Articles

Background. It is analyzed how the method of eye movement registration can be used to study the learning processes of children with hearing impairment. On the basis of oculomotor activity data, difficulties are identified that impede the learning of children with hearing impairment, which contributes to the discovery of effective ways of learning. A separate research issue is the search for the effective use of different forms of instruction.

Objective. Eye-tracking study of learning difficulties with different forms of instruction (as different forms of multimodal means of establishing joint attention).

Methods. A task was used in the form of a correction test to fill in the figures (according to the Pieron-Ruser method). To understand different forms of instruction in 4 series of the experiment, the combination of the speech form and the use of action in explaining the rule for filling in the figures varied. The main method is the method of eye movement registration using the PLabs portable tracker-the eye tracker.

Sample. The study sample consisted of 15 preschool children with hearing impairment (sensoneural hearing loss, class H90 according to ICD-11), eight girls, seven boys, mean age 5.4±0.8.

Results. The most important criterion for the effectiveness of different forms of instruction is the time from the beginning of the presentation of the instruction to the first fixation on the target object and the duration of attention delay in non-target areas. With multimodal instruction, longer fixations are observed in relevant areas and short fixations in irrelevant areas, fixations are more often and faster in relevant areas. With the transition to independent analysis, tasks at the beginning of fixation in relevant and irrelevant areas become reduced in time and quantity, and then begin to take on an increasingly long character.

Conclusion. A different form of instruction allows you to restructure the perception of a child with a hearing impairment, focusing attention on the elements that are relevant to the task. The most effective is the simultaneous use of multimodal means of explaining instructions to attract and regulate attention. 

Background. Media performs an important role in the social construction of an image of a disability. In its turn, that image influences the reader`s generated value orientation and behavioral attitudes towards the disabled persons. One of the main problems is that in most media articles disabled persons are not differentiated by sex. This raises the question of whether there is a description of the disabled persons` gender features in articles where their sex is specified.

Objective. To conduct a content-analysis of the news articles in order to reveal gender-specific features of the social construction of a disabled person`s image in aspects of behavior, social interaction and personality characteristics.

Sample. 107 media articles published during the period from December 2020 to August 2021 in the RBC, RIA Novosti, Rossiyskaya Gazeta, TASS, Izvestia.

Methods. The media article texts were analyzed using content-analysis. For this purpose, the authors selected 27 categories in a coordinated expert assessment. These categories are related to three parameters: disabled person's actions, interaction with a disabled person and personality characteristics. Contingency tables were constructed and frequency analysis of the categories used in the descriptions of the disabled men and women were conducted based on obtained data.

Results and conclusion. The frequency distribution of the categories used in media articles shows that description of disabled persons corresponds to gender social role stereotypes. At the same time, the ways of social interaction of disabled men and women are different. Disabled men are focused on communication with a principal-agent, while disabled women address those involved in some situation. When disabled women are described there are violations of the readers` expectations regarding their greater vulnerability. In other words disabled women are presented as more persistent compared to disabled men. 

Background. The use of digital devices and the Internet is an integral feature of modern everyday life, making children’s developmental situation “digitalized”. There are not many papers on the specifics, types and content of digital practices of schoolchildren, and questions about what and why children do online are often replaced by questions about how this “something” is related to different characteristics of well-being or cognitive and personality traits.

Objective. To review recent studies that focus on the practices of schoolchildren in different digital environments and to analyze them in terms of both results and approaches.

Methods. Review of the literature on the varieties of digital practices of modern-day schoolchildren. Articles on schoolchildren’ digital and online practices were selected from Scopus database using publication date range (2016 — 2021) and keywords, such as “digital/online behaviour/practices”, “schoolchildren/adolescents” etc. The initial selection was complemented by articles from key psychology and education journals in Russian from the same time span and also by relevant articles cited in the selected literature.

