Knowledge as a Non-equilibrium Dynamic System

Oseledchik, Mikhail; Ивлева, Марина; Ivlev, Vitaly

doi:10.2991/iccessh-17.2017.1

Cited by 42 publications

(39 citation statements)

References 5 publications

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“…These interactions include the child's interactions with adults (parents and teachers), with other children (in the family and outside the family), with objects (toys, play, and learning tools) as subjects and components of the surrounding social environment. In all of these types of interactions, the child also acts as an object that receives influences from others, also as a subject of its activity, extending it to other people and objects around [10].…”

Section: Subject-environment Interactions As a Condition Of Devementioning

confidence: 99%

Socio-communicative Development of Children of Early and Preschool Age in the Context of Subject-Environment Interactions

Lidskaya¹,

Panyukov²

2019

Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)

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A prerequisite for the social and communicative development of children of early and preschool age is the development of their communicative abilities, which allows them to participate in joint activities. Using the ecopsychological typology of subject-environmental interactions (V.I. Panov), the analysis of the ability of communicative interactions of early age children, as well as the basic models of parental behavior with children (A.A. Rean), was carried out. It is shown that the communicative interactions of early age children with adults, children, and toys depend on their importance for the child and vary from object-object and subject-object in the direction to subjectgenerating and subject-joint types of subject-environment interactions. Moreover, a necessary condition for such dynamics is the assistance of an adult in shaping the child's need for communication and joint actions. Further, it is shown that of the three models of parental behavior cited by A.A. Rean, only the first model ("authoritative parental control") contributes to the development of communicative interactions with the child, which have the character of joint actions. Keywords-social and communicative development; children of early and preschool age; ecopsychological typology of subjectenvironment interactions; communicative interactions; children; adults; models of parental behavior I. INTRODUCTIONThe social and communicative development of children of early and preschool age is a prerequisite for the socialization of the child in the social environment and has a significant impact on his socialization in more adult age. The primary social environment for the development of social and communicative abilities, of course, is the family environment, children's and parent-child relationships.The development of communicative abilities of children of early and preschool age in interactions with the social environment was considered by many researchers. These studies were devoted to the study of the genesis of communication and joint activities in early and preschool years [1], the formation of the child's personality in communication [2], the characteristics and ways of developing communication skills of preschool children [3] [4]. At the same time, different authors agree that:In the most general form, the preschooler's communicative abilities are understood to be his ability to consciously manage his behavior and speech in accordance with the goals of communication;Development of communicative abilities of a preschooler and his personality occurs in interaction with adults and other children. This idea, formulated by L.S. Vygotskiy [5], is also confirmed in the works of modern, including foreign, specialists, one of those publications is called: "The interaction between teachers and children is the main mechanism by which children learn and develop"[6]; the necessary condition for the development of communicative abilities of children of early and preschool age is communication in joint activities, most often in play activities.But can a...

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Section: Subject-environment Interactions As a Condition Of Devementioning

confidence: 99%

Socio-communicative Development of Children of Early and Preschool Age in the Context of Subject-Environment Interactions

Lidskaya¹,

Panyukov²

2019

Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)

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“…For our research, it is of crucial significance that knowledge is a nonequilibrium dynamic system [4]. Knowledge is always an open self-organizing heterogeneous system for exchanging information with the environment.…”

Section: The Concept Of Knowledge Diffusionmentioning

confidence: 99%

Channels of Knowledge Diffusion

Oseledchik¹,

Ивлева²,

Ivlev³

2019

Proceedings of the 4th International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2019)

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“…The difference between the material and mental world is that the objects of the first world have physical properties (mass, charge, inertia, etc), while the objects of the second world do not have them because they are pure information. The objects of the second world in and of themselves are fleshless and bodyless as the information content of the neurodynamic systems [23].…”

Section: Spatial Characteristics Of Mental Phenomenamentioning

confidence: 99%

Study on the Spatial Characteristics of Mental Phenomena

Gubanov¹,

Gubanov²,

Турова³

et al. 2019

Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019)

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In this paper we show that the ancient philosophers Democritus, Plato, Aristotle postulated the spatial localization of the soul. However, a view that spiritual phenomena have no spatial characteristics had become widespread after Descartes. In our opinion, this view is ungrounded. In this paper we use the data of modern psychology, psychiatry and neurophysiology to prove that sensory images (feelings, perceptions, ideas) have the following spatial characteristics: localization, extra-projection, and structure. Non-sensory elements of the consciousness (reasoning, emotions, needs) have spatial localization and spatial structure. Keywords-space; localization of soul; types of existence; spatial parameters of sensory and mental images; the law of spatial projection of sensory images; subjective space I.

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Knowledge as a Non-equilibrium Dynamic System

Cited by 42 publications

References 5 publications

Socio-communicative Development of Children of Early and Preschool Age in the Context of Subject-Environment Interactions

Socio-communicative Development of Children of Early and Preschool Age in the Context of Subject-Environment Interactions

Channels of Knowledge Diffusion

Study on the Spatial Characteristics of Mental Phenomena

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