9 research outputs found
Childhood: The Paradoxes of Autonomy
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 situationβchanging 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
ΠΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΊΡΠΈΠ·ΠΈΡ Π΄Π΅ΡΡΡΠ²Π°. 35 Π»Π΅Ρ ΡΠΏΡΡΡΡ
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 β 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 βChildhood as a social
phenomenonβ 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 ΡΡΠ°ΡΡΠ΅ ΠΏΠΎΠ΄Π½ΠΈΠΌΠ°Π΅ΡΡΡ Π²ΠΎΠΏΡΠΎΡ ΠΎ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΠΎΡΡΠΎΡΠ½ΠΈΠΈ Π΄Π΅ΡΡΡΠ²Π° ΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ Π΅Π³ΠΎ
ΠΎΠΏΠΈΡΠ°Π½ΠΈΡ Π² ΡΠ΅ΡΠΌΠΈΠ½Π°Ρ
ΠΊΡΠ»ΡΡΡΡΠ½ΠΎ-ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅ΠΎΡΠΈΠΈ, Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ, ΠΊΠ°ΠΊ ΠΊΡΠΈΠ·ΠΈΡ Π΄Π΅ΡΡΡΠ²Π°
ΠΏΠΎ Π°Π½Π°Π»ΠΎΠ³ΠΈΠΈ Ρ ΡΠ°Π±ΠΎΡΠ°ΠΌΠΈ Π.Π. ΠΠ»ΡΠΊΠΎΠ½ΠΈΠ½Π°. ΠΡΠΈΠ²Π΅Π΄Π΅Π½ ΠΎΠ±Π·ΠΎΡ Π·Π°ΡΡΠ±Π΅ΠΆΠ½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ
ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ Π΄Π΅ΡΡΡΠ²Π° ΠΈ ΡΠ°Π½Π½Π΅ΠΉ Π²Π·ΡΠΎΡΠ»ΠΎΡΡΠΈ. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ Π΄Π°Π½Π½ΡΠ΅ Π΄Π°Π»Π΅Π΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ
Π² Π°Π½Π°Π»ΠΈΠ·Π΅ Π±Π°Π·ΠΎΠ²ΡΡ
Π΄ΠΎΠΏΡΡΠ΅Π½ΠΈΠΉ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎ-ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅ΠΎΡΠΈΠΈ. ΠΠ°Π½ΠΎ ΠΎΠΏΠΈΡΠ°Π½ΠΈΠ΅ Π½ΠΎΠ²ΠΎΠ³ΠΎ
ΡΡΠ°ΠΏΠ° ΠΆΠΈΠ·Π½Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΈΠΊΠ»Π° β Π²ΠΎΠ·Π½ΠΈΠΊΠ°ΡΡΠ΅ΠΉ Π²Π·ΡΠΎΡΠ»ΠΎΡΡΠΈ, ΠΏΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΠΌΠΎΠ»ΠΎΠ΄ΡΠ΅ Π»ΡΠ΄ΠΈ Π²
ΡΠ°Π·Π²ΠΈΡΡΡ
ΡΡΡΠ°Π½Π°Ρ
Π½Π΅ ΡΠΊΠ»ΠΎΠ½Π½Ρ ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΡ ΠΎΠΊΠΎΠ½ΡΠ°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ ΠΎΡΠ½ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎ ΡΠ΅ΠΌΠ΅ΠΉΠ½ΠΎΠΉ
ΠΆΠΈΠ·Π½ΠΈ ΠΈ Π±ΡΠ΄ΡΡΠ΅ΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΈ, ΠΎΠ½ΠΈ Π½Π΅ Π·Π°ΠΊΡΠ΅ΠΏΠ»ΡΡΡ Π±ΡΠ°ΠΊΠΎΠΌ ΡΠ΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ Π΄Π°ΠΆΠ΅
Π² ΡΠΈΡΡΠ°ΡΠΈΠΈ ΡΠΎΠ²ΠΌΠ΅ΡΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΠΆΠΈΠ²Π°Π½ΠΈΡ, Π½Π΅ ΠΏΠ»Π°Π½ΠΈΡΡΡΡ ΡΠΎΠΆΠ΄Π΅Π½ΠΈΠ΅ Π΄Π΅ΡΠ΅ΠΉ, ΠΏΠ΅ΡΠ΅ΠΌΠ΅ΠΆΠ°ΡΡ
Π½Π΅ΠΏΡΠΎΠ΄ΠΎΠ»ΠΆΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΏΠ΅ΡΠΈΠΎΠ΄Ρ ΡΡΠ΅Π±Ρ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
Ρ ΠΏΠ΅ΡΠΈΠΎΠ΄Π°ΠΌΠΈ ΡΠ°Π±ΠΎΡΡ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ,
ΡΡΠΎ ΠΏΡΠ΅Π·ΡΠΌΠΏΡΠΈΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ Π²Π·ΡΠΎΡΠ»ΠΎΠ³ΠΎ ΠΈ Π΅Π³ΠΎ ΡΠΎΠ»ΠΈ Π² ΡΠ°Π·Π²ΠΈΡΠΈΠΈ ΡΠ΅Π±Π΅Π½ΠΊΠ° ΠΊΠ°ΠΊ
Π±Π΅Π·ΡΡΠ»ΠΎΠ²Π½Π°Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° Π΄Π΅ΡΡΡΠ²Π° ΠΈ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π² Π½ΡΠ½Π΅ΡΠ½Π΅ΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΡΡΠ΅Π±ΡΠ΅Ρ
