Social Situation Of Development Research Articles

A Study on the Relationship Between Industrial Structure Adjustment and Low-carbon Tourism Economy in Hainan Province

In recent years, with the vigorous development of economic and social undertakings in Hainan, the industrial structure adjustment is placed on the agenda, and low-carbon tourism has also become an integral part of industrial restructuring, which not only has an impact on people’s daily life, but also plays a positive role in the long-term development of local economy. In the new situation of social development, low-carbon tourism should keep up with the pace of industrial restructuring and provide support for economic and social development. This thesis studies the relations between Hainan industrial structure adjustment and low carbon tourism economy.

Development of constructive response to frustration in adolescence using arts-based approaches

The article focuses on the problem of the emotional development constructive response in adolescence, which is of increasing relevance within the context of the rise in negative social manifestations, changes in social situation of development. The aim of this research is to formulate a constructive response model’s development to adolescent frustration from socially advantaged and disadvantaged groups using art-based approaches (specifically art therapy) combined with traditional psychological tests and modeling experiments. The study draws on the concepts of L. S. Vygotsky about the peculiarities of adolescents’ mental development and the role of this period in the formation of personality, as well as various aspects of a˙ect and needs development in childhood (L. I. Bozhovich). The study considers the position of mental states as a particular psychological category and their (states) integrating function, conception of the regulation of mental states (N. D. Levitov), theoretical and experimental development for the diagnosis, management, and directed formation of the mental states (Yu. B. Nekrasova) as well as the concept of experiencing (“perezhivanie”) as described by F. E. Vasilyuk. A range of methods, combining quantitative and qualitative approaches were used in the study: video observation (outlined in the protocols); mathematical statistics; tests and modeling experiments. Experimental studies were carried out over a duration of five years within three di˙erent types of schools in the region of Moscow (n= 203, aged 13-15). One conclusion of the experimental studies, the author‘s program was implemented in a number of educational institutions in Moscow and other regions in Russia.

Practice of Teachers’ Training on the Basis of the Ideas of Cultural and Historical Psychology of L. S. Vygotsky

In Russia, new standards of education, which are built in many respects on the basis of the ideas of cultural and historical psychology, are accepted. It is natural that there has occurred a question of modernization of vocational training of the teacher who would not simply listen to or read about these ideas, but would work out their practical way of realization in their everyday practice, self-reflect this experience, embody trial action with children, and selfreflect it again. As the basic ideas of L. S. Vygotsky and his school of sciences, the basis of the concept of modernization of pedagogical education was formed through the following concepts: the development as mastering the culture; the concept of age and logics of an age periodization; a ratio of training and development in a zone of the next development; the change of a social situation of development and crises of a growing; the roundabout ways of development; the causal biography; cultural mediation of the development of the highest mental functions; etc. The fundamental principles of modernization of pedagogical education are the following: logics of creation of education "from an action to a thought" (a practical action with its video fixing – the criteria analysis of this action – the development of the theory describing action mechanisms – the following level of practical action) and social constructivism as the leading way of activity in the situation of uncertainty and variability. The experience of introduction of this model (about 2000 people) within three years has shown its eÿciency.

Elaboration of criteria and parameters of pupils’ social responsibility

Globalization of social processes in the world space actualizes the problem of personal social responsibility development. The intensity of the social responsibility development is connected with qualitative psycho-physiological changes of schoolchildren, their behavior and influence of microenvironment. Based on the analysis of scientific literature on the studied problem, there were separated determinative signs that represent criteria and parameters of schoolchildren’s social responsibility: internal motivation, moral-ethical principles, deep knowledge and sufficiently formed skills of socially-significant actions, adequate behavior and activity. The aforesaid allowed to determine and to characterize criteria and parameters of schoolchildren’s social responsibility: cognitive (moral-legal competence, knowledge), axiological-self-appraisal (social values, ethic ideas, socially important social qualities), practical-activity (skills, behavior, activity, social situation of development (external and internal). The presented different levels of schoolchildren’s social responsibility (high, mean, low) were determined according to internal and external signs of its development in the microenvironment by the following characteristics: degree of manifestation, intensity, depth, effectiveness, social importance, independence in knowledge, abilities and skills realization by a child in the microenvironment

