Риджуэй A. Возможности культурно-исторической теории в качестве диалектической методологии

Ключевые слова: культурно-историческая теория методология диалектика прошлого-настоящего

Риджуэй A. Возможности культурно-исторической теории в качестве диалектической методологии // Современное дошкольное образование. Теория и практика. – 2014. №7. – С.68–78.

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СДО - 2014. - №8

Риджуэй Авис
Университет Монаша, Мельбурн, Австралия

Аннотация

Можем ли мы лучше понять процесс детского образования, если взглянем на него в исторической перспективе? Как различные институты (включая семью) влияют на раннее детство? В настоящей работе, являющейся частью крупного исследовательского проекта в сфере австралийского дошкольного образования, рассмотрены возможности культурно-исторической методологии для лучшего понимания влияния институциональных факторов на детское развитие. О невидимых факторах, определяющих процесс исторического развития, автора заставило задуматься посещение своего первого места работы. В теоретическую основу работы легли исследовательская модель Хедегорд, посвященная влиянию институциональных практик на детское обучение и развитие, и культурно-историческая теория Л.С. Выготского. Источником для исследования стали материалы, предоставленные одной семьей. На их основе был выстроен диалектический анализ различных практик, позволивший рассмотреть пример исторического развития детства.

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