Psychological and pedagogical ideas of A.V. Zaporozhets. Preface Zaporozhets and biography

Alexander Vladimirovich Zaporozhets(September 12 (August 30), 1905, Kyiv, Russian Empire - October 7, 1981, Moscow) - psychologist, full member of the Academy of Pedagogical Sciences of the USSR (1968), Doctor of Pedagogical Sciences (1959), professor (1960).

Biography

Graduated from the pedagogical faculty of the 2nd Moscow State University (1925-1930).

In 1929-1931 employee of the Academy of Communist Education.

In the 1920-1930s, he was one of Vygotsky’s five closest Moscow students (Zaporozhets, Bozhovich, Morozova, Levina, Slavina).

Since 1931 in Kharkov at the Ukrainian Psychoneurological Academy; at the same time, since 1933 - associate professor, since 1938 - head of the department of psychology at the Kharkov Pedagogical Institute.

In 1941-1943 he worked in the experimental hospital for the restoration of movements at the Institute of Psychology (Sverdlovsk region).

In 1943-1960 - associate professor, professor of the psychology department of Moscow State University; in 1944-1960 - head of the laboratory of psychology of preschool children at the Scientific Research Institute of Acute Physical Education; organizer, since 1960 - director of the Research Institute of Preschool Education.

In 1965-1967 - Academician-Secretary of the Department of Psychology and Developmental Physiology, in 1968-1981 - Member of the Presidium of the Academy of Pedagogical Sciences of the USSR.

Scientific activity

Developed issues of general and child psychology, psychology of sensory processes and movement; contributed to the psychological theory of activity. Together with his students, he created a theory of sensory and mental development of the child, which helps solve problems in the upbringing and education of preschoolers. He criticized the tendency to artificially “stimulate” mental development and premature inclusion of the child in complex forms of educational activity. He introduced into preschool pedagogy the concept of amplification (enrichment) of a child’s development through the optimal use of specifically children’s activities. In this regard, he perceived the transition to schooling for children from the age of 6 critically, believing that the extension of childhood is the greatest achievement of human civilization.

Bibliography (basic)

Zaporozhets, A.V. and Lukov, G.D. Development of reasoning in a child of primary school age // Scientific notes of the Kharkov State University. ped. Institute (About the development of worldliness in a child of a young age // Naukovi Zapiski Kharkiv. State Pedagogical Inst.), vol. VI, 1941.
Leontiev A. N., Zaporozhets A. V. Restoration of movements. Study of hand function recovery after injury. M., 1945.
Zaporozhets A.V. Development of voluntary movements. M., 1960
Elkonin D. B., Zaporozhets A. V., Galperin P. Ya. Problems of developing knowledge and skills in schoolchildren and new teaching methods at school // Questions of psychology. - 1963. - No. 5
Zaporozhets, A.V. Selected psychological works: In 2 vols. M., 1986

Literature

Wenger L. A. A. V. Zaporozhets and his contribution to Soviet psychology. Questions of psychology, 1985. No. 4. P. 121-125
Dubovis D. M., Khomenko K. E. Issues of artistic perception in the works of A. V. Zaporozhets (To the 80th anniversary of his birth) (idem). - Questions of psychology, 1985. No. 5. P. 117-123
Aranovskaya-Dubovis D.M., Zaika E.V. Ideas of A.V. Zaporozhets on the development of the personality of a preschooler. Questions of psychology, 1995. No. 5. P. 87-99
Zinchenko V. P. Formation of a psychologist (To the 90th anniversary of the birth of A. V. Zaporozhets) 1995
Titova N. I. Humanistic foundations of raising children in the scientific heritage of A. V. Zaporozhets 2001
International conference “Science of Childhood and Modern Education”, dedicated to the 100th anniversary of the birth of A.V. Zaporozhets, December 6-8, 2005.
Kudryavtsev V. T. A. V. Zaporozhets: from the idea of the intrinsic value of childhood - to the principles of self-determination and amplification of child development (idem) 2005
Zinchenko V. P. Alexander Vladimirovich Zaporozhets: life and creativity (from sensory action to emotional) // Cultural-historical psychology, 2006(1): doc/zip

This collection includes articles on issues of psychology of the preschool child, which have already become classic. The first edition of the book has long been a bibliographic rarity. The authors of the articles are the most famous domestic psychologists: A.N. Leontiev, A.R. Luria, D.B. Elkonin, A.V. Zaporozhets, L.I. Bozhovich and others. The collection is intended for preschool workers, psychologists, parents, and anyone interested in psychology.

