“Rollback” in child development as an object of psychological study

Abstract

This article examines the phenomenon of “rollback” in child development from theoretical and applied perspectives. Special attention is given to a theoretical overview on the similar topic. Through the prism of cultural-historical psychology, “rollback” is alongside other phenomena that are cognate in nature in developmental psychology and clinical psychology (regression, destruction, crisis). The analysis of clinical cases (typical and atypical development) and consulting method allow tracing the general phenomenology of “rollback” in child development, determining the origin and triggers, as well as analyzing the methods and conditions for its overcoming. The scientific novelty consists in viewing “rollback” in the context of mediation of child development. “Rollback” is an organic moment in development when due to unevolved corresponding mechanism a child is incapable to navigate in the problematic situation. Overcoming “rollback” by a child is possible in the situation of specifically patterned circumstances of correctional and development psychological work. The main conclusion consists in the statement that such understanding of the types of “rollback” in child development in theoretical aspect allows having a comprehensive and systemic outlook upon determination of child development; while in practical aspect – deliberately and predictably handling consultative or correctional case.