ABSTRACT

According to Lev S. Vygotsky (1896–1934), the highest levels of abstract thinking and self-regulation in preschool development are established in pretend play using object substitutions. An extensive research literature supports Vygotsky’s empirical model of the internalization of self-guiding speech (social speech > private speech > inner speech). Vygotsky also introduced an entirely new way of assessing the child’s ability to learn by using the assistance of a more knowledgeable person – the zone of proximal development. These concepts are fundamental to Vygotsky’s theory of how consciously directed mental functions develop as neurological systems. A chronology is provided to clarify the out-of-sequence and often piecemeal publication of his writings, revealing their theoretical cohesiveness and integrity.

摘要

根据 Lev S. Vygotsky (1896-1934) 的说法，学龄前发展中最高水平的抽象思维和自我调节是在使用物体替换的假装游戏中建立的。大量的研究文献支持维果斯基关于自我引导言语内化的经验模型（社交言语 > 私人言语 > 内心言语）。维果茨基还引入了一种全新的方法，通过使用知识渊博的人的帮助来评估孩子的学习能力——最近发展区. 这些概念是维果斯基关于有意识定向心理功能如何发展为神经系统的理论的基础。提供了一个年表，以澄清他的著作的无序且经常是零散的出版，揭示了他们的理论凝聚力和完整性。