Results. When considering the ratio of online and offline activities in the life of modern schoolchildren, two main ideas stand out: combining online and offline environments into a single hybrid environment, or considering them as complementary and having their own specifics. The idea of hybridity changes the formulation of the question of the well-being of schoolchildren and the possibility of it being negatively impacted by digital technologies: constant involvement in online contexts ceases to be pathologized and can be viewed as primarily associated with “offline needs” and satisfying them in new ways. Methods for characterizing digital practices of schoolchildren are described: based on the kinds of behavior, the type of interaction with the content, the goals of interaction, as well as various ways of managing digital behavior on the part of the school and parents, which can become the basis for the emergence of new forms of digital inequality. Research shows that online environments are well suited to meet the age-related needs of adolescents.

Conclusion. Research in recent years has allowed to rethink a number of questions and to demonstrate the irrelevance of some attitudes regarding the use of digital technologies by children, which emphasizes the importance of conducting empirical research aimed at revealing the meaning and content of digital practices, and not limited to quantitative measurements.

Background. The quality of preschool education is of great importance for the subsequent adaptation and academic success. The ECERS-R methodology is available for Russian psychologists for assessing the quality of the educational environment of a kindergarten with a large array of accumulated data. ECERS-R is aimed at assessing more the material and subject arrangement of a preschool educational institution and the nature of the child's interaction with the environment (including social). At the same time, in our opinion, insufficient attention is paid to assessing the emotional climate of interactions between children and teachers and assessing the extent to which the proposed training is in the zone of proximal development of the child.

Objective. To compensate for the identified deficit, work was carried out to start adapting another tool for assessing the quality of the educational environment — the CLASS methodology, based on the ideas of L.S. Vygotsky about the optimal construction of the educational process.

Methods. The study was conducted in 41 preparatory groups of Moscow kindergartens. In these groups, to assess the quality of the educational environment, the CLASS methodology was used, which includes 10 dimensions combined into 3 main domains: Emotional support, Classroom Organization and Instructional support. Also, on a part of the sample (N=26 groups), the ECERS-R method was additionally used.

Results. Analysis of the internal reliability of the instrumentation showed satisfactory results. Although the scores for all three domains are related, the Instructional Support scores were significantly lower than the Emotional Support and Classroom Organization scores. Comparison of the results of the CLASS and ECERS-R methods showed a small number of relationships between the scores of the scales of the two methods. At the same time, the CLASS parameter Instructional support is more related to ECERS-R.

Conclusion. The data obtained confirm our assumption that the CLASS method provides significant information about the quality of interaction between a teacher and children in a kindergarten group, which complements the results of ECERS-R, which means that this tool will be useful for a full assessment of the quality of the educational environment in a kindergarten.

Background. The work is devoted to the study of age and gender characteristics of the relationship of emotional reflection by high school students of objects-values of school life and their awareness of the reasons for the need for schooling (motivations).

Objective of this work was to study the gender and age characteristics of the relationship of emotional reflection by high school students of the objects-values of school life and their awareness of the reasons for the need for schooling (motivations).

Methods. The structure of the emotional attitude to the values of school life was revealed with the help of factor analysis of assessments according to the method of Semantic Differential. Variants of explanations-motivators of the reasons for attending school (70 variants) were identified using a special questionnaire. The degree of relationship between the identified factors of emotional attitude and motivations was assessed by calculating Pearson's correlation coefficients.

Sample. Pupils in grades 8 — 11 (aged 15 — 17) of two Moscow schools with a traditional learning paradigm took part in the survey voluntarily (with the consent of their parents). According to method 1 (semantic differential), a total of 346 students were interviewed, of which only 197 students were interviewed using method 2 (questionnaire). As a result, data were obtained for four groups of students consisting of 1) 46 junior (grades 8 — 9) and 2) 51 older (grades 10 — 11) boys, 3) 48 junior (grades 8 — 9) and 4) 52 older (grades 10 — 11) girls who underwent both methods simultaneously.

Results. As a result, it was found that in younger and older girls four emotional-motivational factors are distinguished, while in younger boys only three. The motivation of boys becomes more differentiated as they grow up (four factors are distinguished). The revealed interrelations between factors-motives of emotional attitude and variants of conscious explanation of the reasons for studying at school (motivations) reveal significant differences between students of different sex and age.