ΠΏΠ΅ΡΠ΅ΡΠΌΠΎΡΡΠ°. ΠΠΏΠΈΡΠ°Π½Ρ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΠ΅ΠΊΡΠ° Β«ΠΠ΅ΡΡΡΠ²ΠΎ ΠΊΠ°ΠΊ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΉ
ΡΠ΅Π½ΠΎΠΌΠ΅Π½Β», Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ, ΠΏΠΎΠΊΠ°Π·Π°Π½ ΠΎΡΠΊΠ°Π· ΠΎΡ Π΄ΠΎΠΌΠΈΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π΅Π²ΡΠΎ-Ρ
ΡΠΈΡΡΠΈΠ°Π½ΡΠΊΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ
Π²Π·ΡΠΎΡΠ»Π΅Π½ΠΈΡ, ΠΈ ΠΏΡΠΈΠ·Π½Π°Π½ΠΈΠ΅ ΠΌΠ½ΠΎΠ³ΠΎΠΎΠ±ΡΠ°Π·ΠΈΡ ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ Π΄Π΅ΡΡΡΠ²Π°. ΠΡΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΡΡ
ΠΈ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΠΊΠ°ΠΊ ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅ Π΄Π»Ρ ΠΎΡΠΊΠ°Π·Π° ΠΎΡ ΠΈΠ΄Π΅ΠΈ Π΅Π΄ΠΈΠ½ΡΡΠ²Π΅Π½Π½ΠΎΡΡΠΈ ΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΠΎΡΡΠΈ
Π½ΠΎΡΠΌΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΠ°Π»Π΅Π΅ ΡΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ Π½Π° Π½Π΅ΡΡΠ²ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΠΊΠ»Π°ΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ Π΄Π΅ΡΡΡΠ²Π°
ΠΊ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΌΡ ΠΏΡΠΈΠ·Π½Π°Π½ΠΈΡ ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ Π΄Π°ΠΆΠ΅ ΠΌΠ°ΡΠ³ΠΈΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ. ΠΠ΅Π»Π°Π΅ΡΡΡ
Π²ΡΠ²ΠΎΠ΄ ΠΎ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΠΎΡΠΊΠ°Π·Π° ΠΎΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΎ Π²ΠΎΡΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅ ΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΡΠΎΡΠΌ ΠΊΠ°ΠΊ
Π΅Π΄ΠΈΠ½ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΡΠΎΡΠΌΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ. Π’Π°ΠΊΠΆΠ΅ ΠΎΠ±ΡΡΠΆΠ΄Π°Π΅ΡΡΡ ΠΏΡΠ΅Π·ΡΠΌΠΏΡΠΈΡ Π·Π°Π΄Π°Π½Π½ΠΎΡΡΠΈ ΡΠΌΡΡΠ»Π° ΠΊΠ°ΠΊ
ΡΠΎΠ³ΠΎ, ΡΡΠΎ ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΠ°Π΅ΡΡΡ Π² Ρ
ΠΎΠ΄Π΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΈ ΡΠΎ Π²Π·ΡΠΎΡΠ»ΡΠΌ. Π£ΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ
Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΡΠ΅ΡΠ° ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΠΎΠΆΠ΄Π΅Π½ΠΈΡ ΡΠΌΡΡΠ»Π°. ΠΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ Π³ΠΈΠΏΠΎΡΠ΅Π·Π° ΠΎ
ΡΠΌΠ΅Π½Π΅ ΠΎΡΠ΅Π²ΠΎΠ³ΠΎ (Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ) Π΄Π΅ΡΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΈΠ·ΠΎΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠΌ (ΠΏΡΠΈ ΠΊΠΎΡΠΎΡΠΎΠΌ Π΄Π²ΠΈΠΆΠ΅Π½ΠΈΠ΅
ΠΌΠΎΠΆΠ΅Ρ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΡΡ ΡΠ°Π·Π½ΠΎΠ½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎ
Problems of Learning Motivation. The age Aspect