Becoming other: social and emotional development through the creative arts for young people with behavioural difficulties

ABSTRACTThis article focuses on the effects of an arts-based intervention for young people deemed at risk of school exclusion because of social, emotional and behavioural difficulties. Using a range of qualitative methods, including observations and interviews, the study explored from the perspective of 11 young people (aged 11–16) the potential for creative arts interventions to transform young people’s difficult social situations of development and, in so doing, effect changes in behaviour and way of being. The findings suggest that the interventions that the arts organisation offered these young people provided alternatives to their personal, cultural and historical ways of experiencing the world. In ‘becoming other’ as an artist, experimenting with different art media and trying out creative ideas within a safe environment, the young people chose to try out becoming a different version of themselves. This process of adopting a new identity in becoming an artist enabled some young people to recontextualise their relationship with the social worlds around them. The introduction of an element of socialised play through creative arts interventions helped these young people to negotiate the crisis of a social situation of development. These findings suggest that imagination, invoked through the social situation of play, can help disengaged young people to change their perceptions about the imagined worlds of the future.

Психосоциальная реабилитация несовершеннолетних, попавших в юридически значимые ситуации, как задача культурно-исторической психологии

The article analyses psychosocial rehabilitation of adolescents caught in legally significant situations in relation to the professional standard. Most often, the term "rehabilitation" is defined as a system of certain measures and/or arrangements aimed at the restoration, correction, compensation of impaired mental functions or qualities. However, this approach does not allow to formulate the goal and tasks of the rehabilitation process that are relevant to legal psychology as a science and to providing practical psychological assistance to adolescents in legally significant situations. Basing on the key categories of cultural-historical psychology (such as social situation of development, new psychological formations, zone of proximal development, etc.) a model of psychosocial rehabilitation based on the replacement of the social situation of development is proposed. The article describes the process of psychosocial rehabilitation consisting of a cycle of activities of a legal psychologist and compares it to the job functions listed in the professional standard for specialists in social rehabilitation.

Правила проведения допросов несовершеннолетних, потерпевших от преступлений: изменения в следственной практике

The article considers the problem of changes in investigative interviewing of child victims of crime in the context of a child’s social situation of development. The adult’s position in the interaction with the child is based on two principles: (1) obtaining reliable and full information about the criminal acts against the child and (2) protecting the child’s best interests. Innovations in the criminal procedural legislation concerning interviewing child victims and the possibilities of improving investigative practice are analyzed. The article also presents international experience in this sphere, focusing in particular on psychological features of different models of interviewing children. It discusses the possibilities of their adaptation and implementation in the Russian practice taking into account different cultural contexts. It is suggested that the child victim interviewing may be considered as a component of the complex medical-psychological and socio-pedagogical support for maintaining the child’s health as well as psychological and social well-being.

У истоков личности

The paper discusses the problem of personality development at the early stages of ontogenesis. The key idea is the L.S. Vygotsky’s concept of an infant as “the most social creatures” and perception of oneself as an infant in the form of “pre-we”. The development of Vygotsky’s views is considered in the concept of communication of M.I. Lisina, as well as in the studies of the primary pre-personal formation, the essence of which is the child’s experience of himself as a subject of communication and social interaction. The data obtained within the framework of the cultural-historical approach are compared with the results of foreign studies of socio-cognitive development, psychology of attachment and social interaction. We presented an evidence of a variety of innate manifestations of social activity, the social competence of a child, starting from the first months of his life, his readiness to perceive an adult and enter into social interaction. We consider the “inter-subjectivity” — a congenital psychological mechanism that ensures the infant’s ability to social interaction; a mutual predisposition to interaction in a mother-child pair. We offer an interpretation of L.S. Vygotsky ideas about the social situation of infant development taking into account modern data of Russian and foreign psychology.