PREFACE

The names of the authors of the articles included in this collection - A.V. Zaporozhets, A.N. Leontiev, A.RLuria, D.B. Elkonin - suggest an appeal to the most significant problems of psychological science, an analysis of the most pressing issues. Small in volume, the collection amazes with the volume of ideas contained in it. The articles devoted to the psychology of preschool children reveal the foundations of one of the most significant approaches to development in Russian psychology - the approach developed in the scientific school of L.S. Vygotsky. These foundations still arouse keen interest and heated discussions, both when discussing purely theoretical problems and when constructing educational practices.

The authors of the collection write that their works are devoted to “... the development of constructive and playful activity of a preschool child, ... issues of the development of thinking, memory, speech in preschool age...” The most significant thing is that all the presented research is aimed at building a unified concept of child development, to analyze the specifics of development at the stage of preschool childhood. This concept is based on the basic principles of the theory of L.S. Vygotsky, whose students were most of the authors of this collection.

It is no coincidence that the collection is devoted to the analysis of the developmental features of a preschool child. It is this age that most expressively and clearly manifests the main problems of mental development; here many new formations that are essential for all subsequent periods begin to take shape.

One of the main problems that the authors of the collection address is the problem of development. Development is understood as a sequence of transitions from one qualitative stage to another. The content of such transitions is manifested in the main new formations (L.S. Vygotsky) of each age level. Such neoplasms are holistic in nature; they restructure the child’s psyche as a whole and only manifest themselves in individual functions and individual behavioral acts. Thus, following L.S. Vygotsky, the authors implement an approach to analyzing the child’s psyche. which can be called holistic genetic. This approach considers development through the change of the most significant units essential for development, integrating all other changes. In this case, the psyche is considered as some holistic, systemic (according to L.S. Vygotsky) formation, the development of which rebuilds all structural components.

(1905–1981)

Scientific creativity of A.V. Zaporozhets is a bright page in the history of Russian psychology of the twentieth century. Alas, the current generation of facilitators and coaches are not very interested in such pages, since they do little to contribute to the prosperity of their business. But in our country, by some miracle, there are still psychologists, for whom the history of the life and work of an outstanding colleague can serve as a useful and instructive lesson. Therefore, today it is worth touching the pages of this vivid scientific biography and, from the perspective of the new century, reflecting on the legacy of the great predecessor.

Alexander Vladimirovich Zaporozhets was born on September 12, 1905 in Kyiv into a modest, poor family. It would be wrong, however, to conclude that he came from a family of ordinary people, but rather, on the contrary, rebels and rebels. Zaporozhets's paternal grandfather, a veteran of the Crimean War, upon returning from the trenches of Sevastopol to his native village, organized a peasant gathering, at which he called on his neighbors to appropriate the landowner's land. This initiative, naturally, ended in hard labor, but much later, during the years of Soviet power, it was encouraged - grandfather was awarded a hefty land plot near Bila Tserkva, where Sasha spent a lot of time as a teenager, combining feasible peasant labor with natural boyish amusements. One of his 11 children, Sasha’s uncle P.K., also inherited his father’s rebellious spirit. Zaporozhets, one of the first associates of V.I. Lenin's "Union of Struggle for the Liberation of the Working Class".

Sasha’s mother Elena Grigorievna (nee Mankovskaya) was also distinguished by her restless and rebellious character. In Kyiv, on Reiterskaya Street, there is still a house that belonged to the Mankovsky family in the 19th century. In 1889, this house became a safe house for the Mankovsky sisters, first the eldest, Anna Grigorievna, a member of Narodnaya Volya, and from 1893, the youngest, Elena Grigorievna, a member of the RSDLP, a natural history teacher. This house was repeatedly searched, during one of which Elena Grigorievna was arrested and then sent to hard labor.

