9 research outputs found

    Childhood: The Paradoxes of Autonomy

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    The article problematizes the possibility of developing agency in childhood. It is shown that the usually non-differentiable constructs "agency" and "autonomy" psychologically represent fundamentally different actions. The basis for their distinction is the nature of the individual's interaction with the social structure. Autonomy is an integration into an existing structure, the acquisition of skills for independent functioning in it. Agency, on the other hand, involves the transformation of the structure and "crossing the border of semantic fields," according to Yu.M. Lotman. There have been several important "turns" in childhood research over the past decades. Initially, childhood was considered as a preparation for adulthood, which was implemented in fundamentally hierarchical forms of education. Since about the 1970s, children have been talked about as potential actors in the social world. And since the beginning of the XXI century, the discussion of independence (autonomy) has been gaining momentum, as part of which they distinguish the ability to act independently of others and act in accordance with their goals and beliefs.Β  The authors distinguish agency as overcoming the boundaries characterizing the structure, and autonomy as actions within the initially defined boundaries. They consider productive action (event) to be the mechanism of agency as a situationβ€”changing action, and as a way of "learning" agency - a trial, including a game.Β  Examples of statements by teenagers and young people that can be qualified as specific to agency, independence and volitional action are given

    Π˜ΡΡ‚ΠΎΡ€ΠΈΡ‡Π΅ΡΠΊΠΈΠΉ кризис дСтства. 35 Π»Π΅Ρ‚ спустя

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    The article investigates the modern status of the childhood and the possibilities to describe it in terms of cultural-historical theory, particularly, as the crisis of childhood by analogy with D.B. Elkonin. Foreign investigations on the modern childhood and early adulthood are reviewed. The obtained data are further applied to the analysis of basic assumptions of cultural-historical theory. The description of new lifecycle – the occurring adulthood is presented. It has been showed that young people of the developed countries are not inclined to make final decisions regarding their family life and the future profession, they do not marry even when they live together and have sexual relations, they do not plan to have children and alternate short periods of study in universities with due periods of work. It was also presented that the presumption of the universality of the position of an adult and his role in the development of a child been an absolute characteristic of childhood and the condition for its current development requires a review. The results of international project β€œChildhood as a social phenomenon” are described. The refusal from domination of Euro-Christian model of growing up towards the recognition of the diversity of childhood models was particularly showed. These results are being described and analyzed as the basis for renunciation of the idea of singularity and universality of the development standard. Classical model of childhood is specified as insensitive to the sociocultural recognition of the value of the individual and even marginal. The conclusion is made on the necessity to reject the idea of reproduction of cultural forms as of the only form of development. Also