Conclusion. The degree and nature of coordination during development is largely determined by the type of dominant motivation for learning activity. For students with achievement motivation, self-affirming educational and educational cognitive motivation, the emotional and verbal level of attitude to the values of school life is well coordinated.

Background. The Internet and social media play an important role in the mental and personal development of children and youth. Recent studies have shown that the daily Internet activity of the digital generation (creating a profile, chatting with friends, comments and likes, etc.) is associated with the establishment of personal identity, relationship with peers, social involvement, as well as self-expression. Thus, the analysis of social media becomes an important issue in the study of socialization and personality identity.

Objective. The relevance of a theoretical review in this area is due to the need to structure existing ideas on the role of culture in the development of identity in a digital society. One of the important tasks is to systematize the empirical data accumulated in different ethno-cultural contexts through traditional and innovative methods of research. Current research focuses on the impact of Internet activity in social media on the identity development in a member of the "digital society".

Results. Contemporary science around the globe has accumulated data on the cultural mediation of identity. The results of studies obtained in different sociocultural contexts indicate that the use of social networks by the younger generation, their behavior on the Internet, the influence of the Internet and social media on identity largely depend on the cultural characteristics of a particular society.

Numerous though often contradictory results require systematization and generalization, analysis of the possibilities and limitations of the methods used to study online identity. In particular, the methods of big data analysis, which are gaining popularity, are widely praised for the possibilities they can provide. However, the application of these methods in social and psychological research remains ambiguous, which becomes topical in connection with ethical issues, such as invasion of privacy through the collection of personal data of users (especially when children and adolescents are involved). Moreover, it seems hard to neglect doubts about objectivity and accuracy of these methods.

Conclusion. The article considers modern ideas on the identity development of the younger generation in its connection with Internet activity and the use of social media. The results of studies that confirm the cultural mediation of online identity are analyzed. Possibilities and limitations of the analysis of Internet activity and social media in the study of identity are demonstrated. Recommendations on the effective and ethical application of such analysis as well as on the combination of big data analysis with traditional socio-psychological research methods are summarized.

The review will contribute to an in-depth study of global and culturally determined trends in the identity development of the digital generation at the present stage of cultural and historical evolution of society. It will also outline the prospects for analyzing Internet activity and social media while studying these trends.

Background. The development of creative thinking in childhood is of great importance as a resource for further self-realization of the individual. The study of the mechanisms of formation of creative thinking is one of the permanently developing areas in psychology. In modern conditions around the world, the indicator of creativity as a skill of the 21st century acts as an indicator of the quality of the educational environment, which confirms the high degree of social demand for the study of the psychology of creative thinking.

Objective. A review of modern empirical research by foreign scientists on the development of creative thinking in childhood, carried out in recent years.

Methods. Critical analysis of the literature on the development of creative thinking in childhood.

Results. The analysis of sources shows that the predominant works are longitudinal studies of creative thinking in order to identify the most favorable period for its development. The E.Torrance test is used as the main method for identifying creative thinking. Among the indicators of creativity, scientists consider the divergence of thinking. Disunity of research lines of foreign and Russian scientists is noted, which is confirmed by the absence of references to the works of Russian authors in foreign articles on creativity.

Conclusion. A review of sources on the development of creative thinking in childhood makes it possible to identify general trends in research design, the prevailing methods used to diagnose children's creativity. The general line of research shows that most of them are longitudinal. Studies of creative thinking are aimed at identifying the causes that determine it. Creative thinking is considered in connection with the conditions of the educational environment and activities. In particular, the possibilities of organizing children's play activities for the development of creative thinking are being explored.

Backgroud. In conditions of extreme social challenges, human resource subjectivity is of particular importance. Therefore, it is necessary to understand how students with different characteristics, including ethnic ones, in the conditions of the North, studying on individual educational trajectories (hereinafter referred to as IET) and on traditional educational technology adapt in conditions of uncertainty, a pandemic (COVID-19), what personal resources are used by students.

Objective. To identify the features of resource subjectivity among students from among the indigenous peoples of the North (hereinafter referred to as the KMNS of Ugra, Ob Ugrians) studying under different educational models in conditions of extreme social challenges.

