Eng | Rus
Login


Registration for authors
Eng | Rus
ISSN 2079-6617
eISSN 2309-9828
Articles

Article

Main → Articles → Volumes

Samonenko Y.A., Zhiltsova O.A., Samonenko I.Yu. (2017). Ergatic model of the zone of proximal development. Design and development. National Psychological Journal. 3, 82-91.

Abstract

The paper is devoted to the concept of «zone of proximal development» (ZPD). This fundamental concept is revealed in the framework of the ergative model of the subject of work and learning. The prime postulate of the model is the statement about the genetic unity of the subject of collective activity (the ergasystem) and the individual subject. The similarity of structures was followed by the cultural and historical development of homo sapiens, which occurred in the labour conditions that promoted building human relations. Generalized functions in the ergasystem and the corresponding positions can approximately be as follows: «executor», «leader», «ideologist» and «strategist».

The paper states that the subject of educational activity is represented by the same basic characteristics. At any learning stage, the teacher must judge the necessary pedagogical influences according to which subject positions to be improved. Using the ZPD toolkit, the teacher directs efforts to raise the general maturity of the learner, which will develop the ability to learn independently.

In order to verify the assumption mentioned above, the method of the teaching experiment was used, during which the students of the secondary vocational education and high school students were attending additional training courses at the Department of Further Education, The Small Academy, Lomonosov Moscow State University. Extra training courses included project or research activities of trainees, so groups of students acted both the subject of collective work and the subject of learning. The first results of the pilot experiment showed that productive work of the teacher and student can be carried out at the intersection of the subject spaces of these activities, where the boundaries of the ZPD can be outlined.

Received: 06/19/2017
Accepted: 07/10/2017
Pages: 82-91
DOI: 10.11621/npj.2017.0310

PDF: Download

Keywords: Galperin P.Y.; zone of proximal development; scaffolding; ergatic model of labour and educational activity; ability to learn; extra training of schoolchildren; subject of labour activity; subject of educational activity;

Available Online 10.10.2017

Fig. 1 Organizational culture of work staff

References:

Bashmakova, S.E. (2011) Research on the zone of the child nearest development in the native and foreign psychology. [Kul’turno-istoricheskaya psikhologiya], 4, 17–22.

Beschorner, B.A. (2013) Parent education for dialogic reading during shared storybook reading: Multiple case study of online and face-to-face delivery models. Iowa State University, Ames, 176.

Borisova, E.A. (2013) Self-concept as a factor of the career choice in high school students. Ph.D. in Psychology, thesis.

Boyd, D. (2014) It’s complicated: The social lives of networked teens. New Haven, CT, USA, Yale University Press, 296.

Buică-Belciu, C., & Popovici, D.V. (2014) Being twice exceptional: gifted students with learning disabilities. Procedia – Social and Behavioral Sciences, 127, 519–523. doi: 10.1016/j.sbspro.2014.03.302

Butler, M.H. [et al.] (2015) Examining claims of family process differences ensuing from the choice to home-school. Education and urban society, 47(1), 88–108. doi: 10.1177/0013124513494777

Cummings, C.M., Caporino, N.E., &Kendall, P.C. (2014) Comorbidity of Anxiety and Depression in Children and Adolescents: 20 Years After. Psychological Bulletin, 140(3), 816–845. doi: 10.1037/a0034733

Egorenko, T.A., & Rodina, E.M. (2015) The role of the temporary perspective in the career choice of students is shown in a thorough review of foreign literature. [Sovremennaya zarubezhnaya psikhologiya], 4, 11–15.

Engur, B. (2016) Parents with Psychosis: Impact on Parenting & Parent-Child Relationship. Journal of Child and Adolescent Behavior, 5(1). doi: 10.4172/2375-4494.1000327

Flores, S.M., Salum, G.A., & Manfro, G.G. (2014) Dysfunctional family environments and childhood psychopathology: the role of psychiatric comorbidity. Trends in Psychiatry and Psychotherapy, 36(3), 147–151. doi: 10.1590/2237-6089-2014-0003

Goldstein, L.S. (1999) The relationship zone: the role of caring relationships in the construction of mind. American Educational Research Journal, 36(3). doi: 10.3102/00028312036003647

Hautamäki, Yarkko (2014) Review of the book. Pasi Salberg. Finnish lessons. What can the world learn from the experience of educational reform in Finland. [Voprosy obrazovanijya], 4, 260–268.

Jacobs, G. (2001) Providing the scaffold: a model for early childhood / primary teacher preparation. Early Childhood Education Journal, 29(2). doi: 10.1023/A:1012581113983

Jacobs, G. (2001) Providing the scaffold: a model for early childhood / primary teacher preparation. Early Childhood Education Journal, 29, (2). doi: 10.1023/A:1012581113983

Karabanova, O.A. (2012) Orienting image in the structure of the social situation of child development: from LS. Vygotsky to P.Ya. Galperin. [Vestnik Moskovskogo universiteta]. Ser. 14. Psychology, 4, 73–82;

Korepanova, I.A. (2004) Structure and content of the zone of the child proximate development in developing the objective action. Ph.D. in Psychology, thesis. Moscow.

