One of Lev Vygotsky’s most widely known concepts in educational psychology is the zone of proximal development (ZPD), which he began to articulate in the last 2 years of his life and work (1933–1934). This article explores an earlier period in Vygotsky’s career—well before he developed the concept of the ZPD—when he was actively involved in pedagogy and educational psychology. With reference to the research and teaching that Vygotsky carried out in Gomel and gathered together for publication some years later, this article highlights his initial conception of educational psychology, and then critically reviews four of his ideas from this first period, namely, (a) the pedagogical importance of the learner’s individual experience (“ultimately, the child teaches himself”), (b) the pedagogical applications of interest (“from one interest of the child’s to a new interest”), (c) the psychological value of play (“games are the child’s first school of thought”), and (d) the link between life and education (“ultimately, only life educates”).

中文翻译：

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维果茨基早期的生物社会基础：近端发展区之前的教育心理学。

Lev Vygotsky在教育心理学中最广为人知的概念之一是近端发育区（ZPD），他在他的生活和工作的最后两年（1933-1934）开始表达这一观点。本文探讨了维果斯基在职业生涯中的早期阶段-早在他发展ZPD概念之前-他就积极从事教育学和教育心理学领域的研究。参考Vygotsky在Gomel进行的研究和教学，并在几年后聚集在一起发表，本文重点介绍了他对教育心理学的最初概念，然后批判性地回顾了他在第一阶段的四个想法，即（a）学习者个人经历的教学重要性（“最终，孩子会自学”），