the presumption of predetermination of sense is being discussed as something that is acquired within the process of development and in conjunction with an adult. The necessity of considering a self-generation of a meaning was specially underlined. A hypothesis on the replacement of the axial (purposeful) child development by rhizomatic development (multidirectional movement) has been suggestedΠ’ ΡΡ‚Π°Ρ‚ΡŒΠ΅ поднимаСтся вопрос ΠΎ соврСмСнном состоянии дСтства ΠΈ возмоТности Π΅Π³ΠΎ описания Π² Ρ‚Π΅Ρ€ΠΌΠΈΠ½Π°Ρ… ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½ΠΎ-историчСской Ρ‚Π΅ΠΎΡ€ΠΈΠΈ, Π² частности, ΠΊΠ°ΠΊ кризис дСтства ΠΏΠΎ Π°Π½Π°Π»ΠΎΠ³ΠΈΠΈ с Ρ€Π°Π±ΠΎΡ‚Π°ΠΌΠΈ Π”.Π‘. Эльконина. ΠŸΡ€ΠΈΠ²Π΅Π΄Π΅Π½ ΠΎΠ±Π·ΠΎΡ€ Π·Π°Ρ€ΡƒΠ±Π΅ΠΆΠ½Ρ‹Ρ… исслСдований соврСмСнного дСтства ΠΈ Ρ€Π°Π½Π½Π΅ΠΉ взрослости. ΠŸΡ€Π΅Π΄ΡΡ‚Π°Π²Π»Π΅Π½ Π΄Π°Π½Π½Ρ‹Π΅ Π΄Π°Π»Π΅Π΅ ΠΈΡΠΏΠΎΠ»ΡŒΠ·ΠΎΠ²Π°Π½Ρ‹ Π² Π°Π½Π°Π»ΠΈΠ·Π΅ Π±Π°Π·ΠΎΠ²Ρ‹Ρ… Π΄ΠΎΠΏΡƒΡ‰Π΅Π½ΠΈΠΉ ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½ΠΎ-историчСской Ρ‚Π΅ΠΎΡ€ΠΈΠΈ. Π”Π°Π½ΠΎ описаниС Π½ΠΎΠ²ΠΎΠ³ΠΎ этапа ΠΆΠΈΠ·Π½Π΅Π½Π½ΠΎΠ³ΠΎ Ρ†ΠΈΠΊΠ»Π° – Π²ΠΎΠ·Π½ΠΈΠΊΠ°ΡŽΡ‰Π΅ΠΉ взрослости, ΠΏΠΎΠΊΠ°Π·Π°Π½ΠΎ, Ρ‡Ρ‚ΠΎ ΠΌΠΎΠ»ΠΎΠ΄Ρ‹Π΅ люди Π² Ρ€Π°Π·Π²ΠΈΡ‚Ρ‹Ρ… странах Π½Π΅ склонны ΠΏΡ€ΠΈΠ½ΠΈΠΌΠ°Ρ‚ΡŒ ΠΎΠΊΠΎΠ½Ρ‡Π°Ρ‚Π΅Π»ΡŒΠ½Ρ‹Ρ… Ρ€Π΅ΡˆΠ΅Π½ΠΈΠΉ ΠΎΡ‚Π½ΠΎΡΠΈΡ‚Π΅Π»ΡŒΠ½ΠΎ сСмСйной ΠΆΠΈΠ·Π½ΠΈ ΠΈ Π±ΡƒΠ΄ΡƒΡ‰Π΅ΠΉ профСссии, ΠΎΠ½ΠΈ Π½Π΅ Π·Π°ΠΊΡ€Π΅ΠΏΠ»ΡΡŽΡ‚ Π±Ρ€Π°ΠΊΠΎΠΌ ΡΠ΅ΠΊΡΡƒΠ°Π»ΡŒΠ½Ρ‹Π΅ ΠΎΡ‚Π½ΠΎΡˆΠ΅Π½ΠΈΡ Π΄Π°ΠΆΠ΅ Π² ситуации совмСстного проТивания, Π½Π΅ ΠΏΠ»Π°Π½ΠΈΡ€ΡƒΡŽΡ‚ Ρ€ΠΎΠΆΠ΄Π΅Π½ΠΈΠ΅ Π΄Π΅Ρ‚Π΅ΠΉ, ΠΏΠ΅Ρ€Π΅ΠΌΠ΅ΠΆΠ°ΡŽΡ‚ Π½Π΅ΠΏΡ€ΠΎΠ΄ΠΎΠ»ΠΆΠΈΡ‚Π΅Π»ΡŒΠ½Ρ‹Π΅ ΠΏΠ΅Ρ€ΠΈΠΎΠ΄Ρ‹ ΡƒΡ‡Π΅Π±Ρ‹ Π² унивСрситСтах с ΠΏΠ΅Ρ€ΠΈΠΎΠ΄Π°ΠΌΠΈ Ρ€Π°Π±ΠΎΡ‚Ρ‹. Показано, Ρ‡Ρ‚ΠΎ прСзумпция ΡƒΠ½ΠΈΠ²Π΅Ρ€ΡΠ°Π»ΡŒΠ½ΠΎΡΡ‚ΠΈ ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΈ взрослого ΠΈ Π΅Π³ΠΎ Ρ€ΠΎΠ»ΠΈ Π² Ρ€Π°Π·Π²ΠΈΡ‚ΠΈΠΈ Ρ€Π΅Π±Π΅Π½ΠΊΠ° ΠΊΠ°ΠΊ бСзусловная характСристика дСтства ΠΈ условиС Ρ€Π°Π·Π²ΠΈΡ‚ΠΈΠ΅ Π² Π½Ρ‹Π½Π΅ΡˆΠ½Π΅ΠΉ ситуации Ρ‚Ρ€Π΅Π±ΡƒΠ΅Ρ‚ пСрСсмотра. ΠžΠΏΠΈΡΠ°Π½Ρ‹ Ρ€Π΅Π·ΡƒΠ»ΡŒΡ‚Π°Ρ‚Ρ‹ ΠΌΠ΅ΠΆΠ΄ΡƒΠ½Π°Ρ€ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΏΡ€ΠΎΠ΅ΠΊΡ‚Π° «ДСтство ΠΊΠ°ΠΊ ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½Ρ‹ΠΉ Ρ„Π΅Π½ΠΎΠΌΠ΅Π½Β», Π² частности, ΠΏΠΎΠΊΠ°Π·Π°Π½ ΠΎΡ‚ΠΊΠ°Π· ΠΎΡ‚ доминирования Π΅Π²Ρ€ΠΎ-христианской ΠΌΠΎΠ΄Π΅Π»ΠΈ взрослСния, ΠΈ ΠΏΡ€ΠΈΠ·Π½Π°Π½ΠΈΠ΅ многообразия ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ дСтства. Π­Ρ‚ΠΈ Ρ€Π΅Π·ΡƒΠ»ΡŒΡ‚Π°Ρ‚Ρ‹ ΠΎΠΏΠΈΡΡ‹Π²Π°ΡŽΡ‚ΡΡ ΠΈ Π°Π½Π°Π»ΠΈΠ·ΠΈΡ€ΡƒΡŽΡ‚ΡΡ ΠΊΠ°ΠΊ основаниС для ΠΎΡ‚ΠΊΠ°Π·Π° ΠΎΡ‚ ΠΈΠ΄Π΅ΠΈ СдинствСнности ΠΈ ΡƒΠ½ΠΈΠ²Π΅Ρ€ΡΠ°Π»ΡŒΠ½ΠΎΡΡ‚ΠΈ Π½ΠΎΡ€ΠΌΡ‹ развития. Π”Π°Π»Π΅Π΅ указываСтся Π½Π° Π½Π΅Ρ‡ΡƒΠ²ΡΡ‚Π²ΠΈΡ‚Π΅Π»ΡŒΠ½ΠΎΡΡ‚ΡŒ классичСской ΠΌΠΎΠ΄Π΅Π»ΠΈ дСтства ΠΊ ΡΠΎΡ†ΠΈΠΎΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½ΠΎΠΌΡƒ ΠΏΡ€ΠΈΠ·Π½Π°Π½ΠΈΡŽ цСнности ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡƒΠ°Π»ΡŒΠ½ΠΎΠ³ΠΎ ΠΈ Π΄Π°ΠΆΠ΅ ΠΌΠ°Ρ€Π³ΠΈΠ½Π°Π»ΡŒΠ½ΠΎΠ³ΠΎ. ДСлаСтся Π²Ρ‹Π²ΠΎΠ΄ ΠΎ нСобходимости ΠΎΡ‚ΠΊΠ°Π·Π° ΠΎΡ‚ прСдставлСния ΠΎ воспроизводствС ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½Ρ‹Ρ… Ρ„ΠΎΡ€ΠΌ ΠΊΠ°ΠΊ СдинствСнной Ρ„ΠΎΡ€ΠΌΡ‹ развития. Π’Π°ΠΊΠΆΠ΅ обсуТдаСтся прСзумпция заданности смысла ΠΊΠ°ΠΊ Ρ‚ΠΎΠ³ΠΎ, Ρ‡Ρ‚ΠΎ приобрСтаСтся Π² Ρ…ΠΎΠ΄Π΅ развития Π²ΠΎ взаимодСйствии со взрослым. УказываСтся Π½Π° Π½Π΅ΠΎΠ±Ρ…ΠΎΠ΄ΠΈΠΌΠΎΡΡ‚ΡŒ ΡƒΡ‡Π΅Ρ‚Π° ΡΠ°ΠΌΠΎΡΡ‚ΠΎΡΡ‚Π΅Π»ΡŒΠ½ΠΎΠ³ΠΎ пороТдСния смысла. ΠŸΡ€Π΅Π΄Π»Π°Π³Π°Π΅Ρ‚ΡΡ Π³ΠΈΠΏΠΎΡ‚Π΅Π·Π° ΠΎ смСнС осСвого (Π½Π°ΠΏΡ€Π°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ) дСтского развития ризоматичСским (ΠΏΡ€ΠΈ ΠΊΠΎΡ‚ΠΎΡ€ΠΎΠΌ Π΄Π²ΠΈΠΆΠ΅Π½ΠΈΠ΅ ΠΌΠΎΠΆΠ΅Ρ‚ ΠΏΡ€ΠΎΠΈΡΡ…ΠΎΠ΄ΠΈΡ‚ΡŒ Ρ€Π°Π·Π½ΠΎΠ½Π°ΠΏΡ€Π°Π²Π»Π΅Π½Π½ΠΎ

