Relationship between Education, Development & Health from Cultural-Historical Perspective
Dados Bibliográficos
| ID | 12944709 |
|---|---|
| Autores | V K Zaretsky (0000-0002-8831-6127, Moscow State University of Psychology & Education, autor correspondente), А Б Холмогорова (0000-0001-5194-0199, Moscow State University of Psychology & Education) |
| Ano | 2020 |
| Volume | 16 |
| Fascículo | 2 |
| Páginas | 89-106 |
| Data de publicação | 2020-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Cultural-Historical Psychology (JOURNAL) |
| Identificadores do periódico | ISSN: 1816-5435 • E-ISSN: 2224-8935 |
| Editora | Moscow State University of Psychology and Education (PUBLISHER • RU) |
| DOI | 10.17759/chp.2020160211 |
| OpenAlex | W3039728588 |
| Idioma | EN |
| Citações recebidas | 8 |
| Referências citadas | 23 |
The article reflects on the authors’ professional journey to problematizing the relationship between Education, Development and Health. This journey consisted of 4 stages or steps: 1) from research on cognitions in creative problem solving in healthy and pathological samples to identification of the role of reflection in cognitive self-regulation and coping with challenges; 2) from the practice of helping to overcome learning difficulties and psychological maladjustment to making meaning of these practices using cultural-historical concepts; 3) from using the cultural-historical framework to understand the relations within the Education- Development and Health-Development dyads to considering complex relations within the Education-Development-Health triad; 4) from relations within the triad to “a new parallelogram of development”, i.e. creating the basis for helping practitioners’ (educators’; psychologists’; psychotherapists’) efforts that would account for “a tripartite goal” using a conceptual framework of cultural-historical psychology, including the reflection-activity approach (the zone of proximal development; the multidimensional model of the zone of proximal development; dual resource; collaboration; reflection; problem epicenter, a subjectness position; self-development). When discussing each step, the authors identify gaps in efforts invested by specialists working in every dimension and provide evidence to an essential contribution of cultural-historical psychology theory and practice to bridging these gaps and establishing an evidence-based practice of education aiming at students’ development and health enhancement
Epistemology · Sociology · Educational and Psychological Assessments · Educational Methods and Teacher Development · Psychology · Psychology of Development and Education · Social Psychology
Expériences sociomatérielles. Objets, interactions, espaces
On the concept of Reflection in L.S. Vygotsky’s cultural-historical psychology
Zone of Proximal Development
Toward the construction of educational practices grounded in the conceptual system of Cultural‐Historical Psychology
On the system of categories of the Cultural-Historical Psychology
One More Time on the Zone of Proximal Development
Using Simulation Games to Teach History to Students Using Paradigm of Cultural-Historical Psychology
Destructive Perfectionism and Protective factors of Emotional well-being of university students
Mental health interventions in schools in high-income countries
From Social Interaction to Higher Psychological Processes
From Social Interaction to Higher Psychological Processes. A Clarification and Application of Vygotsky’s Theory
Getting Vygotskian about theory of mind
Pedagogical, Psychological and Psychotherapeutic Help in Overcoming Learning Difficulties to Facilitate Development
The Concept of Drama in Vygotsky’s Theory
"Vygotsky's Principle "One Step in Learning - One Hundred Steps In Development
Significance of Cultural-Historical Theory of Psychological Development of L.S. Vygotsky for the Development of Modern Models of Social Cognition and Psychotherapy
"L.S. Vygotsky's Principle "One Step in Learning — A Hundred Steps in Development
Dynamics of Indicators of Perfectionism and Symptoms of Emotional Distress in the Russian Student Population over the Past Ten Years
Situation and Vector Analysis of Cognitive and Personality Development of Students in the Process of Overcoming Learning Difficulties
The concept of sign in the work of Vygotsky, Winnicott and Bakhtin
| Obras citantes distintas | 8 |
|---|---|
| Citações por ano | 1,6 |
| Intervalo de citações | 2021 - 2026 (6) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 8 |