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 ΡΡΠ°ΡΡΠ΅ ΠΎΠ±ΡΡΠΆΠ΄Π°ΡΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ ΡΡΠ΅Π½ΠΈΡ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ². ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΠΎΡΠ½ΠΎΠ²ΠΎΠΉ
ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ Π»ΠΎΠ³ΠΈΠΊΠ° Π²ΠΎΠ·ΡΠ°ΡΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΠ° ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΠ΅ΡΠΈΠΎΠ΄ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΈΡ
ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ
ΡΠ°Π·Π²ΠΈΡΠΈΡ Π.Π. ΠΠ»ΡΠΊΠΎΠ½ΠΈΠ½Π° Π²ΡΠ΄Π΅Π»Π΅Π½Ρ Π΄Π²Π° ΡΠΈΠΏΠ° Π²ΠΎΠ·ΡΠ°ΡΡΠΎΠ² ΠΈ ΠΏΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π½Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ
ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ Π² ΠΌΠ»Π°Π΄ΡΠ΅ΠΌ ΠΈ ΡΡΠ°ΡΡΠ΅ΠΌ ΡΠΊΠΎΠ»ΡΠ½ΡΡ
Π²ΠΎΠ·ΡΠ°ΡΡΠ°Ρ
ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡ ΡΡΠ΅Π½ΠΈΡ
ΡΠ²ΡΠ·Π°Π½Π° Ρ ΡΠ°Π·Π»ΠΈΡΠ΅Π½ΠΈΠ΅ΠΌ Π΅ΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΈ ΠΈΡΠΊΡΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π΄Π΅ΠΉΡΡΠ²ΠΈΡ. ΠΠΏΠΈΡΠ°Π½Π° ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ°
ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΡΠΊΡΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π΄Π΅ΠΉΡΡΠ²ΠΈΡ (ΠΏΡΠΈΡΠ²ΠΎΠ΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΡΠ° Π΄Π΅ΠΉΡΡΠ²ΠΈΡ). Π ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²ΠΎΠΌ
Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ (Π² ΠΎΡΠ½ΠΎΠ²Π½ΠΎΠΉ ΡΠΊΠΎΠ»Π΅) ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡ ΡΠ²ΡΠ·Π°Π½Π° Ρ ΠΎΡΠΎΠ·Π½Π°Π½ΠΈΠ΅ΠΌ ΡΠ΅Π±Ρ ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠΌ Π΄Π΅ΠΉΡΡΠ²ΠΈΡ
ΠΠΎΠ²ΡΠΉ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²
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 subjectsβ 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 occursΠΠ΅ΡΡΡΠΈΠ»Π΅ΡΠΈΡΠΌΠΈ, ΠΈ ΡΡΠΎ Ρ
ΠΎΡΠΎΡΠΎ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΎ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΠΌΠΈ ΡΠ΅ΠΎΡΠΈΡΠΌΠΈ, Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠ΅
ΡΠΎ ΡΠ²Π΅ΡΡΡΠ½ΠΈΠΊΠ°ΠΌΠΈ ΡΡΠΈΡΠ°Π΅ΡΡΡ ΠΊΠ»ΡΡΠ΅Π²ΡΠΌ ΡΠ°ΠΊΡΠΎΡΠΎΠΌ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ΄Π΅Π½ΡΠΈΡΠ½ΠΎΡΡΠΈ Ρ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
Π»ΡΠ΄Π΅ΠΉ. ΠΠ΄Π½Π°ΠΊΠΎ ΠΎΠ·Π½Π°ΡΠ°Π΅Ρ Π»ΠΈ ΡΡΠΎ, ΡΡΠΎ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ² ΠΏΠΎΠ»Π²Π΅ΠΊΠ° Π½Π°Π·Π°Π΄
ΠΈ ΡΠ΅Π³ΠΎΠ΄Π½Ρ β ΠΎΠ΄Π½ΠΎ ΠΈ ΡΠΎ ΠΆΠ΅? ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ² ΡΠ°ΡΡΠΎ ΠΈΡΠΏΡΡΡΠ²Π°ΡΡ
ΡΡΡΠ΄Π½ΠΎΡΡΠΈ Π² ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΠΈ Π΄Π°Π½Π½ΡΡ
ΠΎ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΠΉ ΡΡΠ΅ΡΠ΅ ΠΊΠΎΠ½ΡΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΌΡΡΠ»ΠΎΠ². ΠΠ½Π΅ ΡΡΠΈΡ
ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΉ ΡΠ΅ΠΎΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π½Π΅ Ρ