    Problems of Learning Motivation. The age Aspect

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    The paper discusses the problems of learning motivation of schoolchildren. It is shown that the basis of motivation is the logic of the age development. Based on the periodization of the mental development of D.B. Elkonin two types of age were identified and the features of motivation were demonstrated. It is shown that at the younger and older school age the learning motivation is related to the distinction between a natural and artificial action. We describe the specifics of the formation of the artificial action (assignment of the action sample). The motivation of teenagers (in middle school) is related to the awareness of themselves as subjects of the action.Π’ ΡΡ‚Π°Ρ‚ΡŒΠ΅ ΠΎΠ±ΡΡƒΠΆΠ΄Π°ΡŽΡ‚ΡΡ ΠΏΡ€ΠΎΠ±Π»Π΅ΠΌΡ‹ ΠΌΠΎΡ‚ΠΈΠ²Π°Ρ†ΠΈΠΈ учСния школьников. Показано, Ρ‡Ρ‚ΠΎ основой ΠΌΠΎΡ‚ΠΈΠ²Π°Ρ†ΠΈΠΈ являСтся Π»ΠΎΠ³ΠΈΠΊΠ° возрастного развития. На основании ΠΏΠ΅Ρ€ΠΈΠΎΠ΄ΠΈΠ·Π°Ρ†ΠΈΠΈ психичСского развития Π”.Π‘. Эльконина Π²Ρ‹Π΄Π΅Π»Π΅Π½Ρ‹ Π΄Π²Π° Ρ‚ΠΈΠΏΠ° возрастов ΠΈ продСмонстрированы особСнности ΠΌΠΎΡ‚ΠΈΠ²Π°Ρ†ΠΈΠΈ. Показано, Ρ‡Ρ‚ΠΎ Π² младшСм ΠΈ ΡΡ‚Π°Ρ€ΡˆΠ΅ΠΌ ΡˆΠΊΠΎΠ»ΡŒΠ½Ρ‹Ρ… возрастах мотивация учСния связана с Ρ€Π°Π·Π»ΠΈΡ‡Π΅Π½ΠΈΠ΅ΠΌ СстСствСнного ΠΈ искусствСнного дСйствия. Описана спСцифика формирования искусствСнного дСйствия (присвоСния ΠΎΠ±Ρ€Π°Π·Ρ†Π° дСйствия). Π’ подростковом возрастС (Π² основной школС) мотивация связана с осознаниСм сСбя ΡΡƒΠ±ΡŠΠ΅ΠΊΡ‚ΠΎΠΌ дСйствия

