:
Daniil Borisovich Elkonin (1904-1984) - Doctor of Psychology, professor, outstanding Russian 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 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 for Military-Political Courses and as a teacher in a colony for juvenile offenders.
In 1924, Elkonin was sent to study at the Leningrad Institute of Social Education. Soon this institute was annexed to Leningrad State Pedagogical Institute named after. Herzen. In 1927, he graduated from the pedagogical faculty of this institute, and then worked for 2 years as a teacher-pedologist at the children's vocational clinic of the October Railway. In 1929 he began teaching at the Department of Pedology of Leningrad State Pedagogical Institute named after. Herzen.
Pedagogical activities:
Since 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. Over the next few years, many of his articles were published devoted to the study of various types of children's activities: games, studies, communication, etc. Elkonin believed that through activities in society, a child learns the foundations of human culture, thus gradually developing his psyche.
After the famous resolution “On pedological perversions in the Narkompros system” was issued in 1936, he was removed from all posts. With great difficulty, he managed to get a job as a primary school teacher at the school where his daughters studied. Working at school was for D.B. Elkonin is very important. Having no chance to work elsewhere, he devoted all his energy to school and in 1938-1940. wrote a primer and 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 his first title in 1936).
July 2, 1941 D.B. Elkonin joined the people's militia. He took part in the defense and liberation of Leningrad and ended the war as a major. He had to endure a heavy blow: his wife and daughters, evacuated there from Leningrad, died in the Caucasus. He was not demobilized, but instead was assigned to a teaching position at the Moscow Military Pedagogical Institute of the Soviet Army. There Elkonin taught psychology and also did scientific work: he developed principles for constructing a course in Soviet military psychology. The scientist’s work did not suit his management. On March 5, 1953, a meeting of the commission was supposed to take place, which, however, was postponed, and then, when D.B. Elkonin retired to the reserve, and it was completely cancelled.
In 1962 he defended his doctoral dissertation, and in 1968 he was elected a corresponding member of the Academy of Pedagogical Sciences of the USSR. For many years he taught at the Faculty of Psychology of Moscow State University, founded in 1966. In 1984, D.B. Elkonin prepared a note to the CPSU Central Committee 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 summarizes the findings of many famous 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 Mansi elementary school. L., 1938.
Oral and written language schoolchildren (manuscript), 1940.
Development of constructive activity of preschool children (manuscript), 1946.
Psychological issues preschool game// Questions of psychology of a preschool child. M., 1948.
Thinking of a primary school student / 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.
Speech development in preschool age. M., 1958.
Child psychology. M., 1960.
Psychology issues educational activities junior schoolchildren/Ed. D. B. Elkonina, V. V. Davydova. M., 1962.
Psychology of preschool children/Ed. A. V. Zaporozhets, D. B. Elkonin. M., 1964.
Psychology of personality and activity of preschool children / Ed. A. V. Zaporozhets, D. B. Elkonin. M., 1965.
Age characteristics of younger adolescents / Ed. D. B. Elkonina. M., 1967.
Psychology of teaching primary schoolchildren. M., 1974.
Psychology of the game. M., 1978.
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In Poltava province.
Doctor of Psychological Sciences, professor, outstanding Russian psychologist, specialist in the field of child psychology, author of the theory of periodization of mental development.
Sent to study at the Leningrad Institute of Social Education.
To the people's militia.
L.S. Vygotsky.
Development of thinking according to the Elkonin-Davydov method
How is “upbringing” understood in the Elkonin-Davydov educational system?
Professional consultation and literature on the Elkonin-Davydov method.Born in 1904 in the Poltava province, he studied at the Poltava gymnasium and at the Leningrad Pedagogical Institute. A. I. Herzen. Elkonin created an original concept of re-education of mental development in ontogenesis, the basis of which is the concept of leading activity. This concept was developed on the basis of the development of the ideas of the cultural-historical concept of L. S. Vygotsky and the activity approach in the version of A. N. Leontiev. He also developed a psychological theory of play and studied the formation of a child’s personality.
(August 31, 1930 - March 19, 1998) - Soviet teacher and psychologist. Academician and Vice President Russian Academy Education (1992). Doctor of Psychological Sciences (1971), Professor (1973). Since 1953, he worked in the institutions of the Academy of Pedagogical Sciences of the USSR (vice-president since 1989). Honorary Member of the US National Academy of Education (1982). Member of the editorial boards of the journals “Questions of Psychology” and “Psychological Journal”. Follower L.S. Vygotsky, student of D.B. Elkonin and P.Ya. Halperin (with whom he later became friends until the end of his life). Works on educational psychology are devoted to the problems of developmental education and age-related norms of mental development.