Π²Π°ΡΠ°Π΅Ρ ΡΠΎΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΡΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ°
ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ° Π² ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΠΈ ΡΠΎΡΠΈΠΎΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ°Ρ
. ΠΠΎΠ΄ΡΠΎΡΡΠΊΠΈ
ΠΈΠ½ΠΎΠ³Π΄Π° Π·Π°ΡΡΡΠ΄Π½ΡΡΡΡΡ ΡΡΠΎΡΠΌΡΠ»ΠΈΡΠΎΠ²Π°ΡΡ, ΡΡΠΎ Π²Π°ΠΆΠ½ΠΎ ΠΈ ΡΡΠΎ Π½Π΅ Π²Π°ΠΆΠ½ΠΎ Π²ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡΡ
ΡΠΎ ΡΠ²Π΅ΡΡΡΠ½ΠΈΠΊΠ°ΠΌΠΈ, ΠΈ ΠΊΠ°ΠΊΠΎΠ²Ρ ΠΏΡΠ°Π²ΠΈΠ»Π° ΡΡΠΈΡ
Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΉ. ΠΡΠ±ΠΎΠΉ ΠΌΠ΅ΡΠΎΠ΄, ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΡΠΉ Π½Π°
ΡΠ°ΠΌΠΎΠΎΡΡΠ΅ΡΠ΅ Π²Π·ΡΠΎΡΠ»ΠΎΠΌΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»Ρ, Π²ΠΊΠ»ΡΡΠ°Π΅Ρ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΡΡ ΠΎΡΠΈΠ±ΠΊΡ, ΡΠ²ΡΠ·Π°Π½Π½ΡΡ Ρ
ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌΠΈ ΠΎΠΆΠΈΠ΄Π°Π½ΠΈΡΠΌΠΈ Π°Π½ΠΊΠ΅ΡΠ΅ΡΠ° ΠΈΠ»ΠΈ ΠΈΠ½ΡΠ΅ΡΠ²ΡΡΠ΅ΡΠ°. Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ
Π² ΡΡΠ°ΡΡΠ΅, β ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°ΡΡ Π½ΠΎΠ²ΡΠΉ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½Ρ, ΠΏΡΠΎΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ ΠΌΠ΅ΡΠΎΠ΄ ΠΊΠΎΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π΄ΠΎΡΡΡΠΏΠ° ΠΊ
Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠ°ΠΌΠΈ ΠΊΡΠ»ΡΡΡΡΡ Π½Π° ΡΡΠ»ΠΎΠ²ΠΈΡΡ
, ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΡ
ΡΠ°ΠΌΠΈΠΌΠΈ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠ°ΠΌΠΈ. Π ΡΡΠΎΠΌ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ Π³ΡΡΠΏΠΏΠ΅ ΠΈΠ· 14 ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ² Π² Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ ΠΎΡ 13 Π΄ΠΎ 16 Π»Π΅Ρ Π±ΡΠ» ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ ΡΠΈΠ»ΡΠΌ
1960-Ρ
Π³ΠΎΠ΄ΠΎΠ² ΠΎ ΡΠ½ΠΎΡΡΠΈ. ΠΠΌ Π±ΡΠ»ΠΎ ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΎ Π²ΡΠ±ΡΠ°ΡΡ Π»ΡΠ±ΡΠ΅ ΡΡΠ΅Π½Ρ ΠΈΠ· ΡΠΈΠ»ΡΠΌΠ° ΠΈ ΠΏΠ΅ΡΠ΅Π΄Π΅Π»Π°ΡΡ
ΠΈΡ
Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅. ΠΡΠΎΠ³ΠΎΠ²ΡΠ΅ ΡΡΠ΅Π½Π°ΡΠΈΠΈ ΠΈ Π²ΠΈΠ΄Π΅ΠΎ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡ, ΡΡΠΎ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅
ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²ΡΡ
Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΉ Π²ΡΠ°ΡΠ°Π΅ΡΡΡ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΠΎΡΠ½ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΡΡ
Π³ΡΠ°Π½ΠΈΡ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΠ΅ ΡΠ΅ΠΊΡΠ°,
Π½Π°ΡΠΈΠ»ΠΈΡ ΠΈ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΠΎ Π²Π·ΡΠΎΡΠ»ΡΠΌΠΈ. ΠΡΠ²ΠΎΠ΄Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΡΠ°ΠΆΠ°ΡΡ ΡΡΠ²ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡ
ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΡΠ΅ΠΎΡΠΈΠΉ, ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΠΈΡ
Π²Π·ΡΠΎΡΠ»Π΅Π½ΠΈΠ΅, Π½ΠΎ Π² ΡΠΎ ΠΆΠ΅ Π²ΡΠ΅ΠΌΡ ΡΡΠ°ΡΡΡ ΠΎΠΏΠΈΡΡΠ²Π°Π΅Ρ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ Π²
ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π΅, ΡΠ΅ΡΠ΅Π· ΠΊΠΎΡΠΎΡΡΠΉ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΡ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎ
ΠΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΊΡΠΈΠ·ΠΈΡ Π΄Π΅ΡΡΡΠ²Π°. 35 Π»Π΅Ρ ΡΠΏΡΡΡΡ
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 β 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 βChildhood as a social
phenomenonβ 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 ΡΡΠ°ΡΡΠ΅ ΠΏΠΎΠ΄Π½ΠΈΠΌΠ°Π΅ΡΡΡ Π²ΠΎΠΏΡΠΎΡ ΠΎ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΡΠΎΡΡΠΎΡΠ½ΠΈΠΈ Π΄Π΅ΡΡΡΠ²Π° ΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ Π΅Π³ΠΎ
ΠΎΠΏΠΈΡΠ°Π½ΠΈΡ Π² ΡΠ΅ΡΠΌΠΈΠ½Π°Ρ
ΠΊΡΠ»ΡΡΡΡΠ½ΠΎ-ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅ΠΎΡΠΈΠΈ, Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ, ΠΊΠ°ΠΊ ΠΊΡΠΈΠ·ΠΈΡ Π΄Π΅ΡΡΡΠ²Π°
ΠΏΠΎ Π°Π½Π°Π»ΠΎΠ³ΠΈΠΈ Ρ ΡΠ°Π±ΠΎΡΠ°ΠΌΠΈ Π.Π. ΠΠ»ΡΠΊΠΎΠ½ΠΈΠ½Π°. ΠΡΠΈΠ²Π΅Π΄Π΅Π½ ΠΎΠ±Π·ΠΎΡ Π·Π°ΡΡΠ±Π΅ΠΆΠ½ΡΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ
ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ Π΄Π΅ΡΡΡΠ²Π° ΠΈ ΡΠ°Π½Π½Π΅ΠΉ Π²Π·ΡΠΎΡΠ»ΠΎΡΡΠΈ. ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ Π΄Π°Π½Π½ΡΠ΅ Π΄Π°Π»Π΅Π΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Ρ
Π² Π°Π½Π°Π»ΠΈΠ·Π΅ Π±Π°Π·ΠΎΠ²ΡΡ
Π΄ΠΎΠΏΡΡΠ΅Π½ΠΈΠΉ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎ-ΠΈΡΡΠΎΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ΅ΠΎΡΠΈΠΈ. ΠΠ°Π½ΠΎ ΠΎΠΏΠΈΡΠ°Π½ΠΈΠ΅ Π½ΠΎΠ²ΠΎΠ³ΠΎ
ΡΡΠ°ΠΏΠ° ΠΆΠΈΠ·Π½Π΅Π½Π½ΠΎΠ³ΠΎ ΡΠΈΠΊΠ»Π° β Π²ΠΎΠ·Π½ΠΈΠΊΠ°ΡΡΠ΅ΠΉ Π²Π·ΡΠΎΡΠ»ΠΎΡΡΠΈ, ΠΏΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΠΌΠΎΠ»ΠΎΠ΄ΡΠ΅ Π»ΡΠ΄ΠΈ Π²
ΡΠ°Π·Π²ΠΈΡΡΡ
ΡΡΡΠ°Π½Π°Ρ
Π½Π΅ ΡΠΊΠ»ΠΎΠ½Π½Ρ ΠΏΡΠΈΠ½ΠΈΠΌΠ°ΡΡ ΠΎΠΊΠΎΠ½ΡΠ°ΡΠ΅Π»ΡΠ½ΡΡ
ΡΠ΅ΡΠ΅Π½ΠΈΠΉ ΠΎΡΠ½ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΠΎ ΡΠ΅ΠΌΠ΅ΠΉΠ½ΠΎΠΉ
ΠΆΠΈΠ·Π½ΠΈ ΠΈ Π±ΡΠ΄ΡΡΠ΅ΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΈ, ΠΎΠ½ΠΈ Π½Π΅ Π·Π°ΠΊΡΠ΅ΠΏΠ»ΡΡΡ Π±ΡΠ°ΠΊΠΎΠΌ ΡΠ΅ΠΊΡΡΠ°Π»ΡΠ½ΡΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΡ Π΄Π°ΠΆΠ΅
Π² ΡΠΈΡΡΠ°ΡΠΈΠΈ ΡΠΎΠ²ΠΌΠ΅ΡΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΠΆΠΈΠ²Π°Π½ΠΈΡ, Π½Π΅ ΠΏΠ»Π°Π½ΠΈΡΡΡΡ ΡΠΎΠΆΠ΄Π΅Π½ΠΈΠ΅ Π΄Π΅ΡΠ΅ΠΉ, ΠΏΠ΅ΡΠ΅ΠΌΠ΅ΠΆΠ°ΡΡ
Π½Π΅ΠΏΡΠΎΠ΄ΠΎΠ»ΠΆΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΏΠ΅ΡΠΈΠΎΠ΄Ρ ΡΡΠ΅Π±Ρ Π² ΡΠ½ΠΈΠ²Π΅ΡΡΠΈΡΠ΅ΡΠ°Ρ
Ρ ΠΏΠ΅ΡΠΈΠΎΠ΄Π°ΠΌΠΈ ΡΠ°Π±ΠΎΡΡ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ,
ΡΡΠΎ ΠΏΡΠ΅Π·ΡΠΌΠΏΡΠΈΡ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΠΎΠ·ΠΈΡΠΈΠΈ Π²Π·ΡΠΎΡΠ»ΠΎΠ³ΠΎ ΠΈ Π΅Π³ΠΎ ΡΠΎΠ»ΠΈ Π² ΡΠ°Π·Π²ΠΈΡΠΈΠΈ ΡΠ΅Π±Π΅Π½ΠΊΠ° ΠΊΠ°ΠΊ