    Новый инструмСнт исслСдования Π²Π·Π°ΠΈΠΌΠΎΠΎΡ‚Π½ΠΎΡˆΠ΅Π½ΠΈΠΉ подростков

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    For decades, it has been well based on the fundamental theories, we know that peer inter-action it is a key factor for identity formation in young people. However, does this mean that the content of adolescent interactions has stayed the same for the past half a century ago and today are the same? Studies of adolescent peer interaction often struggle to access the subjects’ own meaning-making. Without such informational background, developmental theory lacks the nu-anced understanding of the subjective component of adolescent experiences across various cul-tural and socio-economic contexts. Teenagers sometimes struggle articulating what is important and unimportant within peer interactions, and what are the rules of the interactions are. Any method based on self-reporting to an adult researcher involves potential bias related to the social expectations of the surveyor or interviewer. The purpose of the research presented here is to de-velop a new instrument, a projective method of indirect access to adolescent perceptions of peer culture on terms identified by adolescents themselves. In this study, a group of 14 teenagers aged 13 to 16 were presented a 1960-s film on adolescence. They were asked to select any scenes from the film and remake them in the contemporary context. The resulting script and videos show that the content of adolescent interactions revolves around the relational boundaries, with sex, violence, and interaction with adults serving as background. Conclusions from the the study reflect sensitivity of the fundamental theories describing maturation, but at the same time the ar-ticle describes the changes in the material through which adolescents development occursДСсятилСтиями, ΠΈ это Ρ…ΠΎΡ€ΠΎΡˆΠΎ обосновано Ρ„ΡƒΠ½Π΄Π°ΠΌΠ΅Π½Ρ‚Π°Π»ΡŒΠ½Ρ‹ΠΌΠΈ тСориями, взаимодСйствиС со свСрстниками считаСтся ΠΊΠ»ΡŽΡ‡Π΅Π²Ρ‹ΠΌ Ρ„Π°ΠΊΡ‚ΠΎΡ€ΠΎΠΌ формирования идСнтичности Ρƒ ΠΌΠΎΠ»ΠΎΠ΄Ρ‹Ρ… людСй. Однако ΠΎΠ·Π½Π°Ρ‡Π°Π΅Ρ‚ Π»ΠΈ это, Ρ‡Ρ‚ΠΎ содСрТаниС взаимодСйствий подростков ΠΏΠΎΠ»Π²Π΅ΠΊΠ° Π½Π°Π·Π°Π΄ ΠΈ сСгодня – ΠΎΠ΄Π½ΠΎ ΠΈ Ρ‚ΠΎ ΠΆΠ΅? ИсслСдования взаимодСйствий подростков часто ΠΈΡΠΏΡ‹Ρ‚Ρ‹Π²Π°ΡŽΡ‚ трудности Π² ΠΏΠΎΠ»ΡƒΡ‡Π΅Π½ΠΈΠΈ Π΄Π°Π½Π½Ρ‹Ρ… ΠΎ ΡΡƒΠ±ΡŠΠ΅ΠΊΡ‚Π½ΠΎΠΉ сфСрС конструирования смыслов. Π’Π½Π΅ этих оснований Ρ‚Π΅ΠΎΡ€ΠΈΠΈ развития Π½Π΅ Ρ…Π²Π°Ρ‚Π°Π΅Ρ‚ Ρ‚ΠΎΡ‡Π½ΠΎΠ³ΠΎ понимания ΡΡƒΠ±ΡŠΠ΅ΠΊΡ‚ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ‚Π° подросткового ΠΎΠΏΡ‹Ρ‚Π° Π² Ρ€Π°Π·Π»ΠΈΡ‡Π½Ρ‹Ρ… ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½Ρ‹Ρ… ΠΈ социоэкономичСских контСкстах. ΠŸΠΎΠ΄Ρ€ΠΎΡΡ‚ΠΊΠΈ ΠΈΠ½ΠΎΠ³Π΄Π° Π·Π°Ρ‚Ρ€ΡƒΠ΄Π½ΡΡŽΡ‚ΡΡ ΡΡ„ΠΎΡ€ΠΌΡƒΠ»ΠΈΡ€ΠΎΠ²Π°Ρ‚ΡŒ, Ρ‡Ρ‚ΠΎ Π²Π°ΠΆΠ½ΠΎ ΠΈ Ρ‡Ρ‚ΠΎ Π½Π΅ Π²Π°ΠΆΠ½ΠΎ Π²ΠΎ взаимодСйствиях со свСрстниками, ΠΈ ΠΊΠ°ΠΊΠΎΠ²Ρ‹ ΠΏΡ€Π°Π²ΠΈΠ»Π° этих взаимодСйствий. Π›ΡŽΠ±ΠΎΠΉ ΠΌΠ΅Ρ‚ΠΎΠ΄, основанный Π½Π° самоотчСтС взрослому ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Ρ‚Π΅Π»ΡŽ, Π²ΠΊΠ»ΡŽΡ‡Π°Π΅Ρ‚ ΠΏΠΎΡ‚Π΅Π½Ρ†ΠΈΠ°Π»ΡŒΠ½ΡƒΡŽ ΠΎΡˆΠΈΠ±ΠΊΡƒ, ΡΠ²ΡΠ·Π°Π½Π½ΡƒΡŽ с ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½Ρ‹ΠΌΠΈ оТиданиями Π°Π½ΠΊΠ΅Ρ‚Π΅Ρ€Π° ΠΈΠ»ΠΈ ΠΈΠ½Ρ‚Π΅Ρ€Π²ΡŒΡŽΠ΅Ρ€Π°. ЦСль исслСдования, прСдставлСнного Π² ΡΡ‚Π°Ρ‚ΡŒΠ΅, – Ρ€Π°Π·Ρ€Π°Π±ΠΎΡ‚Π°Ρ‚ΡŒ Π½ΠΎΠ²Ρ‹ΠΉ инструмСнт, ΠΏΡ€ΠΎΠ΅ΠΊΡ‚ΠΈΠ²Π½Ρ‹ΠΉ ΠΌΠ΅Ρ‚ΠΎΠ΄ косвСнного доступа ΠΊ Π²ΠΎΡΠΏΡ€ΠΈΡΡ‚ΠΈΡŽ подростками ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Ρ‹ Π½Π° условиях, ΠΎΠΏΡ€Π΅Π΄Π΅Π»Π΅Π½Π½Ρ‹Ρ… самими подростками. Π’ этом исслСдовании Π³Ρ€ΡƒΠΏΠΏΠ΅ ΠΈΠ· 14 подростков Π² возрастС ΠΎΡ‚ 13 Π΄ΠΎ 16 Π»Π΅Ρ‚ Π±Ρ‹Π» прСдставлСн Ρ„ΠΈΠ»ΡŒΠΌ 1960-Ρ… Π³ΠΎΠ΄ΠΎΠ² ΠΎ ΡŽΠ½ΠΎΡΡ‚ΠΈ. Им Π±Ρ‹Π»ΠΎ ΠΏΡ€Π΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΎ Π²Ρ‹Π±Ρ€Π°Ρ‚ΡŒ Π»ΡŽΠ±Ρ‹Π΅ сцСны ΠΈΠ· Ρ„ΠΈΠ»ΡŒΠΌΠ° ΠΈ ΠΏΠ΅Ρ€Π΅Π΄Π΅Π»Π°Ρ‚ΡŒ ΠΈΡ… Π² соврСмСнном контСкстС. Π˜Ρ‚ΠΎΠ³ΠΎΠ²Ρ‹Π΅ сцСнарии ΠΈ Π²ΠΈΠ΄Π΅ΠΎ ΠΏΠΎΠΊΠ°Π·Ρ‹Π²Π°ΡŽΡ‚, Ρ‡Ρ‚ΠΎ содСрТаниС подростковых взаимодСйствий вращаСтся Π² Ρ€Π°ΠΌΠΊΠ°Ρ… ΠΎΡ‚Π½ΠΎΡΠΈΡ‚Π΅Π»ΡŒΠ½Ρ‹Ρ… Π³Ρ€Π°Π½ΠΈΡ† Π² контСксС сСкса, насилия ΠΈ взаимодСйствия со взрослыми. Π’Ρ‹Π²ΠΎΠ΄Ρ‹ исслСдования ΠΎΡ‚Ρ€Π°ΠΆΠ°ΡŽΡ‚ Ρ‡ΡƒΠ²ΡΡ‚Π²ΠΈΡ‚Π΅Π»ΡŒΠ½ΠΎΡΡ‚ΡŒ основных Ρ‚Π΅ΠΎΡ€ΠΈΠΉ, ΠΎΠΏΠΈΡΡ‹Π²Π°ΡŽΡ‰ΠΈΡ… взрослСниС, Π½ΠΎ Π² Ρ‚ΠΎ ΠΆΠ΅ врСмя ΡΡ‚Π°Ρ‚ΡŒΡ описываСт измСнСния Π² ΠΌΠ°Ρ‚Π΅Ρ€ΠΈΠ°Π»Π΅, Ρ‡Π΅Ρ€Π΅Π· ΠΊΠΎΡ‚ΠΎΡ€Ρ‹ΠΉ происходит Ρ€Π°Π·Π²ΠΈΡ‚ΠΈΠ΅ подростко