As often happens, marriage and the birth of a child drove the wind out of the revolutionary’s wild head and prompted her to remember her feminine nature. Moreover, the boy was born weak and sickly and required constant care and attention. Thanks to his mother’s dedication, Sasha was able to get back on his feet, and the painful childhood illnesses could be forgotten. Even tuberculosis, to get rid of which the mother, at the cost of incredible efforts, took her son to seaside resorts, receded without leaving a trace.

At the age of 15, the future psychologist suddenly developed a passion for theater. Very young, he entered drama school and, while still a student, stood out for his brilliant talent as a character actor. The promising young artist was noticed by the famous Ukrainian director Les Kurbas and invited to his Berezil theater. Later, already as a psychologist, Zaporozhets more than once met with former colleagues from Berezil, who never ceased to complain about which actor was lost to the theater. But these years of a kind of apprenticeship were certainly not in vain - one cannot help but admit that for a real psychologist, a certain amount of artistry is a great advantage.

Already in his declining years, in 1981, Zaporozhets wrote an essay about his first theater teacher for a collection of memoirs about Les Kurbas. This short essay clarifies a lot about his subsequent professional choice. Zaporozhets writes: “I think the idea of a “transformed ruhu” (“transformed movement”) is worthy of close study, original and deep in its psychological content. A.S. Kurbas suggested that the actor, first of all, focus on the content of his role and the performance as a whole, comprehend it and feel into the inner world of the portrayed hero, get used to the system of relationships and circumstances in which the hero will act, and comprehend the social significance of his experiences and actions. At the same time, he considered it necessary to develop in the actor the ability to relax, relieve muscle tension, get rid of the power of cliches, rigidly fixed and pragmatically directed “instrumental” actions that limit the “degrees of freedom” of human motor skills, encouraging it to sound like an Aeolian harp in unison with the internal symphony thoughts and experiences of the person portrayed. Thus, a new and, from my point of view, very productive concept of actor’s expressiveness was put forward, in some respects similar to the system of scientific concepts about living human movement that is being developed in modern psychology.” Zaporozhets made an invaluable contribution to this system of concepts.

He further writes: “Kurbas, with his idea of building a philosophical theater, the assertion that the work of an actor and director should be built not on bare intuition, but on a conscious attitude towards the events depicted, on a deep understanding of their inner meaning, perhaps awakened in me without suspecting it, interest in psychology, in the scientific knowledge of the inner world of a person, in the study of the origin of his thoughts and emotional experiences, the process of formation of his personal qualities. All this prompted me to eventually leave the theater, enter the 2nd Moscow University and study psychology. I became a student of the famous Soviet psychologist L.S. Vygotsky... It turned out that, despite the deep difference between my previous acting and subsequent scientific activities, there is some kind of internal connection between them and what was previously comprehended intuitively, now had to become the subject of objective experimental study and conceptual understanding.”

Thus, A.V. Zaporozhets came to psychology with already established interests and his own problems. Here, in a new field, in a new environment, he truly found himself. Because what a Wednesday it was! Back in the 80s, B.V. Zeigarnik bitterly ironized: “Nowadays, everyone is their own Vygotsky.” In the 20s, Vygotsky was the real one! Zaporozhets entered the close circle of his students and followers.

The atmosphere of search that dominated theatrical art (and art in general) in those years left a deep imprint on the future scientist. According to Zaporozhets’ wife T.O. Ginevskaya, his first teachers besides Kurbas were V. Meyerhold and S. Eisenstein. It was under their influence that his program of psychological research and the strategy for its implementation took shape. Therefore, it is not at all by chance that in the second half of the 20s. Zaporozhets became a student and follower of Vygotsky, and not other, at that time much more famous psychologists, such as P.P. Blonsky, K.N. Kornilov, G.G. Shpet, with whom he also had the opportunity to study at the 2nd Moscow State University. It is no coincidence that Vygotsky sent Zaporozhets to Eisenstein’s studio to plan and organize joint research work, which, unfortunately, was not destined to come true.

