History of psychology. Child and educational psychology (most important)

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History of psychology. Child and educational psychology (most important)

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49. CHILD AND PEDAGOGICAL PSYCHOLOGY

Child psychology (CP) began to develop at the end of the 19th century. Each age, according to researchers of that time, was characterized by certain changes in personality structure. The subject of the DP was a child from newborn to adolescence. Subsequently, it was found that personality development does not end in adolescence, so DP became the main position in the development of developmental psychology. Development during childhood is considered the most active and powerful. It is at this age that processes develop that affect a person’s future life.

Modern DP is a branch of psychology that monitors the development and gradual change in the mental processes of the child, the formation of his personal characteristics.

A special place in the DP is the study of the child's behavior in the game, primary education and various types of labor activity. As a rule, DP is in close connection with educational psychology. This is explained by the fact that the period of childhood covers a person's life from birth to adolescence. The main goal of the DP is the development of psychodiagnostic methods that determine the level of cognitive development characteristic of a certain age.

Educational psychology (PP) (lit. - "child education") is a psychological branch that studies the development of the child in the process of education and upbringing. PP branches into 3 branches: the psychology of learning, the psychology of education and the psychology of the teacher. PP developed in three stages, each of which brought different innovations to it.

At the first stage (the middle of the 1950th - the end of the 1936th centuries), G. Pestalozzi proposed the psychologization of pedagogy, for which this stage was called general didactic. At the end of this stage, the main works belonged to K. D. Ushinsky, who believed that "if pedagogy wants to educate a person in all respects, then it must first of all recognize him in all respects" (his work "Man as an Object of Education"). From the end of the XNUMXth century and up to XNUMX, PP receives the status of an independent science, and within it the science of children is formed - pedology, which, after a long period of criticism, was banned in XNUMX with the wording "On pedological violations in the system of the People's Commissariat of Education."

The third stage began in the middle of the twentieth century. and is still going on. It is characterized by significant research in the field of PP. In 1954, B. F. Skinner proposed programmed learning, which was subsequently subjected to algorithmization.

In the 1970-1980s. problem-based learning arose, then D. B. Elkonin and V. V. Davydov proposed the theory of developmental learning. At present, the behavior of the child in a group of peers is being carefully studied, and the latest methods of teaching "difficult" children are being developed.

The subject of PP is those facts and mechanisms of human intellectual development that represent him as a subject of educational activity.

Author: Anokhina Z.V.

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