    What's in my profile: VKontakte data as a tool for studying the interests of Modern teenagers

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    Π˜ΡΡ‚ΠΎΡ€ΠΈΡ‡Π΅ΡΠΊΠΈΠΉ кризис дСтства. 35 Π»Π΅Ρ‚ спустя

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    The article investigates the modern status of the childhood and the possibilities to describe it in terms of cultural-historical theory, particularly, as the crisis of childhood by analogy with D.B. Elkonin. Foreign investigations on the modern childhood and early adulthood are reviewed. The obtained data are further applied to the analysis of basic assumptions of cultural-historical theory. The description of new lifecycle – the occurring adulthood is presented. It has been showed that young people of the developed countries are not inclined to make final decisions regarding their family life and the future profession, they do not marry even when they live together and have sexual relations, they do not plan to have children and alternate short periods of study in universities with due periods of work. It was also presented that the presumption of the universality of the position of an adult and his role in the development of a child been an absolute characteristic of childhood and the condition for its current development requires a review. The results of international project β€œChildhood as a social phenomenon” are described. The refusal from domination of Euro-Christian model of growing up towards the recognition of the diversity of childhood models was particularly showed. These results are being described and analyzed as the basis for renunciation of the idea of singularity and universality of the development standard. Classical model of childhood is specified as insensitive to the sociocultural recognition of the value of the individual and even marginal. The conclusion is made on the necessity to reject the idea of reproduction of cultural forms as of the only form of development. Also the presumption of predetermination of sense is being discussed as something that is acquired within the process of development and in conjunction with an adult. The necessity of considering a self-generation of a meaning was specially underlined. A hypothesis on the replacement of the axial (purposeful) child development by rhizomatic development (multidirectional movement) has been suggestedΠ’ ΡΡ‚Π°Ρ‚ΡŒΠ΅ поднимаСтся вопрос ΠΎ соврСмСнном состоянии дСтства ΠΈ возмоТности Π΅Π³ΠΎ описания Π² Ρ‚Π΅Ρ€ΠΌΠΈΠ½Π°Ρ… ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½ΠΎ-историчСской Ρ‚Π΅ΠΎΡ€ΠΈΠΈ, Π² частности, ΠΊΠ°ΠΊ кризис дСтства ΠΏΠΎ Π°Π½Π°Π»ΠΎΠ³ΠΈΠΈ с Ρ€Π°Π±ΠΎΡ‚Π°ΠΌΠΈ Π”.