Social Situation Of Development Research Articles

The First Year Developmental Crisis: Origin of Cultural Action.

According to the conception of cultural historical psychology, introduced by L. S. Vigotsky, the first year of a child’s life represents a specific period of development or the first psychological age. Psychological development should be differentiated from biological development and have proper objective indicators. Psychological development starts with the possibility of initial cultural communication between an adult and child, within a unique kind of social situation of development. The goal of the article is to describe the content of the crisis of the first year of life as a psychological phenomenon and to propose psychological and neuropsychological indicators for qualitative assessment of the progress of psychological development at the end of the first year of life. The article opens the discussion about guiding the activity of the first age, new psychological formations of the crisis of the first year, and qualitative changes in the social situation of development. The content of the first psychological age and crisis is presented in the article, according to proposals of cultural historical psychology. Future interdisciplinary research should be continued in order to establish optimal strategies for adult and child interaction during a stable period of development and the crisis of the first year.

Teacher’s creation of conditions for peer interactions and relationships

Teachers have the ability to influence a child’s sense of belonging and peer relationships in the classroom which are important for a child’s social development. Currently, little is known about the ways in which they do this. Vygotsky’s concept of the social situation of development and Hedegaard’s model for learning and development were used to discuss the conditions teachers created that promote peer relationships within the classroom. Digital video observations and interview of one grade 1 classroom teacher from the western suburbs of Melbourne, Victoria were analysed using Hedegaard’s dialectical-interactive approach. This paper demonstrates how the societal demands on institutions influence the activity settings that students participate in and argues that teachers need to create conditions for peer interactions that satisfy societal needs as well as being meaningful for their students and their social situation of development.

Collective play: the new conditions for children’s development in an institutional care setting

ABSTRACT Although abundant evidence demonstrates that play is the source of development for preschool-aged children in various cultures, few studies have investigated the role of adult-children collective play in supporting the development of children in institutional care settings. This study examined whether and how a play-based programme created developmental opportunities for children in an orphanage in China. The focus child, Shanshan (pseudonym), three years and seven months old, was observed in the natural setting of an orphanage. Relevant to this paper, digital video observations and fieldnotes were used for data collection. The cultural-historical concepts of play and the social situation of child development were used to analyse how Shanshan changed through a ten-week intervention. Findings suggest that even within a short period of time, the implementation of collective play changed the social situation for the child in institutional care, and had considerable impact on the child’s play development and engagement. This study contributes to understanding how collective play can act as an effective intervention strategy for children in institutional care.

Environmental risk analysis of surface water based on multi-source data in Tianjin Binhai New Area, China.

The study on environmental risk of surface water is of great practical significance for the ecological security of water environment and water pollution treatment, and it can provide a certain reference basis for risk prevention and control of water environment. The Tianjin Binhai New Area faces severe water shortage and serious water pollution, but few studies have been reported on surface water environment risk in this area. Therefore, in this study, based on Gaofen-6 remote sensing image, the factors including land use, landscape index, population density, and enterprise source are integrated to develop the evaluation model of surface water environment risk index. It is developed using analytic hierarchy process from two aspects of hazard of risk source and sensitivity of risk receptor. The comprehensive risk of Tianjin Binhai New Area is classified using mean standard deviation method. The result indicates that the developed model could better quantify the impact of various factors on the surface water environment, and comprehensively and accurately depict the spatial distribution of surface water environmental risk. Generally, the areas of higher and high risk grades are mainly concentrated on the west of Binhai Street, Beitang Street, and Hangzhou Road Street. The risk grade in most other areas is medium, and it is low in coastal and northernmost areas. This study not only clarifies the distribution of surface water environmental risks in Binhai New Area, but also develops an evaluation model, which can provide reference for the evaluation of water environmental risks in other areas. Through the investigation and research on the current situation of water pollution, social and economic development, and other factors of the streets and towns in Binhai New Area, it is found that in recent years, the urbanization of Binhai Street, Beitang Street, and Hangzhou Road Street has developed rapidly, and the intensity of human activities is high, which has a great impact on the water environment. The research results are consistent with the actual situation, which can provide theoretical and technical support for the prevention, control, and management of water environmental risks in Binhai New Area.