Категория воспитания в семейном праве: культурно-исторический анализ

The article focuses on the cultural-historical analysis of the category of child rearing in Russian family law. It shows how the objective (i.e. defined in customs, church constitutions and substantive law) side of the social situation of upbringing, representing a certain aspect of the social situation of development, has changed dramatically in the historical context. Perhaps, the most considerable changes occurred in the goals of upbringing: there is a clear shift from absolute obedience to taking into account the child’s interests and opinions in a whole range of issues concerning rearing and education. This shift creates conditions for proper development of the child’s inner position that reflects his/her proactive position towards the social reality. The paper provides a historical overview of parental responsibilities and the system of prohibitions in child rearing. It concludes that the subject of forensic inquiry in civil cases concerning post-separation parenting is the possible negative impact of personality features and mental state of parent on the development of child.

Развитие психологической культуры обучающихся в контексте реализации образовательных стандартов

The paper reviews the social situation of development of children and adolescents in the modern society marked by rapid changes. The development of children and adolescents is described as ‘embedding into the culture’ through the education and is closely associated with the formation of their psychological culture. The paper analyses the conditions of personality development in modern children and adolescents, the factors which impede the communication and understanding of other people; it highlights the risks of escaping into the virtual reality or joining asocial groups. The paper also suggests important measures aimed at the formation of psychological culture in children in relation to age-specific tasks of development in primary school and adolescent ages. The development of psychological culture is regarded as the key means of supporting the implementation of modern educational standards as well as the foundation of psychological health in schoolchildren.

Noisy Neighbours: A Construction of Collective Knowledge in Toddlers' Shared Play Space

EVIDENCE FROM A LARGER project Studying babies and toddlers: Cultural worlds and transitory relationships in Australian long day care settings is gathered. We argue that toddlers co-construct collective knowledge through expressive play activities with peers and educators. We analyse how educators enter play, taking the toddlers' perspective to develop collective knowledge. We investigate how toddlers creatively produce knowledge through educators' awareness of their play spaces, aiming to find the different ways they affectively participate in processes of producing knowledge. Vygotsky's cultural–historical concepts of the social situation of development and play form the research foundation. Using visual narrative methodology and reflective dialogue to explore toddlers' everyday play activity, one play episode of an educator entering shared collective play with toddlers is analysed. We find educators' involvement and peer interaction significant for learning and social production of collective knowledge in toddlers' play spaces. Responding to toddlers' active expressions by entering play develops collective knowledge.

Понятие «драмы» в концепции Л.С. Выготского: культурно-исторический и исследовательский контекст

The article focuses on some aspects of L.S. Vygotsky’s early works, which are interpreted as the under- lying basis of the cultural-historical theory and might be applied while conducting research in the framework of this scientific school. The concepts of “drama”, “pereghivanie” and “reflective communication” as well as their role in applying experimental-genetic method in research are analysed. Results of a research project “Drama and exclusion”, conducted in the UK in 2014—2015 on the basis of two arts-based organisations working with young people with various kinds of social, emotional and behavioural difficulties, are discussed. A case-study with a group of children at risk of school exclusion is given as an example of applying a “dramatic event” as a cultural tool for reorganising the social situation of development.

"Perezhivanie": Advancing on Its Implications for the Cultural-Historical Approach.

This paper aims to discuss the relevance that the concept of perezhivanie had for Soviet psychology and its implication for the development of topics that have been largely neglected both in Soviet psychology and in the Western Vygotskian tradition. According to the position defended in this paper, perezhivanie is not just another concept of Vygotsky's repertoire, it was an expression of the representation of one theoretical system that evolved in Vygotsky's thinking at the end of his work. Despite the fact that perezhivanie was introduced by Vygotsky in Psychology of Art, this paper emphasizes the relevance of the concept in the final moment of Vygotsky's work, specifically in 1933-1934, when the concept was used by the author as the unit of human development in its articulation with the concept of social situation of development. The paper focuses on the relevance of both concepts for advancing a new definition of human development from a cultural- historical standpoint, as well as the topic of subjectivity within this theoretical account.International Research in Early Childhood Education, vol. 7, no. 1, p. 142-160