Π‘. Эльконина. ΠŸΡ€ΠΈΠ²Π΅Π΄Π΅Π½ ΠΎΠ±Π·ΠΎΡ€ Π·Π°Ρ€ΡƒΠ±Π΅ΠΆΠ½Ρ‹Ρ… исслСдований соврСмСнного дСтства ΠΈ Ρ€Π°Π½Π½Π΅ΠΉ взрослости. ΠŸΡ€Π΅Π΄ΡΡ‚Π°Π²Π»Π΅Π½ Π΄Π°Π½Π½Ρ‹Π΅ Π΄Π°Π»Π΅Π΅ ΠΈΡΠΏΠΎΠ»ΡŒΠ·ΠΎΠ²Π°Π½Ρ‹ Π² Π°Π½Π°Π»ΠΈΠ·Π΅ Π±Π°Π·ΠΎΠ²Ρ‹Ρ… Π΄ΠΎΠΏΡƒΡ‰Π΅Π½ΠΈΠΉ ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½ΠΎ-историчСской Ρ‚Π΅ΠΎΡ€ΠΈΠΈ. Π”Π°Π½ΠΎ описаниС Π½ΠΎΠ²ΠΎΠ³ΠΎ этапа ΠΆΠΈΠ·Π½Π΅Π½Π½ΠΎΠ³ΠΎ Ρ†ΠΈΠΊΠ»Π° – Π²ΠΎΠ·Π½ΠΈΠΊΠ°ΡŽΡ‰Π΅ΠΉ взрослости, ΠΏΠΎΠΊΠ°Π·Π°Π½ΠΎ, Ρ‡Ρ‚ΠΎ ΠΌΠΎΠ»ΠΎΠ΄Ρ‹Π΅ люди Π² Ρ€Π°Π·Π²ΠΈΡ‚Ρ‹Ρ… странах Π½Π΅ склонны ΠΏΡ€ΠΈΠ½ΠΈΠΌΠ°Ρ‚ΡŒ ΠΎΠΊΠΎΠ½Ρ‡Π°Ρ‚Π΅Π»ΡŒΠ½Ρ‹Ρ… Ρ€Π΅ΡˆΠ΅Π½ΠΈΠΉ ΠΎΡ‚Π½ΠΎΡΠΈΡ‚Π΅Π»ΡŒΠ½ΠΎ сСмСйной ΠΆΠΈΠ·Π½ΠΈ ΠΈ Π±ΡƒΠ΄ΡƒΡ‰Π΅ΠΉ профСссии, ΠΎΠ½ΠΈ Π½Π΅ Π·Π°ΠΊΡ€Π΅ΠΏΠ»ΡΡŽΡ‚ Π±Ρ€Π°ΠΊΠΎΠΌ ΡΠ΅ΠΊΡΡƒΠ°Π»ΡŒΠ½Ρ‹Π΅ ΠΎΡ‚Π½ΠΎΡˆΠ΅Π½ΠΈΡ Π΄Π°ΠΆΠ΅ Π² ситуации совмСстного проТивания, Π½Π΅ ΠΏΠ»Π°Π½ΠΈΡ€ΡƒΡŽΡ‚ Ρ€ΠΎΠΆΠ΄Π΅Π½ΠΈΠ΅ Π΄Π΅Ρ‚Π΅ΠΉ, ΠΏΠ΅Ρ€Π΅ΠΌΠ΅ΠΆΠ°ΡŽΡ‚ Π½Π΅ΠΏΡ€ΠΎΠ΄ΠΎΠ»ΠΆΠΈΡ‚Π΅Π»ΡŒΠ½Ρ‹Π΅ ΠΏΠ΅Ρ€ΠΈΠΎΠ΄Ρ‹ ΡƒΡ‡Π΅Π±Ρ‹ Π² унивСрситСтах с ΠΏΠ΅Ρ€ΠΈΠΎΠ΄Π°ΠΌΠΈ Ρ€Π°Π±ΠΎΡ‚Ρ‹. Показано, Ρ‡Ρ‚ΠΎ прСзумпция ΡƒΠ½ΠΈΠ²Π΅Ρ€ΡΠ°Π»ΡŒΠ½ΠΎΡΡ‚ΠΈ ΠΏΠΎΠ·ΠΈΡ†ΠΈΠΈ взрослого ΠΈ Π΅Π³ΠΎ Ρ€ΠΎΠ»ΠΈ Π² Ρ€Π°Π·Π²ΠΈΡ‚ΠΈΠΈ Ρ€Π΅Π±Π΅Π½ΠΊΠ° ΠΊΠ°ΠΊ бСзусловная характСристика дСтства ΠΈ условиС Ρ€Π°Π·Π²ΠΈΡ‚ΠΈΠ΅ Π² Π½Ρ‹Π½Π΅ΡˆΠ½Π΅ΠΉ ситуации Ρ‚Ρ€Π΅Π±ΡƒΠ΅Ρ‚ пСрСсмотра. ΠžΠΏΠΈΡΠ°Π½Ρ‹ Ρ€Π΅Π·ΡƒΠ»ΡŒΡ‚Π°Ρ‚Ρ‹ ΠΌΠ΅ΠΆΠ΄ΡƒΠ½Π°Ρ€ΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΏΡ€ΠΎΠ΅ΠΊΡ‚Π° «ДСтство ΠΊΠ°ΠΊ ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½Ρ‹ΠΉ Ρ„Π΅Π½ΠΎΠΌΠ΅Π½Β», Π² частности, ΠΏΠΎΠΊΠ°Π·Π°Π½ ΠΎΡ‚ΠΊΠ°Π· ΠΎΡ‚ доминирования Π΅Π²Ρ€ΠΎ-христианской ΠΌΠΎΠ΄Π΅Π»ΠΈ взрослСния, ΠΈ ΠΏΡ€ΠΈΠ·Π½Π°Π½ΠΈΠ΅ многообразия ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ дСтства. Π­Ρ‚ΠΈ Ρ€Π΅Π·ΡƒΠ»ΡŒΡ‚Π°Ρ‚Ρ‹ ΠΎΠΏΠΈΡΡ‹Π²Π°ΡŽΡ‚ΡΡ ΠΈ Π°Π½Π°Π»ΠΈΠ·ΠΈΡ€ΡƒΡŽΡ‚ΡΡ ΠΊΠ°ΠΊ основаниС для ΠΎΡ‚ΠΊΠ°Π·Π° ΠΎΡ‚ ΠΈΠ΄Π΅ΠΈ СдинствСнности ΠΈ ΡƒΠ½ΠΈΠ²Π΅Ρ€ΡΠ°Π»ΡŒΠ½ΠΎΡΡ‚ΠΈ Π½ΠΎΡ€ΠΌΡ‹ развития. Π”Π°Π»Π΅Π΅ указываСтся Π½Π° Π½Π΅Ρ‡ΡƒΠ²ΡΡ‚Π²ΠΈΡ‚Π΅Π»ΡŒΠ½ΠΎΡΡ‚ΡŒ классичСской ΠΌΠΎΠ΄Π΅Π»ΠΈ дСтства ΠΊ ΡΠΎΡ†ΠΈΠΎΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½ΠΎΠΌΡƒ ΠΏΡ€ΠΈΠ·Π½Π°Π½ΠΈΡŽ цСнности ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡƒΠ°Π»ΡŒΠ½ΠΎΠ³ΠΎ ΠΈ Π΄Π°ΠΆΠ΅ ΠΌΠ°Ρ€Π³ΠΈΠ½Π°Π»ΡŒΠ½ΠΎΠ³ΠΎ. ДСлаСтся Π²Ρ‹Π²ΠΎΠ΄ ΠΎ нСобходимости ΠΎΡ‚ΠΊΠ°Π·Π° ΠΎΡ‚ прСдставлСния ΠΎ воспроизводствС ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½Ρ‹Ρ… Ρ„ΠΎΡ€ΠΌ ΠΊΠ°ΠΊ СдинствСнной Ρ„ΠΎΡ€ΠΌΡ‹ развития. Π’Π°ΠΊΠΆΠ΅ обсуТдаСтся прСзумпция заданности смысла ΠΊΠ°ΠΊ Ρ‚ΠΎΠ³ΠΎ, Ρ‡Ρ‚ΠΎ приобрСтаСтся Π² Ρ…ΠΎΠ΄Π΅ развития Π²ΠΎ взаимодСйствии со взрослым. УказываСтся Π½Π° Π½Π΅ΠΎΠ±Ρ…ΠΎΠ΄ΠΈΠΌΠΎΡΡ‚ΡŒ ΡƒΡ‡Π΅Ρ‚Π° ΡΠ°ΠΌΠΎΡΡ‚ΠΎΡΡ‚Π΅Π»ΡŒΠ½ΠΎΠ³ΠΎ пороТдСния смысла. ΠŸΡ€Π΅Π΄Π»Π°Π³Π°Π΅Ρ‚ΡΡ Π³ΠΈΠΏΠΎΡ‚Π΅Π·Π° ΠΎ смСнС осСвого (Π½Π°ΠΏΡ€Π°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ) дСтского развития ризоматичСским (ΠΏΡ€ΠΈ ΠΊΠΎΡ‚ΠΎΡ€ΠΎΠΌ Π΄Π²ΠΈΠΆΠ΅Π½ΠΈΠ΅ ΠΌΠΎΠΆΠ΅Ρ‚ ΠΏΡ€ΠΎΠΈΡΡ…ΠΎΠ΄ΠΈΡ‚ΡŒ Ρ€Π°Π·Π½ΠΎΠ½Π°ΠΏΡ€Π°Π²Π»Π΅Π½Π½ΠΎ