Π±Π΅Π·ΡΡΠ»ΠΎΠ²Π½Π°Ρ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠ° Π΄Π΅ΡΡΡΠ²Π° ΠΈ ΡΡΠ»ΠΎΠ²ΠΈΠ΅ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ Π² Π½ΡΠ½Π΅ΡΠ½Π΅ΠΉ ΡΠΈΡΡΠ°ΡΠΈΠΈ ΡΡΠ΅Π±ΡΠ΅Ρ
ΠΏΠ΅ΡΠ΅ΡΠΌΠΎΡΡΠ°. ΠΠΏΠΈΡΠ°Π½Ρ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΠΎΠ³ΠΎ ΠΏΡΠΎΠ΅ΠΊΡΠ° Β«ΠΠ΅ΡΡΡΠ²ΠΎ ΠΊΠ°ΠΊ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΉ
ΡΠ΅Π½ΠΎΠΌΠ΅Π½Β», Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ, ΠΏΠΎΠΊΠ°Π·Π°Π½ ΠΎΡΠΊΠ°Π· ΠΎΡ Π΄ΠΎΠΌΠΈΠ½ΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π΅Π²ΡΠΎ-Ρ
ΡΠΈΡΡΠΈΠ°Π½ΡΠΊΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ
Π²Π·ΡΠΎΡΠ»Π΅Π½ΠΈΡ, ΠΈ ΠΏΡΠΈΠ·Π½Π°Π½ΠΈΠ΅ ΠΌΠ½ΠΎΠ³ΠΎΠΎΠ±ΡΠ°Π·ΠΈΡ ΠΌΠΎΠ΄Π΅Π»Π΅ΠΉ Π΄Π΅ΡΡΡΠ²Π°. ΠΡΠΈ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΡΡ
ΠΈ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΡΡΡΡΡ ΠΊΠ°ΠΊ ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅ Π΄Π»Ρ ΠΎΡΠΊΠ°Π·Π° ΠΎΡ ΠΈΠ΄Π΅ΠΈ Π΅Π΄ΠΈΠ½ΡΡΠ²Π΅Π½Π½ΠΎΡΡΠΈ ΠΈ ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΠΎΡΡΠΈ
Π½ΠΎΡΠΌΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΠ°Π»Π΅Π΅ ΡΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ Π½Π° Π½Π΅ΡΡΠ²ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡ ΠΊΠ»Π°ΡΡΠΈΡΠ΅ΡΠΊΠΎΠΉ ΠΌΠΎΠ΄Π΅Π»ΠΈ Π΄Π΅ΡΡΡΠ²Π°
ΠΊ ΡΠΎΡΠΈΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΌΡ ΠΏΡΠΈΠ·Π½Π°Π½ΠΈΡ ΡΠ΅Π½Π½ΠΎΡΡΠΈ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ Π΄Π°ΠΆΠ΅ ΠΌΠ°ΡΠ³ΠΈΠ½Π°Π»ΡΠ½ΠΎΠ³ΠΎ. ΠΠ΅Π»Π°Π΅ΡΡΡ
Π²ΡΠ²ΠΎΠ΄ ΠΎ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΠΈ ΠΎΡΠΊΠ°Π·Π° ΠΎΡ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΎ Π²ΠΎΡΠΏΡΠΎΠΈΠ·Π²ΠΎΠ΄ΡΡΠ²Π΅ ΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΡΠΎΡΠΌ ΠΊΠ°ΠΊ
Π΅Π΄ΠΈΠ½ΡΡΠ²Π΅Π½Π½ΠΎΠΉ ΡΠΎΡΠΌΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ. Π’Π°ΠΊΠΆΠ΅ ΠΎΠ±ΡΡΠΆΠ΄Π°Π΅ΡΡΡ ΠΏΡΠ΅Π·ΡΠΌΠΏΡΠΈΡ Π·Π°Π΄Π°Π½Π½ΠΎΡΡΠΈ ΡΠΌΡΡΠ»Π° ΠΊΠ°ΠΊ
ΡΠΎΠ³ΠΎ, ΡΡΠΎ ΠΏΡΠΈΠΎΠ±ΡΠ΅ΡΠ°Π΅ΡΡΡ Π² Ρ
ΠΎΠ΄Π΅ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π²ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΈ ΡΠΎ Π²Π·ΡΠΎΡΠ»ΡΠΌ. Π£ΠΊΠ°Π·ΡΠ²Π°Π΅ΡΡΡ
Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΡΠ΅ΡΠ° ΡΠ°ΠΌΠΎΡΡΠΎΡΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΡΠΎΠΆΠ΄Π΅Π½ΠΈΡ ΡΠΌΡΡΠ»Π°. ΠΡΠ΅Π΄Π»Π°Π³Π°Π΅ΡΡΡ Π³ΠΈΠΏΠΎΡΠ΅Π·Π° ΠΎ
ΡΠΌΠ΅Π½Π΅ ΠΎΡΠ΅Π²ΠΎΠ³ΠΎ (Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ) Π΄Π΅ΡΡΠΊΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠΈΠ·ΠΎΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΈΠΌ (ΠΏΡΠΈ ΠΊΠΎΡΠΎΡΠΎΠΌ Π΄Π²ΠΈΠΆΠ΅Π½ΠΈΠ΅
ΠΌΠΎΠΆΠ΅Ρ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΡΡ ΡΠ°Π·Π½ΠΎΠ½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎ
ΠΠΎΠ²ΡΠΉ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²Π·Π°ΠΈΠΌΠΎΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠΉ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²
