L.S. Vygotskys Pedological Works. Volume 2.: The Problem of Age (Perspectives in Cultural-Historical Research, 10)

This book is the second volume in a series presenting new English translations of L.S. Vygotsky’s writings on the holistic science of the child he called “pedology”. It presents unique materials which reflect the development of Vygotsky’s theoretical position at the last stage of his creative evolution in 1932-1934 and contributes to the number of original Vygotsky texts available in English. It includes the problem of age and age periodization; the structure and dynamics of age, psychological characteristics of age crises and diagnostics of development in relation to age, and the zone of proximal development, which became his most widely known but least understood theoretical innovation. This book places that concept in its context and makes it fully understandable for the first time. In addition, there are lectures and notes that Vygotsky made in preparation for lectures on six critical periods: birth, one year old, three, seven, and thirteen. Vygotsky also devotes chapters to the stable periods of infancy and early childhood and two whole chapters to school age. Future volumes in this series will explore Vygotsky’s pedology of the adolescent. Unraveling Some Threads The Eponymous “Problem of Age” Synopticon: Social Situation of Development, Central/Peripheral Lines, and Neoformations Mutatis Mutandis: Crises in Ontogenesis and Pathogenesis Hamsa: A Simple Schematic for the Epochs of Development and the Zones that Link Them Knots to Untangle References Contents Chapter 1: The Concept of Pedological Age Outline of Chapter 1: The Concept of Pedological Age Chapter 1: The Concept of Pedological Age Reference Chapter 2: The Problem of Age Periodization in Child Development Outline of Chapter 2: The Problem of Age Periodization in Child Development Chapter 2: The Problem of Age Periodization in Child Development References Chapter 3: The Structure and Dynamics of Age Outline of Chapter 3: The Structure and Dynamics of Age Chapter 3: The Structure and Dynamics of Age References Chapter 4: The Problem of Age and the Diagnostics of Development Outline of Chapter 4: The Problem of Age and the Diagnostics of Development Chapter 4: The Problem of Age and the Diagnostics of Development References Chapter 5: The Crisis of Birth Outline of Chapter 5: The Crisis of Birth Chapter 5: The Crisis of Birth References Chapter 6: The Age of Infancy Outline of Chapter 6: The Age of Infancy Chapter 6: The Age of Infancy The Social Situation of Development in the Age of Infancy The Genesis of the Basic Neoformation in the Age of Infancy The Basic Neoformation of the Age of Infancy Basic Theories of Infancy Reflexological Theory The Theory of the Three Stages The Structural Theory The Theory Comprehending the Age of Infancy as a Subjectivistic Stage of Development The Theory of Solipsism as Inherent in the Age of Infancy References Chapter 7: The Crisis of the First Year of Life Outline of Chapter 7: The Crisis of the First Year of Life Chapter 7: The Crisis of the First Year of Life References Chapter 8: Early Childhood Outline of Chapter 8: Early Childhood Chapter 8: Early Childhood References Chapter 9: The Crisis at Three Years of Age Outline of Chapter 9: The Crisis at Three Years of Age Chapter 9: The Crisis at Three Years of Age References Chapter 10: The Crisis at Age Three and the Crisis at Age Seven Outline of Chapter 10: The Crisis at Age Three and the Crisis at Age Seven Chapter 10: The Crisis at Age Three and the Crisis at Age Seven References Chapter 11: The Crisis at Seven Years Outline of Chapter 11: The Crisis at Seven Years Chapter 11: The Crisis at Seven Years References Chapter 12: School Age Outline of Chapter 12: School Age Chapter 12: School Age References Chapter 13: Thinking in School Age Outline of Chapter 13: Thinking in School Age Chapter 13: Thinking in School Age References Chapter 14: The Negative Phase of the Transitional Age Outline of Chapter 14: The Negative Phase of the Transitional Age Chapter 14: The Negative Phase of the Transitional Age References Revealing Some Patterns Did Vygotsky Use These Concepts in His Own Work? What Would It Really Mean to Use the ZPD in a Classroom Setting Today? Did Diagnosing Development and “Optimum Periods for Instruction” Really Offer a Way to Structure the Soviet Curriculum? Is There a Place for This Kind of Periodization Scheme Today or Not? Finally, Non-finality References Author Index Subject Index