    Новый инструмСнт исслСдования Π²Π·Π°ΠΈΠΌΠΎΠΎΡ‚Π½ΠΎΡˆΠ΅Π½ΠΈΠΉ подростков

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    For decades, it has been well based on the fundamental theories, we know that peer inter-action it is a key factor for identity formation in young people. However, does this mean that the content of adolescent interactions has stayed the same for the past half a century ago and today are the same? Studies of adolescent peer interaction often struggle to access the subjects’ own meaning-making. Without such informational background, developmental theory lacks the nu-anced understanding of the subjective component of adolescent experiences across various cul-tural and socio-economic contexts. Teenagers sometimes struggle articulating what is important and unimportant within peer interactions, and what are the rules of the interactions are. Any method based on self-reporting to an adult researcher involves potential bias related to the social expectations of the surveyor or interviewer. The purpose of the research presented here is to de-velop a new instrument, a projective method of indirect access to adolescent perceptions of peer culture on terms identified by adolescents themselves. In this study, a group of 14 teenagers aged 13 to 16 were presented a 1960-s film on adolescence. They were asked to select any scenes from the film and remake them in the contemporary context. The resulting script and videos show that the content of adolescent interactions revolves around the relational boundaries, with sex, violence, and interaction with adults serving as background. Conclusions from the the study reflect sensitivity of the fundamental theories describing maturation, but at the same time the ar-ticle describes the changes in the material through which adolescents development occursДСсятилСтиями, ΠΈ это Ρ…ΠΎΡ€ΠΎΡˆΠΎ обосновано Ρ„ΡƒΠ½Π΄Π°ΠΌΠ΅Π½Ρ‚Π°Π»ΡŒΠ½Ρ‹ΠΌΠΈ тСориями, взаимодСйствиС со свСрстниками считаСтся ΠΊΠ»ΡŽΡ‡Π΅Π²Ρ‹ΠΌ Ρ„Π°ΠΊΡ‚ΠΎΡ€ΠΎΠΌ формирования идСнтичности Ρƒ ΠΌΠΎΠ»ΠΎΠ΄Ρ‹Ρ… людСй. Однако ΠΎΠ·Π½Π°Ρ‡Π°Π΅Ρ‚ Π»ΠΈ это, Ρ‡Ρ‚ΠΎ содСрТаниС взаимодСйствий подростков ΠΏΠΎΠ»Π²Π΅ΠΊΠ° Π½Π°Π·Π°Π΄ ΠΈ сСгодня – ΠΎΠ΄Π½ΠΎ ΠΈ Ρ‚ΠΎ ΠΆΠ΅? ИсслСдования взаимодСйствий подростков часто ΠΈΡΠΏΡ‹Ρ‚Ρ‹Π²Π°ΡŽΡ‚ трудности Π² ΠΏΠΎΠ»ΡƒΡ‡Π΅Π½ΠΈΠΈ Π΄Π°Π½Π½Ρ‹Ρ… ΠΎ ΡΡƒΠ±ΡŠΠ΅ΠΊΡ‚Π½ΠΎΠΉ сфСрС конструирования смыслов. Π’Π½Π΅ этих оснований Ρ‚Π΅ΠΎΡ€ΠΈΠΈ развития Π½Π΅ Ρ…Π²Π°Ρ‚Π°Π΅Ρ‚ Ρ‚ΠΎΡ‡Π½ΠΎΠ³ΠΎ понимания ΡΡƒΠ±ΡŠΠ΅ΠΊΡ‚ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½Ρ‚Π° подросткового ΠΎΠΏΡ‹Ρ‚Π° Π² Ρ€Π°Π·Π»ΠΈΡ‡Π½Ρ‹Ρ… ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Π½Ρ‹Ρ… ΠΈ социоэкономичСских контСкстах. ΠŸΠΎΠ΄Ρ€ΠΎΡΡ‚ΠΊΠΈ ΠΈΠ½ΠΎΠ³Π΄Π° Π·Π°Ρ‚Ρ€ΡƒΠ΄Π½ΡΡŽΡ‚ΡΡ ΡΡ„ΠΎΡ€ΠΌΡƒΠ»ΠΈΡ€ΠΎΠ²Π°Ρ‚ΡŒ, Ρ‡Ρ‚ΠΎ Π²Π°ΠΆΠ½ΠΎ ΠΈ Ρ‡Ρ‚ΠΎ Π½Π΅ Π²Π°ΠΆΠ½ΠΎ Π²ΠΎ взаимодСйствиях со свСрстниками, ΠΈ ΠΊΠ°ΠΊΠΎΠ²Ρ‹ ΠΏΡ€Π°Π²ΠΈΠ»Π° этих взаимодСйствий. Π›ΡŽΠ±ΠΎΠΉ ΠΌΠ΅Ρ‚ΠΎΠ΄, основанный Π½Π° самоотчСтС взрослому ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Ρ‚Π΅Π»ΡŽ, Π²ΠΊΠ»ΡŽΡ‡Π°Π΅Ρ‚ ΠΏΠΎΡ‚Π΅Π½Ρ†ΠΈΠ°Π»ΡŒΠ½ΡƒΡŽ ΠΎΡˆΠΈΠ±ΠΊΡƒ, ΡΠ²ΡΠ·Π°Π½Π½ΡƒΡŽ с ΡΠΎΡ†ΠΈΠ°Π»ΡŒΠ½Ρ‹ΠΌΠΈ оТиданиями Π°Π½ΠΊΠ΅Ρ‚Π΅Ρ€Π° ΠΈΠ»ΠΈ ΠΈΠ½Ρ‚Π΅Ρ€Π²ΡŒΡŽΠ΅Ρ€Π°. ЦСль исслСдования, прСдставлСнного Π² ΡΡ‚Π°Ρ‚ΡŒΠ΅, – Ρ€Π°Π·Ρ€Π°Π±ΠΎΡ‚Π°Ρ‚ΡŒ Π½ΠΎΠ²Ρ‹ΠΉ инструмСнт, ΠΏΡ€ΠΎΠ΅ΠΊΡ‚ΠΈΠ²Π½Ρ‹ΠΉ ΠΌΠ΅Ρ‚ΠΎΠ΄ косвСнного доступа ΠΊ Π²ΠΎΡΠΏΡ€ΠΈΡΡ‚ΠΈΡŽ подростками ΠΊΡƒΠ»ΡŒΡ‚ΡƒΡ€Ρ‹ Π½Π° условиях, ΠΎΠΏΡ€Π΅Π΄Π΅Π»Π΅Π½Π½Ρ‹Ρ… самими подростками. Π’ этом исслСдовании Π³Ρ€ΡƒΠΏΠΏΠ΅ ΠΈΠ· 14 подростков Π² возрастС ΠΎΡ‚ 13 Π΄ΠΎ 16 Π»Π΅Ρ‚ Π±Ρ‹Π» прСдставлСн Ρ„ΠΈΠ»ΡŒΠΌ 1960-Ρ… Π³ΠΎΠ΄ΠΎΠ² ΠΎ ΡŽΠ½ΠΎΡΡ‚ΠΈ. Им Π±Ρ‹Π»ΠΎ ΠΏΡ€Π΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΎ Π²Ρ‹Π±Ρ€Π°Ρ‚ΡŒ Π»ΡŽΠ±Ρ‹Π΅ сцСны ΠΈΠ· Ρ„ΠΈΠ»ΡŒΠΌΠ° ΠΈ ΠΏΠ΅Ρ€Π΅Π΄Π΅Π»Π°Ρ‚ΡŒ ΠΈΡ… Π² соврСмСнном контСкстС. Π˜Ρ‚ΠΎΠ³ΠΎΠ²Ρ‹Π΅ сцСнарии ΠΈ Π²ΠΈΠ΄Π΅ΠΎ ΠΏΠΎΠΊΠ°Π·Ρ‹Π²Π°ΡŽΡ‚, Ρ‡Ρ‚ΠΎ содСрТаниС подростковых взаимодСйствий вращаСтся Π² Ρ€Π°ΠΌΠΊΠ°Ρ… ΠΎΡ‚Π½ΠΎΡΠΈΡ‚Π΅Π»ΡŒΠ½Ρ‹Ρ… Π³Ρ€Π°Π½ΠΈΡ† Π² контСксС сСкса, насилия ΠΈ взаимодСйствия со взрослыми. Π’Ρ‹Π²ΠΎΠ΄Ρ‹ исслСдования ΠΎΡ‚Ρ€Π°ΠΆΠ°ΡŽΡ‚ Ρ‡ΡƒΠ²ΡΡ‚Π²ΠΈΡ‚Π΅Π»ΡŒΠ½ΠΎΡΡ‚ΡŒ основных Ρ‚Π΅ΠΎΡ€ΠΈΠΉ, ΠΎΠΏΠΈΡΡ‹Π²Π°ΡŽΡ‰ΠΈΡ… взрослСниС, Π½ΠΎ Π² Ρ‚ΠΎ ΠΆΠ΅ врСмя ΡΡ‚Π°Ρ‚ΡŒΡ описываСт измСнСния Π² ΠΌΠ°Ρ‚Π΅Ρ€ΠΈΠ°Π»Π΅, Ρ‡Π΅Ρ€Π΅Π· ΠΊΠΎΡ‚ΠΎΡ€Ρ‹ΠΉ происходит Ρ€Π°Π·Π²ΠΈΡ‚ΠΈΠ΅ подростко

