Structural dialectical approach in psychology: problems and research results

Communication between teacher and child in early child education: Vygotskian theory and educational practice / La comunicación entre profesor y alumno en la educación infantil: la teoría vygotskiana y la práctica educativa

“…Algunos experimentos anteriores (Veraksa et al, 2013) realizados entre 2009 y 2011, con niños de cuatro y media y cinco años, demostraron que la resolución de problemas de este tipo activa el pensamiento creativo de los alumnos de preescolar; este es el resultado de un experimento de dos años en el que se revelaron diferencias significativas en el grupo experimental. Si no se organiza premeditadamente una experiencia de este tipo, la habilidad para resolver situaciones contradictorias no solo deja de incrementarse en la edad preescolar, sino que llega incluso a decrecer durante la escuela primaria (Belolutskaya, 2006).…”

“…A former experiment (Veraksa et al, 2013), conducted in 2009-11 with fourand-a-half-to five-year-old children, showcased that solving problems of this type activates the creative thinking of pre-school students; as a result of a two-year experiment, significant differences were revealed in the experimental group. If such an experience is not organized on purpose, this ability to solve contradictory situations not only does not grow at pre-school age, but even decreases in primary school (Belolutskaya, 2006).…”

Dialectical Thinking: A Proposed Foundation for a Post-modern Psychology

“…A new tool emerges, and it can serve not only for the registration of some occurring events but also for their anticipation. It formed the basis of a research area that came to be known in Russia as “structural-dialectical developmental psychology” ( Bayanova, 2013 ; Veraksa et al, 2013 ).…”

“…It does not, however, specify any metacognitive capacities for discovering how to overcome contradictions thereby integrating the oppositions and creating new knowledge. Third, how to understand naive dialecticism in relation to the roots and forms of dialectical thinking found even in preschoolers by Russian psychologists ( Shiyan, 2008 ; Bayanova, 2013 ; Veraksa et al, 2013 ), as well the “post-formal” organization of dialectical thinking studied by Basseches (1984) and his neo-Piagetian successors, are important questions for future study.…”

Berättelser som redskap för att föra och följa resonemang

“…Dialektiskt tänkande, vilket innebär att urskilja objekt och händelser i förhållande till olika sammanhang och även i kontrasterande sammanhang (föreställa sig en händelse i omvänd ordning eller bilda motsatspar), är enligt Veraksa et al (2013) stöd för att barn ska förstå processer och relationer i och mellan omvärldsfenomen. Samtidigt är denna form av tänkande en kreativ process som inbegriper förmågan att mentalt hantera skeenden som kanske inte uppstår naturligt eller är del av barns erfarenhetsvärld.…”