The further, now scientific, fate of Zaporozhets was inextricably linked with Vygotsky’s school. At first, it consisted of five students of the same year - in addition to Zaporozhets, these were L.I. Bozhovich, L.S. Slavina, N.G. Morozova, R.E. Levin, - as well as two senior, but also very young scientists - A.R. Luria and A.N. Leontyev (they were soon joined by D.B. Elkonin, who arrived from Leningrad). However, we have to speak very conditionally about seniority, and about age in general. Vygotsky was only 5 years older than his youngest student, Zaporozhets. Perhaps, thanks to such closeness in age, this scientific team, which has done so much for the development of psychological science in our country, united more quickly and easily.

While still a student, Zaporozhets began working as a laboratory assistant at the Department of Psychology of the Academy of Communist Education named after. N.K. Krupskaya, which was headed by A.R. Luria. In 1929, Zaporozhets took part in expeditions to Altai, traveling over 1000 kilometers on horseback along mountain paths from village to village. The purpose of the expedition was to study the relationship between the characteristics of a child’s mental development and socio-cultural conditions from the point of view of the “theory of cultural-historical development”. The results of the expedition served as material for the first published work of the young researcher - “Mental development and mental characteristics of Oirot children.”

In the 30s Zaporozhets became part of the Kharkov group of psychologists led by A.N. Leontyev. Together with Leontiev and under his leadership, he carried out a number of works on the problems of the emergence and development of the psyche in phylogenesis. Together with Leontyev, he formulated the now widely known hypothesis about the origin of the psyche and the emergence of sensitivity. The main meaning of the hypothesis is that the emergence of sensitivity and the appearance of an indicative reaction are possible only in a situation of active action in a search situation. Zaporozhets himself began independent research in the field of child psychology, and then headed the psychology department of the Kharkov State Pedagogical Institute and led it until the beginning of the Great Patriotic War.

During this first period of independent scientific activity, Zaporozhets devoted his main attention to the study of the genetic connection between the external, practical, activity of the child and the development of his internal, mental activity. From this point of view, the development of children's perception, thinking, and imagination was studied.

Zaporozhets, together with his colleagues (D.M. Aranovskaya, O.M. Kontsevaya, K.E. Khomenko, etc.) began the first studies of children's perception in the mid-30s. The subject of the research was the perception of fairy tales, fables, children's plays, and illustrations for works of art. An analysis of the formation of aesthetic perception in children of preschool and primary school age led Zaporozhets to the conclusion that in this process there are expressive movements of children that perform the function of “assisting” the heroes of the works, when the child becomes, as it were, a participant in the events taking place. This series of studies allowed Zaporozhets to introduce the concept of the action of perception into psychology.

In the 30s A.V. Zaporozhets carried out a large series of studies on the development of children's thinking. Initially, it was shown that this process is based on practical generalizations that arise in the child when solving similar practical problems and consist in transferring the method of action formed when solving one problem to another. Contrary to the opinion of such authors as V. Stern and J. Piaget, a preschool child is capable of reasoning intelligently and consistently and drawing conclusions if he relies on sufficient experience in dealing with objects. The generalized experience of such actions with objects forms the basis for children’s assimilation of the meanings of words and the acquisition of a planning function by speech in the subsequent solution of practical problems. The study of the importance of practical activity for the development of thinking formed the basis of Zaporozhets’s candidate dissertation “The role of elements of practice and speech in the development of a child’s thinking” (1936). In the cycle of these studies, the idea that action, and not meaning, as Vygotsky believed, is the initial unit of analysis of thinking, clearly emerged.

Analyzing thinking, Zaporozhets was also looking for a criterion for the intellectuality of action. He was aware that the presence of reasonable content does not necessarily have to be associated with a reasonable intellectual form, for although form and content are one, they are not identical. Indeed, from the outside observer, for example, forms of instinctive behavior can be perceived as highly reasonable. Zaporozhets was looking for a criterion of intellectuality in a change in the form, structure of activity, and above all, action. In the article “Action and Intelligence”, he noted that “intellectual action, even in the simplest cases, is two-act in the sense that one action serves as a goal for another... The action, which was previously single, seems to split into two parts - theoretical and practical: understanding the task and its practical solution."