    Problems of Learning Motivation. The age Aspect

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    The paper discusses the problems of learning motivation of schoolchildren. It is shown that the basis of motivation is the logic of the age development. Based on the periodization of the mental development of D.B. Elkonin two types of age were identified and the features of motivation were demonstrated. It is shown that at the younger and older school age the learning motivation is related to the distinction between a natural and artificial action. We describe the specifics of the formation of the artificial action (assignment of the action sample). The motivation of teenagers (in middle school) is related to the awareness of themselves as subjects of the action.Π’ ΡΡ‚Π°Ρ‚ΡŒΠ΅ ΠΎΠ±ΡΡƒΠΆΠ΄Π°ΡŽΡ‚ΡΡ ΠΏΡ€ΠΎΠ±Π»Π΅ΠΌΡ‹ ΠΌΠΎΡ‚ΠΈΠ²Π°Ρ†ΠΈΠΈ учСния школьников. Показано, Ρ‡Ρ‚ΠΎ основой ΠΌΠΎΡ‚ΠΈΠ²Π°Ρ†ΠΈΠΈ являСтся Π»ΠΎΠ³ΠΈΠΊΠ° возрастного развития. На основании ΠΏΠ΅Ρ€ΠΈΠΎΠ΄ΠΈΠ·Π°Ρ†ΠΈΠΈ психичСского развития Π”.Π‘. Эльконина Π²Ρ‹Π΄Π΅Π»Π΅Π½Ρ‹ Π΄Π²Π° Ρ‚ΠΈΠΏΠ° возрастов ΠΈ продСмонстрированы особСнности ΠΌΠΎΡ‚ΠΈΠ²Π°Ρ†ΠΈΠΈ. Показано, Ρ‡Ρ‚ΠΎ Π² младшСм ΠΈ ΡΡ‚Π°Ρ€ΡˆΠ΅ΠΌ ΡˆΠΊΠΎΠ»ΡŒΠ½Ρ‹Ρ… возрастах мотивация учСния связана с Ρ€Π°Π·Π»ΠΈΡ‡Π΅Π½ΠΈΠ΅ΠΌ СстСствСнного ΠΈ искусствСнного дСйствия. Описана спСцифика формирования искусствСнного дСйствия (присвоСния ΠΎΠ±Ρ€Π°Π·Ρ†Π° дСйствия). Π’ подростковом возрастС (Π² основной школС) мотивация связана с осознаниСм сСбя ΡΡƒΠ±ΡŠΠ΅ΠΊΡ‚ΠΎΠΌ дСйствия
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