The Study on the Evaluation System of the Implementation of the National Fitness Policy under the Health China Strategy

The policies formulated and promulgated by the state provide institutional guarantee for the development of national fitness in China. After the policy is promulgated, it needs to go through complex stages of evaluation and feedback in order to achieve the goal of the policy. In these stages, the policy stage is the key to the transformation of the national fitness policy from the text to practice. However, for a long time, the local government of our country once focused on the policy-making and ignored the policy which also led to the of the national fitness policy in some places is not optimistic, choose to implement, flexible implementation, resist the implementation and so on, which eventually made it difficult to realize the public sports interests carried by the national fitness. In fact, the phenomenon of the national fitness policy block also reflects that the local government's policy still needs to be improved. Executive power, as the vitality of government administration, is the main responsibility of local government. Its strength reflects the effect of government serving local people, affects the overall situation of local economic, social and cultural development, and the practical interests of local people. Therefore, a detailed and comprehensive analysis of the of the local government's national fitness policy and the construction of the corresponding evaluation system of the of the national fitness policy are of great significance to effectively supervise the of the national fitness policy, improve the efficiency and effect of the national fitness policy, and realize the construction of a healthy city, It will be of great practical significance to realize the healthy development goal of national fitness.

Strategy Research on Accelerating Green and Low-Carbon Development under the Guidance of Carbon Peak and Carbon Neutral Targets

Since September 2020, General Secretary Xi Jinping has made seven solemn promises to the world that China will achieve “carbon peak” by 2030 and “carbon neutral” by 2060. Under the guidance of carbon peak and carbon neutral targets, it has become an inevitable choice for China to accelerate green and low-carbon development. Developed countries started earlier on the road of emission reduction and have accumulated rich experience with relatively sound relevant laws and regulations. This paper studies and analyzes the emission reduction status of developed countries, and summarizes and summarizes the practical experience that can be used for reference from five aspects: scientific planning of emission reduction path, establishment and improvement of institutional system, gradual improvement of carbon price mechanism, breakthrough in energy conservation and emission reduction technology, and comprehensive implementation of circular economy. On this basis, combining with the current situation of economic and social development in China, Suggestions are put forward from four aspects: policy guidance, market mechanism, technological innovation and circular economy.

Guided reading – Working within a child's zone of proximal development

Research has shown that exposing children to rich literacy practices gives children a strong start that will influence lifelong success in learning, wellbeing and participation in civic life. Yet there is a lack of theoretical rigor in the vociferous debate about how best to teach reading. In this paper we address this issue as we explore how teachers can reconceptualize the practice of guided reading by drawing on the principles of development of Vygotsky's cultural-historical theory. We discuss how literacy and reading are described in Australian policy documents, and how the practice of guided reading is described in literature. We use Vygotsky's theoretical concepts, in particular the Zone of Proximal Development, to suggest how teachers can reimagine guided reading, and use this metacognitive framework when evaluating teacher practice. Data drawn from a questionnaire, completed by 30 Australian teachers, was analyzed using reflexive thematic analysis to advance this discussion. In so doing, we highlight the need for teachers to move beyond a conceptualization of guided reading as ‘a social situation’ in-and-of-itself, cautioning that not every social situation will necessarily lead to child development. Rather, we underscore the necessity that teachers understand guided reading to function as ‘a social situation of development’.

