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Galperin`s method of mental actions development

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Svetlana M. Churbanova. (2019). L. F. Obukhova’s ideas to the development of children creativity. National Psychological Journal. 2, 19-24.

Background. The paper focuses upon L.F. Obukhova's ideas about creativity in children, the search for objective mechanisms for the development of child thinking in solving creative problems. The paper is prepared in connection with the conference “Scientific Readings in Memory of L.F. Obukhova (1938-2016), Professor of Moscow State Lomonosov University” on the occasion of her 80th birthday.

The Objective of the analytical and theoretical research is rethinking the basic ideas of L.F. Obukhova in the study of key aspects of child creativity and systematic study of thinking based on ‘open-end’ type problems that allow multiple solutions.    

Design. The psychological characteristics of creativity in children and its relationship with other mental processes are consistently considered. The mental processes are perception, emotions, intelligence, imagination; age peaks and declines in the development of creativity of preschoolers. The paper presents a critical analysis of measuring creativity, the impact of learning on the development of children on the basis of popular programs and trainings of creative thinking. The paper highlights the prospects of Obukhova's scientific approach to the vital issues in understanding mental development of the child, the ‘intersection of ideas’ of representatives of cultural-historical and natural-scientific paradigms.

Results. The heuristic possibilities of the analysis of the general and divergences of representatives of two main scientific paradigms in modern psychology are shown. According to L.F. Obukhova, the Torrence's Picture Construction Test shows the convergent strategies of solution, which contradicts Guilford's understanding of the phenomena of creativity. The cultural-historical paradigm highlights the artificial approach to the process of thinking though the prism of multiple factors.

Findings. The analysis showed that underestimating the role of adults in the teaching creativity brings about a partial solution to the problem articulated by E.P. Torrence: «Can we Teach Children To Think Creatively?» Building a comprehensive view of the mechanisms that induce creative processes brings closer to a deeper understanding of the issues of development and learning. 

Received: 04/19/2019

Accepted: 04/24/2019

Pages: 19-24

DOI: 10.11621/npj.2019.0204

Keywords: natural-scientific approach; Gilford’s divergence concept; development of creativity; insight; productive decisions; cultural historical concept; child age; Galperin`s method of mental actions development; preschool age; Lyudmila Obukhova;

By: ;

Available Online: 01/30/2019

Churbanova S.M. (2018). Developing creative thinking in children. National Psychological Journal. 1, 88-97.

Background. The widely discussed issue of developing creative thinking in childhood is the massive decline in creativity in many children in countries according to Torrance Tests of Creative Thinking (TTCT). The methodological restrictions of the test approach and descriptive methods make it difficult to find an answer to the question of different aspects of creativity development in childhood, so this problem does not receive sufficient consideration in modern developmental psychology.

The Objective of the theoretical and analytical research is to study the status quo and modern approaches to the issue of child's creative thinking, to substantiate the methodology of the "gradual development" trend that reveals the line of functional development of logical and creative actions in the development of human psyche, the discussion of applied issues related to overcoming the crisis situations when dealing with creativity in modern children.

Design. The theoretical-analytical research consistently substantiates the methodology of "gradual development" as a system of objective requirements for the mental process ("ideal form") and conditions ensuring the fulfillment of these requirements (appropriation of the tool of activity in the orienting function); the idea of ​​functional development of the child's psyche is revealed. The restrictions of the psychometric test method in resolving the problem of creativity development in children throughout the 20th century and at the present time are discussed.

Research Results. The analysis of the "gradual development" methodology showed how the conditions for mediation and growth of productivity indicators in the solution of the divergent tasks of the Picture Construction Test (Torrance, 1966) in preschool children is approaching the pre-established "ideal form". In the course of the task management, the qualitatively different types of child behaviour of enhancing the properties of their actions are identified: proactivity, reflexivity, control. The results showed that qualitative discrepancies in the productivity types of solving various tasks by preschool children are significantly associated with their intellectual level.

Conclusion. The prospects of ​​the functional and age development of the child's psyche is shown to explore the theoretical and applied problems of the development of creative thinking in ontogeny. The application of the P.Ya. Galperin’s concept of orientation to non-standard (divergent) problems allowed to consider the most renowned tests of creative talent proposed by E.P. Torrance in identifying the creative potential of a normally developing child.

Received: 02/08/2018

Accepted: 02/21/2018

Pages: 88-97

DOI: 10.11621/npj.2018.0108

Keywords: creativity; productivity; creative thinking; artistic and creative giftedness; divergent tasks; Galperin`s method of mental actions development; functional and age-related development of child's mind; preschool age;

By: ;

Available Online: 03/30/2018


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