Methods. The study involved 72 students: 36 representatives of the Indigenous Minorities of Yugra, 36 Russians. The following data collection methods were used: 1) questionnaire of self-organization of N. Feather and M. Bond (Time Structure Questionnaire, adaptation by E.Y. Mandrikova); 2) scale of basic beliefs by R. Janoff-Bulman (World assumptions scale, adaptation by O. Kravtsova); 3) questionnaire of coping methods by S.Folkman, R.S.Lazarus (Way of Coping Questionare, adaptation by T.L. Kryukova, E.V. Kuftyak); 4) scale of psychological well-being by C.D. Ryff (The scales of psychological well-being, adaptation by T.D. Shevelenkova, T.P. Fesenko); 5) questionnaire of losses and acquisition of personal resources by N. Vodopyanova and M. Stein.

Results. A comparative analysis of students-representatives of the Ob Ugrians studying according to traditional educational technology and individual educational trajectories revealed differences in the parameters of planning resources. A comparison of students representing the Ob Ugrians with students identifying themselves by nationality as Russians showed that significant differences are observed only in terms of implementation resources and achievements (coping strategies).

Conclusion. Students studying in IET have high indicators of resource subjectivity, perseverance is most pronounced as a parameter of self-organization, which allows them to successfully overcome the negative consequences of stress in an academic context. In general, it is necessary to talk about the psychological acculturation of students-representatives of the Ob Ugrians. 

Background. This material will be very useful for Russian scientists, as it will allow them to evaluate the achievements of Chinese psychology. The authors of the article believe that Russian psychologists will be interested in the history, state of development and achievements of Chinese psychological science.

Objective. This article presents the history of the development of Chinese psychology in various historical periods, and also presents the results of psychology research in various periods in China. The authors try to separate the basic terms “Chinese psychology” and “psychology in China”.

Methods. Making the goal achievemental, we will use such general scientific methods as the analysis of scientific literature, the comparative method, the method of generalization.

Results. With the development of psychology, the importance of applied psychology has increased. The achievements of psychology are extremely important for such fields as education, medicine, and political science. In recent years, technological changes have affected all spheres of life, and the advent of the Internet has also given scope for new approaches and methods of theoretical and applied psychology research. Thanks to Internet technologies, Chinese psychology began to develop actively.

Conclusions. Today, when psychology has become an independent science for more than 100 years of development, it is necessary to study the achievements of ancient Chinese psychological thought for four reasons: firstly, China is one of the birthplaces of psychology; secondly, Chinese psychology has enriched other psychological schools; thirdly, work is needed to create a psychological system with Chinese specifics Fourth, the study of Chinese psychology will allow you to study culture and join the knowledge of ancient Chinese thinkers.

The article deals with the issue of ability to anticipate future events in preschool children with visual impairments. The relevance of the study is due to the fact that the development of the prognostic ability in older preschool age makes it an important condition for the process of socio-psychological adaptation of children with disabilities, including preschoolers with impaired vision.

The aim of the study was to revial the specifics of future events anticipation in visually impaired preschool children.

The study involved 60 preschoolers aged 5 to 7 years, including 30 children with visual impairments and 30 children with unimpaired vision.

As a result of the analysis of structural and functional components, it was found that visually impaired preschoolers predict actions more often, and they also have a lower level of the speech-communicative function as compared to the one in their normo-typical peers. In children with visual impairments, the ability to anticipate manifests itself more successfully in organized activities, as well as in their relationships with parents, rather than with surrounding adults or children.

The study revealed the specifics of the ability to anticipate future situations in visually impaired preschoolers with speech impairments. It was found that children of this nosology experience real difficulties in forming a prognosis, since visually impaired preschoolers have a lower level of development in regulatory, cognitive and speech-communicative functions compared to the one of their peers without visual impairments. Preschoolers with visual impairments can set and hold goals, as well as cope with the mental replay of various options for actions and are aware of the consequences of their implementation in relation to themselves and people around them. However, they have difficulties in understanding and defining both their own emotions and the emotions of people around them in predictable situations.