“Eu não deveria ter saído de lá! Gosto de estudar!”: Os desafios de pessoas com Transtorno do Espectro Autista para escolarização

Este estudo analisou as vivências escolares de pessoas adultas com Transtorno do Espectro Autista (TEA) para evidenciar aspectos que as potencializaram e/ou as fragilizaram no prosseguimento ou interrupção da escolaridade. A abordagem histórico-cultural de Vygotski constituiu o aporte teórico desta pesquisa, que utilizou a narrativa de vida e teve como unidade de análise a categoria vivência. O estudo envolveu quatro indivíduos oralizados, com idades entre 30 e 36 anos, sendo três do sexo masculino e um do sexo feminino, no município de Maceió-Alagoas-Brasil. Os dados foram produzidos a partir de entrevistas narrativas, e, dada a diversidade das habilidades comunicativas de pessoas com TEA, utilizou-se o Sistema de Comunicação Alternativa para Letramento de Pessoas com Autismo (SCALA), uma tecnologia assistiva, de forma suplementar, a partir do seu módulo de Narrativas Visuais para a construção das histórias dos seus espaços escolares. Constatou-se que os participantes vivenciaram as fragilidades do sistema escolar para lidar com suas especificidades e que as vivências nos espaços escolares refletiram nas suas escolaridades, com impactos no desenvolvimento, constituição, posição social e nas apropriações e atividades no mundo. Entretanto, as potencialidades da mobilização das mães para a inclusão escolar e social constituíram seus alicerces de vida. Sendo os participantes com TEA parte da Situação Social de Desenvolvimento (SSD) e das suas relações com meio, as situações e os acontecimentos vivenciados influenciaram no desenvolvimento psicológico e lhes foram orientadores em seus posicionamentos e nas suas características pessoais.

Using Rural Planning to Promote the Integration of Primary, Secondary and Tertiary Industries in Rural China

Rural planning plays an important role in rural industrial integration, but there are few researches on the planning methods of rural industrial integration in China at present. Therefore, learning from the successful experience of developed countries and combining with the current situation of rural economic and social development in China is an important means and basic idea to explore the rural planning method of guiding the integration of primary, secondary and tertiary production in rural areas in China.

The Influence of Artificial Intelligence on French Interpretation Teaching and Its Development Prospect

As interpretation courses are generally offered in colleges and universities, French interpretation courses not only reflect the similarities between French interpretation courses and English interpretation courses, but also have many special features. With the development of science and technology, artificial intelligence translation tools are also the product of social development, which has a vital influence on both interpretation work and interpretation teaching. This paper not only introduces the situation of artificial intelligence translation products, but also introduces its influence on French interpretation teaching, which is the representative of minority language, especially it plays an important role. This paper also introduces methods on how to cultivate talents who are suitable for the current situation of social development, These talents should not only with high-level interpretation skills, but also with diversified and compound skills.

A Modern Approach To The Psychological And Pedagogical Diagnosis Of Developmental Disorders In Children

The article highlights the issues of psychological and pedagogical diagnostics of children with developmental disorders. It has been substantiated that mental processes and personality traits are not the result of the maturation of individual zones or areas of the brain. They take shape in ontogenesis and depend on the social situation of the child's development.

PSYCHOLOGICAL FEATURES AND SYMPTOM COMPLEX OF TRANSITION PERIOD OF CHILDREN 67 YEARS OLD

The article considers the issues of psychological features and the study of the symptom complex ofchildren in the transition from preschool to primary school age, which allowed to deepen the theory ofmental development to create child psychology of crisis and get data for a sound education strategy.The transition period from preschool to primary school age is a crisis period. Its main feature is thatthe negative symptoms, with the growth of which is the growth of positive, is the shadow, the reverse side ofthe positive changes that unfold in the structure of the child's personality. Awareness of the role of thestudent is one of the leading links in the social situation of development (along with the claim to the role ofan adult and the desire for independence). School, as an important social factor influencing children, playsa dual role: on the one hand, it can prevent the phenomena of subjective crisis, on the other – deepens thecontradictions of the transition period, which may result in the same phenomena of subjective crisis. Taking into account the psychological characteristics of children in transition from preschool to primary schoolage means building communication with them on the basis of humanism, taking into account not onlypositive emotions but also their negative experiences: the impact of an optimistic view on the nature ofchild development. The strategy of age and individual approach in this age period is to develop positiveformations of children, which unfold according to their negative psychological characteristics. Key words: child, crisis, symptom complex, mental development, transition period.