Understanding and responding to negativism in schooling: the potential of the ‘double move’

Abstract This essay considers the significance of negativism in classroom activity and its potential to provoke us to pay attention to the situation it expresses. Negativism is explored as a function of behaviour in cultural-historical theorisation of children's development, drawing on Vygotsky's work in child psychology. The relationship in post-Vygotskian research between negativism, crisis, the social situation of development and activity setting is reviewed. Positioning and agonistic struggles in the drama of development are explored. Hedegaard's practice of the ‘double move’ is elaborated, with alternative yet sympathetic moves considered in conclusion for pedagogic practice in response to negativism.

Psychology of Modernity as a Social Situation of Development: Challenges of Uncertainty, Complexity and Diversity

The following article is an introduction to the project “The Psychology of Modernity: Challenges of Uncertainty, Complexity, and Diversity”. The article discusses motives behind the creation of this project and the construct of «Psychology of modernity». There are different features of modernity described; a special focus is on the mechanisms of generating uncertainty in development of open structures. A hypothesis is formulated about the evolutionary meaning of art and religion in the invention of modernity. The article recognizes the role of historical-evolutionary methodology of interdisciplinary cognition as an integrative program of psychology, which allows the latter to enter into constructive dialogue with a broad range of sciences of nature, society and humanity.

Social Inclusion and Exclusion of a Young Child: A Cultural–historical Perspective of an International Mid-semester Transition into an International School in Malaysia

EXPATRIATE CHILDREN POTENTIALLY experience multiple international transitions in their early childhood years as their parents move countries to fulfill the demands of employment with multinational companies. However, we know very little about the social interaction that occurs as young expatriate children enter into international schools. The focus here is the processes of a mid-semester transition, which resulted in both inclusion and exclusion practices. These processes are explored using Vygotsky's (1994) cultural–historical system of concepts, specifically perezhivanie (the unity of personal and environmental characteristics) and the social situation of development. An analysis of different children's perspectives is presented. In the larger study, 90 hours of data was gathered through video observation, still images, semi-structured interviews and field notes from five families. However, this study presents findings from the interaction of the three-year-old participants. Findings indicate that inclusion and exclusion become part of the values and norms of the classroom due to the demands of the curriculum and the way assessments are organised; this in turn affects the motives of children and their social interaction. The second finding explores the way very young children use complex interaction styles to negotiate forms of inclusion and exclusion.

The Group as a Source of Development: Rethinking Professional Development in a Collaborative Perspective

Since the later decades of the 20th century, Brazilian psychologists have been questioning a theoretical and interventional model in educational contexts, which consider psychological phenomena apart from their cultural contexts, in order to develop an approach based on a contextualized viewpoint. Despite progress having been made in educational psychology, as a result of this critical paradigm, this area still has problems to overcome: Psychologists are becoming increasingly separate from schools, and it is now common to find psychologists who are professionally unprepared to perform in this context and furthermore, school principals do not always understand the role of psychologists in educational settings. However, educational demands exist in psychologists’ daily work in a range of contexts, indicating the relevance of this field and the urgency to improve psychologists' qualifications. Considering that Brazilian professional development programs for educators and psychologists are usually restricted to technical learning, often ignoring professionals’ real needs and claims, this research aimed to develop a special type of professional development program looking at the group as a source of development, in order to rethink professional development process from within a collaborative perspective. Research data was generated from a professional development program offered for psychologists and professionals who work within educational settings. This programme involved collaborative group work and was organized and conducted in such a way as to create conditions for change. Concepts of cultural-historical theory – social situation of development, crisis and perezhivanie – were used as analytic tools for data analysis. Analysis indicated the importance of the group as a source of development through dialogue and the co-construction of new ideas and possibilities.

