Titlebook: L.S. Vygotsky’s Pedological Works. Volume 2.; The Problem of Age L.S. Vygotsky Book 2021 Springer Nature Singapore Pte Ltd. 2021 Vygotsky.c

发起

The Problem of Age Periodization in Child Development,antial alterations, covers roughly the next three chapters of this book. Because some of these alterations (e.g., omission of the word “pedology,” cutting references to testing, and the insertion of the word “dynamics” in the title of Chap. .) seem counterproductive and/or politically motivated, and

机构

RAGE

The Crisis of Birth,r misleading name “The Age of Infancy.” The editors also stipulate that the first part of the manuscript—including, presumably, the title—is missing, and this is why they begin the material with Section 2 and not (as the English version of the . has done) with Section 1.

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The Age of Infancy,biological dependence that brought about the social situation of development in birth. Vygotsky commences this chapter with a new social situation of development; he continues with the social and neurological factors (backgrounded in birth and now foregrounded in infancy) that bring the neoformation

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Early Childhood,ing them, and establishing the link between these neoformations and the next zone of development. So in the first third of the lecture, we follow the child’s generalizations from sensuous perceptions to sensible or rather “sense-able,” that is, semantic and systemic, ones; for example, we follow the

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The Crisis at Three Years of Age,l Institute in Leningrad during the academic year of 1933–1934, that is, during the last year of Vygotsky’s life. It is, however, only a fragment. In the first paragraph of this chapter, Vygotsky promises to look at the crisis from three points of view (neoformations, lines of development, and zone

古代

浸软

The Crisis at Seven Years,t a third) of the last chapter “The Crisis at Age Three and the Crisis at Age Seven” and so appears redundant in many places. Second, it omits any clear statement of the social situation of development and the lines of development laid out in Chap. . of the book. Third, we seem to have skipped an en

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School Age, Vygotsky’s death. At the time it was given, Vygotsky was also at work on the section of . concerning school age, Chapter Six. The two texts are not simply contemporaneous; they have an inner link. Chapter Six of . provides much of the empirical material that Vygotsky is reworking here: Piaget’s sen