Such a structural division of intellectual action and the identification of semantic and functional differences between its structural components, or acts, which was carried out by Zaporozhets in the late 30s, prepared the ground for a broader generalization made by him in the post-war years. It concerns the structure of human activity and consists in identifying the indicative and executive parts within any act of activity.

Based on the generalization of these studies, Zaporozhets prepared a doctoral dissertation, the defense of which was to take place in July 1941. Unfortunately, the dissertation and all research materials from the Kharkov period were destroyed by a fascist bomb that hit the house where Zaporozhets lived.

During the Great Patriotic War, the scientist worked in hospitals to restore the functionality of the upper limbs of wounded Red Army soldiers. The psychological and physiological foundations of the content and methods of functional movement therapy are outlined by him in a document written jointly with A.N. Leontyev’s book “Restoration of Movements” (1945). In the process of rehabilitation work with the wounded, cases were often noted when the implementation of individual work or sports tasks aimed at achieving an objective goal only externally changed the movements, but did not lead to a restructuring of their internal organization, leaving the subject indifferent to their goal. The reason for this was the lack of reserves for improving the functional system of movements contained in their internal organization. Observations and special studies allowed Zaporozhets to conclude that internal motor skills are associated with a person’s personal attitudes, the motives of his activities, which determine his attitude to the situation. Subsequently, Zaporozhets included into internal motor skills the image of the situation and the image of action in this situation. There is no doubt that the formulation of the problem of developing a broad system of internal motor skills is directly related to Zaporozhets’s own experience as an actor. In fact, in this cycle of research he opens a new chapter of psychology, which he will later designate as “motor skills and personality.”

In the post-war years, Zaporozhets headed the laboratory of psychology of preschool children at the Institute of Psychology of the Academy of Pedagogical Sciences of the RSFSR and directed the work of the team to analyze the process of formation of various types of motor skills in preschoolers, which was considered as a model for mastering any new types of behavior. It was found that the assimilation of any new actions begins with children examining the conditions for completing the task, followed by the implementation itself. In this case, the decisive role is always played by the first, indicative, link. The success of the action and the ease and speed of its assimilation depend on how systematically and completely the child examines the situation and identifies the points that are essential for completing the task. Therefore, the most effective way to teach new actions is for adults to fully orient the child in the task.

The facts established in the research led by Zaporozhets allowed him to come to the conclusion that internal forms of orientation come from its external forms; mental processes themselves are nothing more than orienting actions performed on the internal plane. It has been shown that any cognitive process is based on practical actions, in particular, that perception and thinking are a system of collapsed perceptual actions in which assimilation occurs to the basic properties of an object and, due to this, the formation of a perceptual or mental image.

The results of studying the indicative components of children’s activity in the process of mastering new actions were summarized by Zaporozhets in his doctoral dissertation defended in 1958 and presented in the monograph “Development of Voluntary Movements” (1960).

The hypothesis of mental processes as internalized forms of orienting actions laid the foundation for research conducted by Zaporozhets, his colleagues and students, starting in the mid-50s. at the Institute of Psychology of the Academy of Pedagogical Sciences of the RSFSR and then at the Institute of Preschool Education of the Academy of Pedagogical Sciences of the USSR, of which he was director from its founding in 1960 until the last days of his life. In this cycle of research, there was a return to the problems of the Kharkov period: the patterns of development of perception, thinking, emotions. However, this was a return on a new basis. The content and structure of those types of indicative actions that ensure the implementation of these mental processes at different stages of their development, and the patterns of transition from stage to stage were studied.

One of the main results of the research is the creation of a theory of the development of children's perception through the formation and improvement of perceptual actions. The theory is based on the doctrine developed by Zaporozhets about the processes of perception as a system of specific perceptual actions performed by a person, aimed at examining objects and phenomena of reality, identifying and recording their external properties and relationships.