Od małego „Dyzia” do dorosłego „rycerza z La Manchy”. Analiza problemu marzycielstwa u dzieci i młodzieży z perspektywy kulturowo-historycznej teorii rozwoju

This study describes the issue of maladaptive daydreaming. This phenomenon is becoming a contemporary educational problem because it limits the development potential of children and adolescents as well as their interpersonal relations. The field of possible understanding of maladaptive daydreamingin relation to terms related in meaning was outlined, as well as the current attempts at its scientific conceptualization. In my analysis, I go beyond the dualistic understanding of the children’s real and imaginary world, referring to the cultural-historical theory of the development of creative imagination as a higher mental function as an internalized system of social relations. From this perspective, the phenomenon of daydreaming in children and adolescents, in relation to reality, is not treated in a dichotomous way, but as a social development situation.

Феномен «психологическое благополучие» в контексте социальной ситуации развития

In the article, the phenomena of “psychological well-being of the individual” is considered in the con-text of the cultural-historical theory of L.S. Vygotsky, in particular, the statement he developed on the “social situation of development”, which is based on the child’s experience of his environment and himself in this environment. Attention is drawn to the complexity and ambiguity of the very concept of “well-being” from the standpoint of the cultural development of the individual, to the motives and emotions that determine the emergence and nature of the feeling of satisfaction with oneself, one’s actions and one’s life. The assumption is discussed that psychological well-being can be understood as an indicator of the psychological health of a person, which is one of the most important states of a person and is associated with the moral development of a person. It is shown that the main condition for the “emergence” of a feeling of psychological well-being and its orientation lies in the interaction of the phenomena of “culture” and “education” and the deep mutual enrichment of the processes of training and education based on the integration of rational and emotional cognition of the world by a growing person at each stage of ontogenesis.

НАУКОВИЙ ЗМІСТ КАТЕГОРІЇ «СОЦІАЛЬНО-ПРОФЕСІЙНА ЗРІЛІСТЬ» ОСОБИСТОСТІ

The concepts of «personal maturity» and «professional maturity» are often used in the literature, which are not identical since they describe different psychological realities. Personal maturity is defined by the authors as a key new formation of age, which radically changes the previous social situation of development, as a psychological new formation. That is, professional maturity may be a relatively autonomous entity that does not necessarily correlate with personal growth. Personal maturity is characterized by a process of internal personal transformation, the source of which is the individual's need for self-actualization and sense of identity. Autonomy is determined as the most important feature. Personal maturity within the functional approach framework is considered as a self-regulatory system, where the main function is the transformation (regulation) of the ontogenetic development process into a purposeful, systemic, personality-given process that acquires individual features in the means, conditions and purposes of this development. It is known that the effectiveness of socio-pedagogical activities largely depends on the level of training, theoretical knowledge and practical skills of the teacher, one’s skills and abilities to establish contact with the student. In our opinion, the best indicator of the quality of socio-pedagogical training, primarily, is the effective implementation of future professional activities. We believe that the criterion for ensuring the effective performance of professional duties is a high level of future teacher’s socio-professional maturity development. Social maturity consists of individual components like any complex, integral phenomenon. Certain states of personality that accompany one’s activities in various spheres of public life act as such components. There are many approaches in the scientific literature to building the structure of social maturity and to identifying the components that are of most importance and play the role of «supporting element» of the «core» of social maturity.

Личностная тревожность и ее проявление в младшем подростковом возрасте.

