A V Konokotin
Biographic Data
| ID | 6828277 |
|---|---|
| NAME | A V Konokotin |
| GIVEN NAMES | A V |
| FAMILY NAME | Konokotin |
| SIGNATURE | KONOKOTIN A V |
| AFFILIATIONS | Moscow State University of Psychology & Education |
| ORCID | 0000-0003-1639-4887 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Toward the construction of educational practices grounded in the conceptual system of Cultural‐Historical Psychology
The paper analyses how key concepts of cultural-historical psychology—zone of proximal development, joint activity, vraschivanie (the cultural grafting of individual action), pereghivanie, sign mediation, and reflection—can serve as design principles for effective educational practices and technologies. Three practices are examined in detail: the Reflexive-Activity Approach (RAA), which helps learners overcome academic difficulties and stimulates…
Development of the Concept «Sign» in Cultural-Historical Psychology of L.S. Vygotsky: The Origins and Promising Areas of Research. Part 1
The year 2024 marks the 100th anniversary of cultural and historical psychology. Taking in consideration the growing demand for the ideas and positions of cultural-historical psychology in the world professional community started in 1978 and continues to this day, we have to highlight a number of emerging problems. Without the analysis of these problems it is impossible to further develop the theory itself. Firstly, it is the variety of interpret…
Learning Activity as The Zone of Proximal Development of Reflexive and Communicative Abilities of Children Aged 6—10 Years
The article presents precedents for the implementation of theoretical ideas laid down by L.S. Vygotsky in the concept of the zone of proximal development in modern developmental education. The importance of developing reflexive and communicative abilities of children 6—10 years old in educational activities is justified. The approach to the construction of the zone of proximal development as a specially organized form of collective learning activ…
Inclusion of Children with Special Educational Needs and Typically Developing Children in Joint Problem-Solving (With Tasks on Understanding Multiplicative Relations as an Example)
This article presents results of an experimental study on inclusion of children with special educational needs (SEN) and normally developing children in the process of joint solving of learning tasks depending on the type of interaction and relationships between children and between children and adult. The hypothesis was that the inclusion and development of higher mental functions in children with SEN can occur in specially organized learning in…
Learning Activity as The Zone of Proximal Development of Reflexive and Communicative Abilities of Children Aged 6—10 Years
The article presents precedents for the implementation of theoretical ideas laid down by L.S. Vygotsky in the concept of the zone of proximal development in modern developmental education. The importance of developing reflexive and communicative abilities of children 6—10 years old in educational activities is justified. The approach to the construction of the zone of proximal development as a specially organized form of collective learning activ…
Inclusion of Children with Special Educational Needs and Typically Developing Children in Joint Problem-Solving (With Tasks on Understanding Multiplicative Relations as an Example)
This article presents results of an experimental study on inclusion of children with special educational needs (SEN) and normally developing children in the process of joint solving of learning tasks depending on the type of interaction and relationships between children and between children and adult. The hypothesis was that the inclusion and development of higher mental functions in children with SEN can occur in specially organized learning in…
Learning Activity as The Zone of Proximal Development of Reflexive and Communicative Abilities of Children Aged 6—10 Years
The article presents precedents for the implementation of theoretical ideas laid down by L.S. Vygotsky in the concept of the zone of proximal development in modern developmental education. The importance of developing reflexive and communicative abilities of children 6—10 years old in educational activities is justified. The approach to the construction of the zone of proximal development as a specially organized form of collective learning activ…
Development of the Concept «Sign» in Cultural-Historical Psychology of L.S. Vygotsky: The Origins and Promising Areas of Research. Part 1
The year 2024 marks the 100th anniversary of cultural and historical psychology. Taking in consideration the growing demand for the ideas and positions of cultural-historical psychology in the world professional community started in 1978 and continues to this day, we have to highlight a number of emerging problems. Without the analysis of these problems it is impossible to further develop the theory itself. Firstly, it is the variety of interpret…
Toward the construction of educational practices grounded in the conceptual system of Cultural‐Historical Psychology
The paper analyses how key concepts of cultural-historical psychology—zone of proximal development, joint activity, vraschivanie (the cultural grafting of individual action), pereghivanie, sign mediation, and reflection—can serve as design principles for effective educational practices and technologies. Three practices are examined in detail: the Reflexive-Activity Approach (RAA), which helps learners overcome academic difficulties and stimulates…
Psychology (4 works) · Psychology of Development and Education (4 works) · Developmental psychology (3 works) · Educational Methods and Teacher Development (3 works) · Sociology (3 works) · Cultural psychology (2 works) · Educational and Psychological Assessments (2 works) · Epistemology (2 works) · Philosophy (2 works) · Philosophy (2 works)