Simultaneously with the study of the development of perception, Zaporozhets studied the development of children's thinking. In a number of works carried out under his scientific supervision, various types of mental actions that develop during preschool age were subjected to detailed analysis. Particular attention was paid to the most characteristic types of thinking for preschool children - visual-effective and visual-figurative. The peculiarities of the formation of thinking actions at various stages of early and preschool childhood, the patterns and conditions of the transition from visual-effective to visual-figurative and to verbal, reasoning, thinking, the possibility of forming in children generalized ideas about the patterns of the surrounding reality were studied. The research established the nature of those socially developed means, the mastery of which occurs during the development of a child’s visual-figurative thinking and allows him to build generalized ideas. The central type of such means are visual models that convey the relationships of things and phenomena.

In the last years of his life, Zaporozhets focused on studying one of the most complex and little-studied issues in psychology - the question of the origin and nature of emotions. This work is continued by his students and collaborators. Emotions are considered by Zaporozhets as a special form of reflection of reality, with the help of which behavior correction is carried out. Reflecting reality in the form of emotions is a “biased” reflection; in the course of it, special emotional representations are created that highlight and often exaggerate the features of objects, situations, ideas that determine their meaning and value for the child.

The reasons for the dependence that exist between the formation of mental processes and their qualities and practical activity appeared in a new light. After all, it is in the process of developing practical activity that the child learns to navigate the conditions of its implementation, he develops new types of orienting actions, and, consequently, new mental actions arise.

A.V. Zaporozhets died on October 7, 1981. The team of associates and like-minded people he united worked productively for several more years on the development of his ideas - until the dissolution of the previously world-famous Institute of Preschool Education in 1992. Alas, in fulfilling the formula “to the ground, and then...” we always succeed in the first part better than the second - the institute was later recreated in a reorganized form, but many former employees of Zaporozhets, who did not accept the new trends, never returned there. Many of them found themselves in the work of the Preschool Childhood Center at the Moscow Department of Education. Soon after its organization, the Center was named after A.V. Zaporozhets.

An excellent teacher and organizer, a man of rare spiritual qualities, A.V. Zaporozhets trained several generations of psychologists at Moscow State University. Many people remember the words he said more than once about psychology: “There are many more useful sciences, but there is none better.” Those who heard this from his lips believed these words forever.

Zaporozhets Alexander Vladimirovich (August 30 (September 12) 1905 – October 7, 1981) – psychologist, Doctor of Pedagogical Sciences.

Brief biographical information

Note 1

Born in 1905 in Kyiv, in 1930 he received a pedagogical education at the 2nd Moscow State University. While still studying at the university, he began to collaborate with the Academy of Communist Education.

In 1920-1930 was a student of L.S. Vygotsky, conducted research in various areas under his leadership.

In 1931 he moved to Kharkov and began working at the Ukrainian Psychoneurological Academy, in 1933 he became an assistant professor there.

In 1938, in Kharkov, at the Pedagogical Institute, he held the position of head of the psychology department.

1941-1943 - work in the experimental hospital for the restoration of movements (Institute of Psychology in the Sverdlovsk region).

In 1943 he came to Moscow and for 17 years (1943-1960) was an associate professor and professor at the Department of Psychology at Moscow State University. Without stopping his work at Moscow State University, he also worked from 1944 to 1960 as the head of the laboratory of psychology of preschool children at the Scientific Research Institute of EPP.

In 1960 he became director of the Research Institute of Preschool Education.

In 1965-1967 was academician-secretary of the department of psychology and developmental physiology.

In 1968 – 1981 – was an active member of the Presidium of the Academy of Pedagogical Sciences of the USSR.

Died in 1981 in Moscow.

Contribution to science

A.V. Zaporozhets is known as a Russian psychologist who was interested in a whole range of problems and phenomena included in general and child psychology, the psychology of sensory processes and movements. The author has presented in sufficient detail the psychological theory of activity, examined the issues of the emergence of the psyche in phylogenesis, conducted research in the field of the development of human emotions, and touched upon aspects of the development of thinking, imagination, will, moral and social feelings.