This article gives the concept of anxiety and disturbance as an object of research in various psychological scientific schools, as well as the characteristics of personal anxiety in early adolescence, which are directly related to the social situation of development and the leading activity of this age period. It also highlights the main caus-es of personal anxiety in early adolescence. The object of the research is anxiety and disturbance. The subject is personal anxiety in early adolescence. The aim of the study is to identify and characterize the features of personal anxiety in early adolescence. The following research methods were used: theoretical analysis of literature and sources, hypothetical-deductive method, modeling method. The results obtained are the basis for further empirical and practical work in this area.

Investigation on Gender Equality and Social Development of Ethnic Minorities Based on Computer Big Data

With the iterative development of computer big data technology, it is applied to the survey of gender equality of ethnic minorities. It is found that at least half of them are at a higher level of gender inequality based on gender equality indicators, which indicates that there are big problems in social development and gender equality of ethnic minorities. Based on this, this paper first analyzes the current situation and problems of gender equality and social development of ethnic minorities, then carries out a survey of gender equality and social development of ethnic minorities based on computer big data, and finally gives the countermeasures and suggestions for gender equality and social development in minority areas.

Children’s Virtual Worlds and Friendships during the covid-19 Pandemic

From March 2020 in Australia, the covid-19 pandemic resulted in regulations for social distancing, which meant that students were homeschooled. Social distancing exponentially increased the exposure of most young children to digital technology such as touchscreens (iPads) and digital flip cameras. This study focuses on two seven-year-old children who maintain their friendship during covid-19 by imaginary performances and playing virtual games. A cultural–historical approach is used in the study to analyze the children’s experience as they connect through virtual worlds and build imaginary spaces, contributing to sustaining their relationship during challenging times. Findings indicate that the children built a collective social situation of development integrating sophisticated imaginary, real and virtual worlds. The children’s perspective – their motive orientations and intentions towards a new social situation provided new opportunities for learning in a virtual imaginary world. The combination of a real, an imaginary and a virtual world supported the children to experience a range of emotions including joyous moments, empathy and attunement as they encouraged each other to participate.

Cultural-historical study of crises in child role adjustment during transition to school within a bi-cultural context

ABSTRACT There is a consensusthat the crises children encounter during the transition period might impact negatively on children’s learning and development. However, from cultural-historical perspective, qualitative leap in development can hardly be achieved without crises. This paper, drawing upon cultural-historical theory as the framework and by using ‘role adjustment’ as the unit of analysis, discusses what the crisis means for children’s learning and development. Through a case study of two second generation Chinese Australian children’s role adjustmentin school transition, this paper finds that the crises provide both potentials and dangers depending on how the crises are managed within the child’s social situation of development. It argues against the advocates for making children’s transition seamless, as it is important to utilize the developmental potentials of crises instead of eliminating them. It also enriches the cultural-historical studies by exploring not only the developmental aspect but also the dark side of the crises.

Адаптационные аспекты социальной ситуации развития подростков в условиях обучения в организации среднего профессионального образования

The study aims at theoretical analysis and empirical identification of adaptive aspects of the social situation of adolescents' development to the new learning conditions. The article presents the materials of the first stage of the empirical study obtained on a sample of 1st-year students of the Moscow organization of secondary vocational education. The study involved 500 respondents aged 16 to 17 years, of which 92% were female. The study included measurements on 7 scales for 5-7 days. We used a projective closed method for assessing the formation of the components of educational activity (it includes two options: for boys and girls). The obtained data suggest that the natural process of adaptation of adolescents to the new conditions of college education is based on its complementary components. At the same time, entering a new situation of social development is accompanied by the emergence of a number of contradictions between the actual needs of a young person and the conditions for their satisfaction. The need to form a system of interpersonal relationships with both peers and significant adults (teachers) actualizes the need for self-affirmation, which is characteristic of the younger adolescence, the previous stage of personal development. The revealed contradiction leads to the formation of an uncertain professional picture of the world.