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 subjectsβ 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 occursΠΠ΅ΡΡΡΠΈΠ»Π΅ΡΠΈΡΠΌΠΈ, ΠΈ ΡΡΠΎ Ρ
ΠΎΡΠΎΡΠΎ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΎ ΡΡΠ½Π΄Π°ΠΌΠ΅Π½ΡΠ°Π»ΡΠ½ΡΠΌΠΈ ΡΠ΅ΠΎΡΠΈΡΠΌΠΈ, Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠ΅
ΡΠΎ ΡΠ²Π΅ΡΡΡΠ½ΠΈΠΊΠ°ΠΌΠΈ ΡΡΠΈΡΠ°Π΅ΡΡΡ ΠΊΠ»ΡΡΠ΅Π²ΡΠΌ ΡΠ°ΠΊΡΠΎΡΠΎΠΌ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΠ΄Π΅Π½ΡΠΈΡΠ½ΠΎΡΡΠΈ Ρ ΠΌΠΎΠ»ΠΎΠ΄ΡΡ
Π»ΡΠ΄Π΅ΠΉ. ΠΠ΄Π½Π°ΠΊΠΎ ΠΎΠ·Π½Π°ΡΠ°Π΅Ρ Π»ΠΈ ΡΡΠΎ, ΡΡΠΎ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ² ΠΏΠΎΠ»Π²Π΅ΠΊΠ° Π½Π°Π·Π°Π΄
ΠΈ ΡΠ΅Π³ΠΎΠ΄Π½Ρ β ΠΎΠ΄Π½ΠΎ ΠΈ ΡΠΎ ΠΆΠ΅? ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΉ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ² ΡΠ°ΡΡΠΎ ΠΈΡΠΏΡΡΡΠ²Π°ΡΡ
ΡΡΡΠ΄Π½ΠΎΡΡΠΈ Π² ΠΏΠΎΠ»ΡΡΠ΅Π½ΠΈΠΈ Π΄Π°Π½Π½ΡΡ
ΠΎ ΡΡΠ±ΡΠ΅ΠΊΡΠ½ΠΎΠΉ ΡΡΠ΅ΡΠ΅ ΠΊΠΎΠ½ΡΡΡΡΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΌΡΡΠ»ΠΎΠ². ΠΠ½Π΅ ΡΡΠΈΡ
ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΉ ΡΠ΅ΠΎΡΠΈΠΈ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π½Π΅ Ρ
Π²Π°ΡΠ°Π΅Ρ ΡΠΎΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΡ ΡΡΠ±ΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΊΠΎΠΌΠΏΠΎΠ½Π΅Π½ΡΠ°
ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠΏΡΡΠ° Π² ΡΠ°Π·Π»ΠΈΡΠ½ΡΡ
ΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΠΈ ΡΠΎΡΠΈΠΎΡΠΊΠΎΠ½ΠΎΠΌΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ°Ρ
. ΠΠΎΠ΄ΡΠΎΡΡΠΊΠΈ
ΠΈΠ½ΠΎΠ³Π΄Π° Π·Π°ΡΡΡΠ΄Π½ΡΡΡΡΡ ΡΡΠΎΡΠΌΡΠ»ΠΈΡΠΎΠ²Π°ΡΡ, ΡΡΠΎ Π²Π°ΠΆΠ½ΠΎ ΠΈ ΡΡΠΎ Π½Π΅ Π²Π°ΠΆΠ½ΠΎ Π²ΠΎ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡΡ
ΡΠΎ ΡΠ²Π΅ΡΡΡΠ½ΠΈΠΊΠ°ΠΌΠΈ, ΠΈ ΠΊΠ°ΠΊΠΎΠ²Ρ ΠΏΡΠ°Π²ΠΈΠ»Π° ΡΡΠΈΡ
Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΉ. ΠΡΠ±ΠΎΠΉ ΠΌΠ΅ΡΠΎΠ΄, ΠΎΡΠ½ΠΎΠ²Π°Π½Π½ΡΠΉ Π½Π°
ΡΠ°ΠΌΠΎΠΎΡΡΠ΅ΡΠ΅ Π²Π·ΡΠΎΡΠ»ΠΎΠΌΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»Ρ, Π²ΠΊΠ»ΡΡΠ°Π΅Ρ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π»ΡΠ½ΡΡ ΠΎΡΠΈΠ±ΠΊΡ, ΡΠ²ΡΠ·Π°Π½Π½ΡΡ Ρ
ΡΠΎΡΠΈΠ°Π»ΡΠ½ΡΠΌΠΈ ΠΎΠΆΠΈΠ΄Π°Π½ΠΈΡΠΌΠΈ Π°Π½ΠΊΠ΅ΡΠ΅ΡΠ° ΠΈΠ»ΠΈ ΠΈΠ½ΡΠ΅ΡΠ²ΡΡΠ΅ΡΠ°. Π¦Π΅Π»Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ, ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ
Π² ΡΡΠ°ΡΡΠ΅, β ΡΠ°Π·ΡΠ°Π±ΠΎΡΠ°ΡΡ Π½ΠΎΠ²ΡΠΉ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½Ρ, ΠΏΡΠΎΠ΅ΠΊΡΠΈΠ²Π½ΡΠΉ ΠΌΠ΅ΡΠΎΠ΄ ΠΊΠΎΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π΄ΠΎΡΡΡΠΏΠ° ΠΊ
Π²ΠΎΡΠΏΡΠΈΡΡΠΈΡ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠ°ΠΌΠΈ ΠΊΡΠ»ΡΡΡΡΡ Π½Π° ΡΡΠ»ΠΎΠ²ΠΈΡΡ
, ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Π½ΡΡ
ΡΠ°ΠΌΠΈΠΌΠΈ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠ°ΠΌΠΈ. Π ΡΡΠΎΠΌ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ Π³ΡΡΠΏΠΏΠ΅ ΠΈΠ· 14 ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ² Π² Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ ΠΎΡ 13 Π΄ΠΎ 16 Π»Π΅Ρ Π±ΡΠ» ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ ΡΠΈΠ»ΡΠΌ
