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E. S. Slepovich, A. M. Polyakov, CULTURAL-HISTORICAL APPROACH TO THE DETERMINATION OF THE NORMAL AND ABNORMAL CHILD MENTAL DEVELOPMENT

Журнал » Journal_eng » Journal 26 : E. S. Slepovich, A. M. Polyakov, CULTURAL-HISTORICAL APPROACH TO THE DETERMINATION OF THE NORMAL AND ABNORMAL CHILD MENTAL DEVELOPMENT
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CULTURAL-HISTORICAL APPROACH TO THE DETERMINATION

OF THE NORMAL AND ABNORMAL CHILD MENTAL DEVELOPMENT

 

E. S. Slepovich,

A. M. Polyakov,

BSU, Republic of Belarus, Minsk

 

The article presents an analysis of the cultural-historical approach to distinguishing the normal and abnormal child mental development. It’s based on ideas by L. S. Vygotsky, A. R. Luria, D. B. Elkonin, B. V. Zeigarnik, V. I. Lubovsky and their followers about the zone of proximal development, the role of cultural factors in development, the systemic structure of consciousness, the structure of age, the psychological structure of the defect. This approach differs from the traditionally allocated statistical, adaptive, cultural-relativistic, positive (humanistic), negative approaches. Correspondence of mental development to various socio-cultural patterns (models) is considered as a key criterion for norm. The norm of development is understood as an ideal image or project that represents the actual state and possible prospects for the development of a particular child in certain sociocultural conditions. The correspondence of the child’s mental development to the age norms meets the requirements of socialization. The assessment of the correspondence of the child’s mental development to the age norm includes the definition of its dynamics, unique opportunities and limitations in the context of specific sociocultural conditions, the specifics of the systemic interaction of mental functions and the structure of the defect. The possibilities of applying the cultural-historical approach to the definition of normal and abnormal development in the sphere of psychological care for children with developmental disabilities (for example children with learning disabilities) are analyzed. Among the advantages of using the approach in the study and diagnosis of abnormalities of mental development it is noting the possibilities of revealing not only its limitations, but also its potential, assessing the impact of existing disorders on various spheres of activity, the system interaction of sane and impaired functions, and the qualitative specificity of the psychic development in a particular child. This is especially important take into consideration when working with children with mild and combined developmental disorders.

 

Keywords: cultural-historical approach; normal mental development; abnormal mental development; sociocultural model; zone of proximal development; learning disabilities.

 

For citation: Slepovich E. S., Polyakov A. M. Cultural-historical approach to the determination of the normal and abnormal child mental development // Systems psychology and sociology. 2018. № 2 (26). P. 18–27.

 

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