The present paper is relevant because it addresses, for the first time, the conceptual, methodological and typological aspects of the main developmental alternative didactic systems that emerged in the former Soviet Union from the 1950s onwards. Its main purposes are to analyze the concepts of didactic system, alternative didactic system and Soviet developmental alternative didactic systems, as well as identifying and classifying the most prominent among the last mentioned.

The research methodology is based on systemic thinking, as well as on the historical-logical and constructive-interpretative methods. The Zankovian, Galperin-Talizina and Elkonin-Davidov-Repkin systems were studied as the main developmental alternative systems.

The analysis points to the conclusion that a developmental alternative didactic system is any didactic and psychological system that opposes the official or traditional ones established or imposed by the State, and that aims to create the appropriate conditions in which learning will lead to the psychological development of students.

Introduction. Parent training programs developed in the late '60s of the last century are those recognized as an important component in work with children and adolescents in a psychiatric or social dysfunction context. The cases in which its application would be most necessary often have poor results, sometimes causing an insurmountable challenge for professionals. Therefore, new methodologies are needed, which will allow for greater efficiency.

Methods. We started by reviewing the unsuccessful processes in classical methodologies parent training programs at our institute, considered “unsuccessful” when after nine months of the program, parents' attitudes towards their children remained unchanged, continuing to show difficulty in being aware of the guiding role that parents play in their child's psychological ontogenesis. We designed an experimental methodology guided by Galperin's Theory of the Development of Human Mental Activity, which we tested in a series of 12 cases drawn randomly from those previously identified.

Results. The program's main objective was achieved in 11 of 12 cases in a reduced number of sessions. There was an average session count of 5.25, SD of 2.42, a minimum of 2 and a maximum of 8 sessions.

Discussion and some concluding remarks. The excellent results observed in this first study suggest that the used methodology can promote the quality of parental guidance carried out in psychiatric clinic processes and social cases. Thus, Galperin's Theory of the Development of Human Mental Activity can show in parent training as important results as those that over the years have already been shown in pedagogy.

Background. Traditional ways of developing practical work in chemistry classes mainly focus on providing narrow relations between theory and practice, following scripts without reflections on meanings for proposed actions, among other features. To improve chemistry learning, we propose a new model based on Activity Theory (AT), considering a Scheme for a Complete Orienting Basis of an Action (SCOBA) to guide experimental activities towards developing the students’ chemical thinking and creativity.

Aims. To propose a model based on the Activity Theory proposed by A. N. Leontiev to guide experimental activities directed to problem-solving situations and promote structured and creative learning in chemistry teaching and learning.

Methods. A formative experiment involved 23 first-year undergraduates (median age 19 years) in a General Chemistry discipline of a mechanical engineering course at a Cuban university. The formative experiment consisted of an initial diagnosis to guide the elaboration of models (SCOBA) to develop five experimental activities during the classes. Data were collected from classroom observations focused on using the proposed model by the undergraduates and written text elaborated by them as they were executing actions in the experimental activities. Data analysis considered three levels of performance by the undergraduates, which suggested the quality of learning for them: correctly (I), partially (II), and incorrectly (III) supported by SCOBA.

Results. We found an increasing percentage of undergraduates who correctly perform the experimental activity (EA) based on the established model for the activity (SCOBA), from EA2 to EA6. Considering that the SCOBA is elaborated to facilitate learning from the integral actions, this result suggests most undergraduates gradually reached a good appropriation of the chemistry contents related to the experimental activities (86.9% in Level I at EA6). Progressively, the undergraduates showed greater awareness, motivation, and independence for the experimental activities, improving productive social interactions, between pairs and with the instructor, during the classes.

Conclusions. The findings showed the potential of the organization of experimental activities based on the Activity Theory as an innovative proposal for more efficient teaching in professional training. Bringing together the problem-solving strategy as an experimental activity, developed under a basis of orientation for action, the students are given the possibility to engage consciously and creatively of solving problems, exploring, and deciding, being motivated protagonists of their learning.

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.