Organization of learning process according to activity theory: method in practice

Introduction. The learning process has always been one of the essential objects of psychological study, according to Activity Theory. Davidov (citation needed) has proposed differentiation between the general term of non-specific learning as any kind of social experience and the specific learning resulting from guiding and organized learning. Talizina (2018, 2019) has proposed a notion of organization of the process of learning according to Activity Theory, in particular, concerning the psychological notion of action formation by stages. This proposal might be understood straightforwardly for consideration of the process of teaching and learning according to Activity Theory.

The goal. This article aims to discuss the necessity of continuing the psychological study of the educational process as a dialectic and complex relation between the organization of the learning process and the results of this process as achievement in a child’s development.

Findings and proposals. This article offers a revision of the notion of organization of the learning process with original proposals. We propose two sub-periods or two methodological possibilities as the organization of the learning process. Firstly, initial primary school (first three grades of primary school), and further grades of primary school (second three grades of primary school), according to Davidov’s (citation needed) psychological notion of the school-age and learning as a leading activity of child’s development.

Conclusions. This article concludes that activity theory as a general theory with a variety of particular concepts, such as psychological age, leading activity and formation of mental actions are useful for positive solution of current problems which exist in education systems in different countries. 

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