Teaching in the Light of Activity Theory Applied to Preschool: Reflections on Brazilian Practice

IF 1.1 Q3 PSYCHOLOGY, MULTIDISCIPLINARY

Psychology in Russia-State of the Art Pub Date : 2023-01-01 DOI:10.11621/pir.2023.0306

Marcela Cristina de Moraesa

{"title":"Teaching in the Light of Activity Theory Applied to Preschool: Reflections on Brazilian Practice","authors":"Marcela Cristina de Moraesa","doi":"10.11621/pir.2023.0306","DOIUrl":null,"url":null,"abstract":"Background. Activity Theory applied by the teacher to preschool education favors the development of new psychological formations, such as perception, attention, memory, thought, language, and voluntariness, which prepare the child for school. Objective. To highlight the contributions of N.F. Talyzina based on Activity Theory applied to preschool education and to reflect on the theory’s use in the Brazilian education system. Design. This article is theoretically built from research in a sandwich doctorate program in Puebla, Mexico and internship supervision practices for psychologist training at a public university in Brazil’s central-west region. Results. Activity Theory is seldom applied to teaching, including in Brazil, and there is little knowledge about the scientific contributions of one of its practitioners, the late N.F. Talyzina. We chose the preschool stage as the focus of our reflections, and we maintain that the introduction of role-playing as the main activity in early childhood education promotes the development of psychological neoformations and prepares the child for the next stage of school. Finally, we present the internship practices in applied psychology in a Brazilian children’s group, with evidence of advances. Conclusion. There is a need for expansion of the formative experiments reported here to the Brazilian population, for scientific dissemination of the results, and promotion of teacher training and qualification in Activity Theory.","PeriodicalId":44621,"journal":{"name":"Psychology in Russia-State of the Art","volume":"2015 1","pages":"0"},"PeriodicalIF":1.1000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology in Russia-State of the Art","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.11621/pir.2023.0306","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

Background. Activity Theory applied by the teacher to preschool education favors the development of new psychological formations, such as perception, attention, memory, thought, language, and voluntariness, which prepare the child for school. Objective. To highlight the contributions of N.F. Talyzina based on Activity Theory applied to preschool education and to reflect on the theory’s use in the Brazilian education system. Design. This article is theoretically built from research in a sandwich doctorate program in Puebla, Mexico and internship supervision practices for psychologist training at a public university in Brazil’s central-west region. Results. Activity Theory is seldom applied to teaching, including in Brazil, and there is little knowledge about the scientific contributions of one of its practitioners, the late N.F. Talyzina. We chose the preschool stage as the focus of our reflections, and we maintain that the introduction of role-playing as the main activity in early childhood education promotes the development of psychological neoformations and prepares the child for the next stage of school. Finally, we present the internship practices in applied psychology in a Brazilian children’s group, with evidence of advances. Conclusion. There is a need for expansion of the formative experiments reported here to the Brazilian population, for scientific dissemination of the results, and promotion of teacher training and qualification in Activity Theory.

查看原文本刊更多论文

活动理论在学前教育中的应用:对巴西实践的思考

背景。教师在学前教育中运用的活动理论有利于发展新的心理形态，如知觉、注意、记忆、思维、语言和自主性，为孩子上学做准备。目标。强调塔利吉娜将活动理论应用于学前教育的贡献，并反思该理论在巴西教育体系中的运用。设计。这篇文章的理论基础是对墨西哥普埃布拉的一个三明治博士项目的研究，以及巴西中西部地区一所公立大学心理学家培训的实习监督实践。结果。活动理论很少应用于教学，包括在巴西，人们对其实践者之一，已故的N.F.塔利吉娜的科学贡献知之甚少。我们选择了学前阶段作为我们反思的重点，我们认为，在幼儿教育中引入角色扮演作为主要活动，可以促进心理新生形态的发展，为孩子下一阶段的学校生活做好准备。最后，我们提出了在巴西儿童群体的应用心理学实习实践，与进步的证据。结论。有必要扩大向巴西人民报告的形成性实验，科学地传播实验结果，并促进活动理论方面的教师培训和资格。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Psychology in Russia-State of the Art PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

2.00

自引率

11.10%

发文量

审稿时长

14 weeks

期刊介绍： Established in 2008, the Russian Psychological Society''s Journal «Psychology in Russia: State of the Art» publishes original research on all aspects of general psychology including cognitive, clinical, developmental, social, neuropsychology, psychophysiology, psychology of labor and ergonomics, and methodology of psychological science. Journal''s list of authors comprises prominent scientists, practitioners and experts from leading Russian universities, research institutions, state ministries and private practice. Addressing current challenges of psychology, it also reviews developments in novel areas such as security, sport, and art psychology, as well as psychology of negotiations, cyberspace and virtual reality. The journal builds upon theoretical foundations laid by the works of Vygotsky, Luria and other Russian scientists whose works contributed to shaping the psychological science worldwide, and welcomes international submissions which make major contributions across the range of psychology, especially appreciating the ones conducted in the paradigm of the Russian psychological tradition. It enjoys a wide international readership and features reports of empirical studies, book reviews and theoretical contributions, which aim to further our understanding of psychology.