The article is an attempt of a scientific analysis of psychological and pedagogical works and historical-methodological research by P.Ya. Galperin, who is widely known as one of the most influential domestic psychologists of the second half of the 20th century and who held a position of the professor of the Faculty of Psychology of Lomonosov Moscow State University. The introduction states that the fundamental works of P.Ya. Galperin had a significant impact not only on the development of a number of areas of psychological science and educational practice, but also for teaching them the basics in philosophical and psychological faculties of Lomonosov Moscow State University in 1940-1980-ies. It is noted that the developed by P.Ya. Galperin original concept and an innovative method based on fundamental philosophical grounds, and he rightfully possessed the deserved reputation of one of the largest theorists of psychological science. The following are 12 key stages of life P.Ya. Galperin. The ten main directions of his scientific and pedagogical activity are characterized. Detail reflected the development of P.Ya. Galperin and his scientific school of General and pedagogic psychology of the formation of creative thinking. Highly valued pedagogical activity of P.Ya. Galperin at Moscow University. Given the facts of the development of the heritage of P.Ya. Galperin in problem field of modern anthropology.

The step-by-step formation theory methodological potential is discussed. The article covers some of the most important notions of A.N. Leontiev’s activity approach development history with special attention to the possibilities of their reviewing nowadays on the basis of P.Ya. Galperin’s theory statements. 

The model of the dynamic structure of social situation of development is proposed. The orientation activity as the main concept of P.Ya. Galperin’s theory, amounted the basis to discuss the role and the functions of the orienting the image in the social situation of development structure. Orienting the image realizes the child’s activity-effective attitude to the world. The types of the orienting the images are allocated; the age-related specificity of the images is shown. The mechanism of the developing effect of zone of the proximal development is concretized and analyzed.  

P.Ya. Galperin part in developing of refl ective psychology of creativity is being analyzed. Th e theory of orientation as psychology subject is treated as conceptual base for theoretically-experimental studies of the refl ective function in organizing thinking activity and self-regulation in process of productive thinking in creativityrequiring tasks in the problem solving.

Possibilities of the human activity approach in psychological research are discussed. The paper states about the necessity of subsequent development of psychological human activity theory: first of all the general structure of human activity is to be specified. Particular importance must be given to diachronic aspect of its structural analysis. The system of essentially different components that constitute its process must be described, and their interdependencies must be revealed. The author emphasizes the significance of the final component of the human activity, i.e. the action of satisfying the initial drive of the subject. Regarding this action as the activity “realization phase” can give the key to the problem of reinforcement. The pair of notions — “orientation” and “execution” — will be of value when solving the problem of set consciousness.

The paper discusses the possibilities of symbol application to the learning of function concept in primary school. Author differentiates symbol and sign mediation. . Symbolic mediation is divided into productive (which assists transfer to sign mediation) and unproductive. Three groups of children were learning concept of function according to three programs: traditional, based on sign mediation; experimental, based on productive symbolic mediation; experimental, based on unproductive symbolic . mediation. Experiment showed that symbolic mediation could be a productive way of learning concept of function if core relationships in image content of symbol that can bring to sign mediation are defined.