A.V. Zaporozhets, in the course of many years of studying the psyche of children at different age stages, compiled an age periodization.

Note 2

The most interesting for research by A.V. Zaporozhets considered preschool age; many works and articles are devoted to this particular stage of age development. The research results are reflected in the document created by A.V. Zaporozhets theory of sensory and mental development of the child, which allows the most successful organization of the process of training and education of preschool children.

A.V. Zaporozhets, when developing the problems of preschool childhood, introduced a number of concepts that form the basis of preschool pedagogy and psychology, for example, amplification (enrichment) of children's development by means of specific types of children's activities.

He was critical of the transition to schooling from the age of 6, considering the extension of childhood to be an important achievement of human civilization.

A.V. Zaporozhets not only independently investigated various problems of psychology, but also published co-authored works on developmental and general psychology.

Major works

“Development of voluntary movements” (1955);
“On the issue of the emergence of so-called voluntary movements” (1958);
“On the question of conscious regulation of human movements” (1959);
“On the question of attitude and its role in the regulation of motor behavior” (1958);
“New educational program in kindergarten” (1962);
“On the effective nature of visual perception of an object” (1962);
“Psychological features of the formation of moral behavior of younger adolescents” (1990);
“Psychological features of the formation of self-control” (1987).

In collaboration with G.D. Lukov wrote the article “Development of reasoning in a child of primary school age” (1941), with A.N. Leontiev – “Restoration of movements. Study of restoration of hand function after injury" (1945); D.B. Elkonin and P.Ya. Galperin “problems of forming knowledge and skills in schoolchildren and new methods of teaching at school” (1963).

Other publications by the author

Zaporozhets A.V., Lukov G.D. Development of reasoning in a child of primary school age // Scientific notes of the Kharkov State University. ped. Institute (About the development of worldliness in a child of a young age // Naukovi Zapiski Kharkiv. State Pedagogical Inst.), vol. VI, 1941.
Leontyev A.N., Zaporozhets A.V. Restoration of movements. Study of hand function recovery after injury. M., 1945.
Zaporozhets A.V. Development of voluntary movements, M., 1960
Elkonin D.B., Zaporozhets A.V., Galperin P.Ya. Problems of developing knowledge and skills in schoolchildren and new teaching methods at school // Questions of psychology. 1963. No. 5
Zaporozhets A.V. Selected psychological works: In 2 volumes M., 1986
Zaporozhets A.V. Development of communication in preschoolers M.: Pedagogika, 1974.
Zaporozhets A.V. Development of voluntary movements // Selected psychological works: In 2 volumes. T. II. M.: Pedagogika, 1986. – 286 p.
Zaporozhets A.V. Psychological study of the development of motor skills of a preschool child. Questions of psychology of a preschool child / Ed. A.N. Leontyev and A.V. Zaporozhets. M., 1995, p. 112-122

Biography

Graduated from the pedagogical faculty of the 2nd Moscow State University (1925-1930).

In 1929-31 AKV employee N.K. Krupskaya. In the 1920-30s. was one of the five closest Moscow students of Vygotsky (Zaporozhets, Bozhovich, Morozova, Levina, Slavina). Since 1931 in Kharkov at the Ukrainian Psychoneurological Academy; at the same time since 1933 - associate professor, since 1938 - head. Department of Psychology, Kharkov Pedagogical Institute.

In 1941-43. worked at the experimental hospital for the restoration of movements at the Institute of Psychology (Sverdlovsk region). In 1943-60. - associate professor, prof. Department of Psychology, Moscow State University; in 1944-60 head lab. Psychology of Preschool Children Research Institute of Acute Pedigration; organizer, since 1960 director of the Research Institute of Preschool Education.

In 1965-67. Academician-secretary of the department of psychology and developmental physiology, 1968-1981. Member of the Presidium of the Academy of Pedagogical Sciences of the USSR.

Awarded the Order of Lenin, the October Revolution, the Red Banner of Labor, and medals.