Davydov’s theoretical developments were introduced and tested in practice at Moscow experimental school No. 91. Based on his theory of various types of human thinking, specific programs and teaching aids in mathematics, Russian language, chemistry, geography and other subjects. In modern pedagogy, there is an educational system of developmental education by D.B. Elkonina - V.V. Davydov, whose textbooks are recommended for elementary schools and some high schools secondary schools. In addition, Davydov was professionally involved in philosophical problems, in particular, for many years, in the institution entrusted to him, he supported the activities of several theoretical and methodological seminars on fundamental problems of thinking and activity, cultural-historical psychology, etc. His friendship with famous philosophers who constituted the ideological opposition to Soviet pedagogy - E.V. Ilyenkov, A.A. Zinoviev, G.P. Shchedrovitsky and others, made it possible to pose and largely solve a number of fundamental psychological problems regarding the mechanisms of training and development. In his works, V.V. Davydov repeatedly spoke quite boldly about official pedagogical dogmas. " The last straw"became the book by A.S. Arsenyeva, E.V. Bescherevnykh, V.V. Davydov et al. “Philosophical and psychological problems of educational development”, published under the editorship of V.V. Davydov (M.: Pedagogika, 1981), after the publication of which Davydov was expelled from the party in 1983, removed from the post of director of the Institute of General and Pedagogical Psychology of the Academy of Pedagogical Sciences of the USSR, and even suspended from working with his favorite experimental school No. 91. However, after a few years , in 1986, awarded the prize. Ushinsky for achievements in pedagogy, and later reinstated in the party and in 1989 again appointed director of the same institute.Elkonin-Davydov system
A system that has become popular in Moscow schools is the theory of educational activities and methods primary education D.B. Elkonin and V.V. Davydova. The Elkonin-Davydov system has been developed since 1958 on the basis of experimental school No. 91 of the Russian Academy of Education. A feature of this psychological and pedagogical concept is the various group discussion forms of work, during which children discover the main content educational subjects. Knowledge is not given to children in the form of ready-made rules, axioms, or schemes. In contrast to the traditional, empirical system, the courses studied are based on the system scientific concepts. Marks for children in primary school are not assigned, the teacher, together with the students, evaluates the learning results at a qualitative level, which creates an atmosphere of psychological comfort. Homework is kept to a minimum; learning and consolidation of educational material takes place in class.Children do not get overtired, their memory is not overloaded with numerous but unimportant information. As a result of training according to the Elkonin-Davydov system, children are able to argue their point of view, take into account the position of others, do not take information on faith, but demand evidence and explanations. They develop a conscious approach to studying various disciplines. Training is carried out within the framework of normal school programs, but at a different qualitative level. Currently, programs in mathematics, Russian language, literature, natural sciences, fine arts and music for primary school and programs in Russian language and literature for secondary school.
For parents about the Elkonin-Davydov program
Educational program
D.B. Elkonin and V.V. Davydov for primary classes
Parents of children who will go to first grade are often puzzled by the question of which teaching model to choose and how to choose the right one. Will their first-graders begin learning in a traditional or developmental model? Of course, choosing the right school and program is especially important, since the educational process of the very first grade will determine the student's future attitude towards learning in school. According to many (both teachers and parents), there is no need to place all the importance only on the curriculum. It is also very important to find out how much the school is funded and what teachers work there. Be sure to listen to reviews from the parents of students who have already studied enough at this school: do they like studying, are they given solid basic knowledge. And all the same, a high-level teacher in a good, comfortable school will teach a student everything that is needed according to the program, but even a bad teacher best model It won’t give children much education.
There are two types of teaching models - traditional and developmental. Traditional programs -
"Perspective"
"Primary school of the 21st century"
"Planet of Knowledge"
"Promising Primary School"
“School of Russia”, “School 2100”, “Harmony”,
"Classical elementary school."
The term “developmental education” was introduced by psychologist V.V. Davydov. Developmental education differs from traditional education of the explanatory and informative type in the nature of teaching. One of the development programs training system psychologists Daniil Borisovich Elkonin and Vasily Vasilievich Davydov. Many (teachers and parents) call it ingenious, because it is consistent (within the system) and consistent. This system is also called “markless assessment”; the methods and techniques embedded in this system lead to the most powerful development of the student, since the student does not work for results ( assessment), but on his personal growth and achievement of high results in education, and, which is very important, he evaluates himself.