APROXIMACIONES CONCEPTUALES DESDE LA ESCUELA VIGOTSKIANA A LA TEORÍA DE LAS REPRESENTACIONES SOCIALES

O artigo pretende desenvolver uma releitura desde os núcleos teóricos e conceitos da escola histórico-cultural e da teoria das representações sociais. A escola histórico-cultural de influência marxista, longe de supor uma anulação do sujeito, mostra como se expressa o pisco-social desde a relação pensamento-linguagem até as categorias de experiência, zona de desenvolvimento próximo e situação social de desenvolvimento. Para os autores, o homem é um ser social e as singularidades da personalidade são expressão de várias gradações dos universais e contextuais. Igualmente, a teoria das representações sociais aborda o amplo impacto de um contexto social-relacional na conformação das noções da realidade e tem um alto impacto nas ciências sociais. Uma aproximação desde o enfoque histórico-cultural permitiria aprofundar e ampliar arestas da teoria das representações sociais que podem contribuir ao desenvolvimento da psicologia. A análise resulta proveitosa para áreas do campo geral e social da psicologia.

The special features оf fоrmatiоn оf infоrmatiоn culture in yоung teenagers

Statement of the problem : The process of formation on information culture of the young teenagers is very complicated and many-sided. It needs for more detailed and thorough consideration of scientists because it is no unified complex approach to this problematic. Aim : the theoretical grounding of the features of formation of information culture in young teenagers. Main results of research : the features connected with transformation of organism of the young teenagers that condition the formation of information culture are: the heightened activity and significant raise of energy, specific manifestation of the mental activity of young teenager, heightened emotionality, heightened fatiguability. The cognitive sphere of the young teenagers also changes; this process is characterized with the certain features that condition the formation of information culture. In this period the perception, attention, imagination, thinking and memory are changed. The main feature of imagination is the clearly expressed fantasy. The special features of perception are: planned character, consistency and superficiality. The special features of attention are: increase of volume, concentration and stability. The special features of thinking are the increase of diapason and flexibility. The special feature of memory is the increase of amount of memorization of abstract material. The special features of emotional-willing sphere are: ability to the willing activity; continuousness and stability of feelings. The special feature of motivational sphere is purposefulness, activity and the deepness of interests. Situation of social development at the young teenager period has the important special features: communication with people of same age, striving for independence, “feeling of being adult”, the main kind of activity in this age stays the study. The formation of information culture of the young teenagers in conditions of the general educational institution has several features: obtaining of the primary skills of scientific activity, intellectual activity, intellectual self-affirmation in studying, inclination to experiments, generation of worldview of the young teenager, formation of esthetic feelings of the young teenager. Scientific novelty of the results of research : The special features of formation of information culture of the young teenagers at the educational process were considered. Conclusions and concrete suggestions : So, taking into account the aforesaid features of the young teenagers we can attain the effective results in the formation of information culture. Then, it is necessary to elaborate and introduce the new pedagogical conditions, content and methods of their realization

基于增强回归树的房价影响因素分析—以波士顿地区为例

房价是反映一个地区经济社会发展水平和状况的重要指标，对其影响因素以及影响的方式和程度进行探究具有理论价值和现实意义。增强回归树是近年来机器学习领域备受关注和推崇的一种非参数建模分析方法，具有建模效率高、模型结果易于解读等优势。本文以美国波士顿地区的历史房价数据为例，采用增强回归树方法来探寻该地区房价的主要影响因素，并比较不同因素在回归树中的相对影响强度。本文得出的结论可为我国某些中心城市的房价调控政策提供参考。 Housing price is a very important index which can reflect the economic and social development level and situation of a certain region or city. It is of great theoretical value and practical meaning to study important factors influencing housing price as well as their influence patterns and magnitude. Boosting regression tree has been recently developed as one of the most prevalent nonparametric modeling methods in the fields of machine learning, which has desirable properties such as high efficiency as well as easy-interpretation. In this paper, we take the housing price data in Boston as an example and try to analyze factors determining housing price based on Boosting Regression Tree method. We identify some relatively significant factors by comparing their relative importance in the model and also investigate their influence patterns. Results in this paper could be reasonably extended to housing price researches of some Chinese first-tire cities.