Kravtsova, E.E. (2005) The concept of age-related psychological neoplasms in modern developmental psychology. [Kul’turno-istoricheskaya psikhologiya], 2, 87–94.

Kravtsova, E.E. (2009) The crisis of cultural and historical psychology and ways to overcome it. Moscow, Logos, 392.

Mercer, N. (2002) Developing dialogues. Wells G., Claxton G. (Ed.) Learning for life in the sociocultural perspectives on the future of education. Oxford, Blackwell. doi: 10.1002/9780470753545.ch11

Moyson, T., & Roeyers, H. (2012) ‘The overall quality of my life as a sibling is all right, but of course, it could always be better’. Quality of life of siblings of children with intellectual disability: the siblings’ perspectives. Journal of Intellectual Disability ResearchSpecial Issue: Part Two: Family Quality of Life (Eds. Ralph Kober & Mian Wang). January, 56(1), 87–101.

Mulyadia, S., Rahardjoa, W., & Basukia, A.M.H. (2016) The Role of Parent-Child Relationship, Self-Esteem, Academic SelfEfficacy to Academic Stress. Procedia — Social and Behavioral Sciences, 217, 603–608. doi:10.1016/j. sbspro.2016.02.063.

Nurmukhamedova, I.V. (2013) Features of the joint intellectual activity of teachers with different personal potential. Doctor of Psychology Thesis.

Nutten, J. (2004) Motivation, action and perspective of the future. Moscow, Smysl. 608.

Obukhova, L.F. & Korepanova, I.A. (2005) Zone of the proximal development: the space-time model. [Voprosy psikhologii], 6, 13–26.

Ordina, I.P. (2012) Developing a positive self-concept in gifted high school students. Ph.D. in Psychology, Thesis.

Raevskaya, E.A. (2011) The development of self-awareness in older adolescents based on the reflexive humanistic approach. Doctor of Psychology Thesis.

Ronimus, M., & Lyytinen, H. (2015) Is School a Better Environment than Home for Digital Game-Based Learning?: The Case of GraphoGame. Human Technology, 11(2), 123–147. doi: 10.17011/ht/urn.201511113637

Saiko, E.V. (2006) The subject: the creator and the carrier of the social issues. Moscow, Izdatel’stvo Moskovskogo psikhologo-sotsial’nogo institute, 424.

Salberg, Pasi (2015) Finnish lessons. The success story of school reform in Finland. Moscow, Klassika XXI, 62.

Samonenko, Yu.A. (2011) For the teacher of physics on the developing education. Izdatel’stvo Binom, 288.

Samonenko, Yu.A. (2015) Ergatic basis of general psychology. [Vestnik Tverskogo gosuniversiteta]. Series Pedagogy and Psychology, 4, 45–52.

Samonenko, Yu.A., Zhiltsova, O.A., & Samonenko Yu.A. (2013) Didactic principles of the activity theory of the psyche. National psychological journal, 4, 3–10. doi: 10.11621/npj.2013.0401

Shopina, Zh.P. (2002) Psychological patterns of developing and actualizing the zone of proximal development. Ph.D. in Psychology, Thesis.

Smirnova, E.O. (2015) On the will and arbitrariness in cultural historical psychology. [Kul’turno-istoricheskaya psikhologiya], 11(3), 9–15.

Tsukerman, G.A. (2006) Interaction between a child and an adult, creating a zone of proximal development [Kul’turno-istoricheskaya psikhologiya], 4, 61–73.

Valsiner, J., & Van der Veer, R. (1993) The encoding of the distance: the concept of the zone of proximal development and its interpretation. Cocking R. R., & Renninger K. A. (eds.). The Development and Meaning of Psychological Distances. Hillsdale, N. J.

Valsiner, J., & Van der Veer, R. (1993) The encoding of the distance: the concept of the zone of proximal development and its interpretation. Cocking R. R., & Renninger K. A. (eds.). The Development and Meaning of Psychological Distances. Hillsdale, N. J

Wood D., Bruner J., Ross G. (1976) The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17. doi: 10.1111/j.1469- 7610.1976.tb00381.x

Zaretsky, V.V. (2011) On the possibility of personalized educational based on the reflexive activity approach in inclusive practice. [Psikhologicheskaya nauka i obrazovanie], 3, 19–26.

Zhiltsova, O.A., & Samonenko, Yu.A. (2016) Transactional analysis of E. Berne: a new reading. [Mir psikhologii]. Moscow, Izdatel’stvo Moskovskogo psikhologo-sotsial’nogo universiteta, 4, 256–261.

For citing this article:

Samonenko Y.A., Zhiltsova O.A., Samonenko I.Yu. (2017). Ergatic model of the zone of proximal development. Design and development. National Psychological Journal. 3, 82-91.