1960-Ρ
Π³ΠΎΠ΄ΠΎΠ² ΠΎ ΡΠ½ΠΎΡΡΠΈ. ΠΠΌ Π±ΡΠ»ΠΎ ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΎ Π²ΡΠ±ΡΠ°ΡΡ Π»ΡΠ±ΡΠ΅ ΡΡΠ΅Π½Ρ ΠΈΠ· ΡΠΈΠ»ΡΠΌΠ° ΠΈ ΠΏΠ΅ΡΠ΅Π΄Π΅Π»Π°ΡΡ
ΠΈΡ
Π² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠ΅. ΠΡΠΎΠ³ΠΎΠ²ΡΠ΅ ΡΡΠ΅Π½Π°ΡΠΈΠΈ ΠΈ Π²ΠΈΠ΄Π΅ΠΎ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡ, ΡΡΠΎ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΠ΅
ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²ΡΡ
Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΠΉ Π²ΡΠ°ΡΠ°Π΅ΡΡΡ Π² ΡΠ°ΠΌΠΊΠ°Ρ
ΠΎΡΠ½ΠΎΡΠΈΡΠ΅Π»ΡΠ½ΡΡ
Π³ΡΠ°Π½ΠΈΡ Π² ΠΊΠΎΠ½ΡΠ΅ΠΊΡΠ΅ ΡΠ΅ΠΊΡΠ°,
Π½Π°ΡΠΈΠ»ΠΈΡ ΠΈ Π²Π·Π°ΠΈΠΌΠΎΠ΄Π΅ΠΉΡΡΠ²ΠΈΡ ΡΠΎ Π²Π·ΡΠΎΡΠ»ΡΠΌΠΈ. ΠΡΠ²ΠΎΠ΄Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΡΡΠ°ΠΆΠ°ΡΡ ΡΡΠ²ΡΡΠ²ΠΈΡΠ΅Π»ΡΠ½ΠΎΡΡΡ
ΠΎΡΠ½ΠΎΠ²Π½ΡΡ
ΡΠ΅ΠΎΡΠΈΠΉ, ΠΎΠΏΠΈΡΡΠ²Π°ΡΡΠΈΡ
Π²Π·ΡΠΎΡΠ»Π΅Π½ΠΈΠ΅, Π½ΠΎ Π² ΡΠΎ ΠΆΠ΅ Π²ΡΠ΅ΠΌΡ ΡΡΠ°ΡΡΡ ΠΎΠΏΠΈΡΡΠ²Π°Π΅Ρ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ Π²
ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π΅, ΡΠ΅ΡΠ΅Π· ΠΊΠΎΡΠΎΡΡΠΉ ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΡ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎ
Problems of Learning Motivation. The age Aspect
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 ΡΡΠ°ΡΡΠ΅ ΠΎΠ±ΡΡΠΆΠ΄Π°ΡΡΡΡ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ ΡΡΠ΅Π½ΠΈΡ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ². ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ ΠΎΡΠ½ΠΎΠ²ΠΎΠΉ
ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ Π»ΠΎΠ³ΠΈΠΊΠ° Π²ΠΎΠ·ΡΠ°ΡΡΠ½ΠΎΠ³ΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΡ. ΠΠ° ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΈ ΠΏΠ΅ΡΠΈΠΎΠ΄ΠΈΠ·Π°ΡΠΈΠΈ ΠΏΡΠΈΡ
ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ
ΡΠ°Π·Π²ΠΈΡΠΈΡ Π.Π. ΠΠ»ΡΠΊΠΎΠ½ΠΈΠ½Π° Π²ΡΠ΄Π΅Π»Π΅Π½Ρ Π΄Π²Π° ΡΠΈΠΏΠ° Π²ΠΎΠ·ΡΠ°ΡΡΠΎΠ² ΠΈ ΠΏΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π½Ρ ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠΈ
ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΠΈ. ΠΠΎΠΊΠ°Π·Π°Π½ΠΎ, ΡΡΠΎ Π² ΠΌΠ»Π°Π΄ΡΠ΅ΠΌ ΠΈ ΡΡΠ°ΡΡΠ΅ΠΌ ΡΠΊΠΎΠ»ΡΠ½ΡΡ
Π²ΠΎΠ·ΡΠ°ΡΡΠ°Ρ
ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡ ΡΡΠ΅Π½ΠΈΡ
ΡΠ²ΡΠ·Π°Π½Π° Ρ ΡΠ°Π·Π»ΠΈΡΠ΅Π½ΠΈΠ΅ΠΌ Π΅ΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΈ ΠΈΡΠΊΡΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π΄Π΅ΠΉΡΡΠ²ΠΈΡ. ΠΠΏΠΈΡΠ°Π½Π° ΡΠΏΠ΅ΡΠΈΡΠΈΠΊΠ°
ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈΡΠΊΡΡΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ Π΄Π΅ΠΉΡΡΠ²ΠΈΡ (ΠΏΡΠΈΡΠ²ΠΎΠ΅Π½ΠΈΡ ΠΎΠ±ΡΠ°Π·ΡΠ° Π΄Π΅ΠΉΡΡΠ²ΠΈΡ). Π ΠΏΠΎΠ΄ΡΠΎΡΡΠΊΠΎΠ²ΠΎΠΌ
Π²ΠΎΠ·ΡΠ°ΡΡΠ΅ (Π² ΠΎΡΠ½ΠΎΠ²Π½ΠΎΠΉ ΡΠΊΠΎΠ»Π΅) ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡ ΡΠ²ΡΠ·Π°Π½Π° Ρ ΠΎΡΠΎΠ·Π½Π°Π½ΠΈΠ΅ΠΌ ΡΠ΅Π±Ρ ΡΡΠ±ΡΠ΅ΠΊΡΠΎΠΌ Π΄Π΅ΠΉΡΡΠ²ΠΈΡ