Learning Activity as The Zone of Proximal Development of Reflexive and Communicative Abilities of Children Aged 6—10 Years

Abstract

The article presents precedents for the implementation of theoretical ideas laid down by L.S. Vygotsky in the concept of the zone of proximal development in modern developmental education. The importance of developing reflexive and communicative abilities of children 6—10 years old in educational activities is justified. The approach to the construction of the zone of proximal development as a specially organized form of collective learning activity of an adult and children in primary school is adopted. The system of developmental training of D.B. Elkonin—V.V. Davydova is considered as an example of activity technology that implements the ideas of L.S. Vygotsky about joint activities as a form of child development and, in fact, the zone of immediate development of reflexive and communicative abilities of 6—10 years old children. The results of the experimental study of the development of reflexive and communicative abilities of junior schoolchildren in national and local educational activities are presented.