The features of this system include pros and cons.
Pros:
1) The system moves away from the student’s usual goal of achieving a good grade; in the lessons, conditions are created for the student’s aspirations for learning, for his growth, for achieving great success in his studies, for developing skills, and acquiring deep knowledge. For example, a student does not remember something, but he definitely must know where and how to independently find the necessary information in order to remember. Moreover, students using this system know why when multiplying two certain numbers (for example, 2 times 5), the result is exactly that amount (it will be 10, not 16).
2) Much attention is paid to theory and logical construction.
3) The system of Elkonin and Davydov will be of interest to parents who want to develop their child’s ability to analyze, and, moreover, the ability to think deeply, unlike their peers.
4) The educational process pays a lot of attention to the growth of the child’s normal self-esteem - through his self-esteem, the student already in the elementary grades begins to recognize and react to those around him, the external world around him, then chooses those (for example, friends and classmates) who are equal to him, based on his self-esteem, his skills and
opportunities. The program also teaches you to critically evaluate own actions(self-criticism) and the actions of their peers and classmates. For example, in the 1st grade, children learn to choose criteria with which they will evaluate their completed tasks. Some of the criteria are: how neatly the task is written, how letters are correctly written in combination with other letters in a word, how numbers are written correctly, etc. Further, already in the 3rd grade, the student most independently determines the criteria by which they will evaluate their work.
5) In this program, every effort of the student is assessed in the completed work.
6) They evaluate primarily using scales.
For example, a Russian language lesson - students are asked to underline all the vowels that soften or harden the consonants, and then evaluate their work in this way: in notebooks, in the margins of the page, they draw a line (like a scale) and put a tick or cross on it, which, in their opinion, indicates how they coped with the task. On the scale, the higher the cross is placed. , the better they evaluate their completed work. Therefore, the teacher here puts their marks on the scale, and the students, together with the teacher, analyze the marks on the scales.
7) The student’s personal self-esteem must precede the teacher’s assessment. The teacher's assessment, first of all, helps him create his own normal self-esteem, neither underestimated nor overestimated.
8) If the program is presented to students in the way it was laid down by the authors-psychologists, children who initially had even a slight motivation to study begin to go to school with interest and understand everything in the lessons, although perhaps not immediately.
Minuses:
1) The level of subjects taught in the Elkonin and Davydov program is very high and complex.
2) This program is not combined with other educational programs and there is an opinion that subsequently in higher grades it is not recommended to transfer the child to another school with a different program. If possible (this program is usually not taught in high schools), choose this education system from 1st to 11th grades.
3) The lack of a classical assessment system can be intimidating - five-point system. However, many experts say that learning is controlled. The teacher gives the necessary recommendations to parents and collects a kind of portfolio, a “file” of the student’s creative works. Instead of a classic diary, this portfolio serves as an indicator of the child’s level of success in learning.
4) According to this system, already from the 1st grade they study the principles of the structure of language, how and where numbers came from. n. Understanding the reasons will definitely help when learning the rules, and yet, whether children need to know this from such an age is perhaps a controversial question, and let each parent decide for himself.
5) Special attention They pay attention to the development of teamwork and communication skills. For example, students conduct their own research on something, dividing into groups of 5 - 7 people, then together with the teacher they discuss what conclusions they came to, and then make a general conclusion. But such work skills are also developed during training in other systems.
By the way.
From the experience of primary school teachers in Moscow:
“When assessing, scales need to be constantly changed; they must simultaneously determine the success of students’ “gaps” in learning. And yet, the scale system is good for assessing at the very beginning of education in primary school; by the end of primary school, children want to evaluate themselves and their work in other ways. Therefore, in our school we also began to introduce a point system, but not a five-point system. We put different quantities points. For example, in a mathematics lesson in the 3rd grade, students solve equations for 15 minutes, having agreed with the teacher in advance how many points will be used to evaluate this work. Having solved 6 equations, the student gives himself 12 points.”
“Our many years of experience in teaching children with this “no-grade training” actually gives us reasons to declare that with skillful and professional teaching of this technology, students, by the end of their studies in primary school, have a solid ability to sufficiently (adequately) evaluate their knowledge and capabilities, self-control skills, as well as when learning to separate what is already known from what is already known to the student. Children remain interested in learning, which is extremely important. we are waiting “that training according to Elkonin and Davydov brings good results even after primary school (in primary school), so we usually use this program until the 7th grade.”