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Age-related psychology

AGE-RELATED PSYCHOLOGY

R.P. Efimkina Child psychology 1995
The guidelines are addressed to students of the special department of psychology, but can also be used in the training of teachers, educators, social workers - in short, those professionals who work with children. The purpose of the manual is to provide students with an orientation in the literature on the development and age characteristics of the child.
D.B. Elkonin Selected psychological works 1989
The book of selected works of the famous Soviet psychologist includes his main works on child and pedagogical psychology, which present the original theory of the periodization of childhood, child’s mental development, play and learning activities, specifying the ideas of the scientific school of L. S. Vygotsky about the historical nature of childhood and the activity basis mental development. A number of works are devoted to the problems of preschool, primary school and adolescence, teaching and development of children's speech, primary education, psychodiagnostics.

For psychologists and educators.
Mukhina V.S. Child psychology 1985
The textbook corresponds to the program of the course “Child psychology. It was based on the textbook “Psychology of a preschool child”, published in 1975, in comparison with which the textbook was supplemented with new materials (on the genesis of the child’s personality, the relationship between boys and girls, etc.
Vygotsky L.S. The problem of age T. 4, h. 2 1984
The problem of age. The problem of age periodization of child development. Structure and dynamics of age. Infant age. The crisis of the first year of life. Early childhood. The crisis of three years. The crisis of seven years.
D.B. Elkonin Game psychology 1978
The first three chapters constitute the first (conditionally it could be called theoretical) part of the book.

The second part contains experimental materials that reveal the occurrence of the game in the course of the individual development of the child (chapter four); the development of the main structural components of the game activity and the change in their ratios in the course of development (chapter five) and, finally, the significance of the game for mental development (chapter six). In these chapters, materials of experimental studies carried out in line with the ideas advanced more than forty years ago by the most prominent psychologist L. S. Vygotsky were used.
Bozovic L.I. Personality and its formation in childhood 1968
In the book, the author summarizes the long-term research on the problems of the formation of the personality of the child, conducted in the upbringing laboratory of the Institute of Psychology of the Academy of Pedagogical Sciences of the USSR. On the basis of these studies, the conditions and driving forces of the formation of the child’s personality are revealed, and the psychological characteristics of three school ages (junior, middle and senior) are given.

The book also contains a critical analysis of various views on the personality and its study in foreign and Soviet psychological literature.
Vygotsky L.S. Training and development at preschool age 1935
This is a transcript of the report read by Vygotsky at the All-Russian Conference on Early Childhood Education in the mid-thirties, at a time when the Soviet state already had a kindergarten system and it was about developing uniform approaches to the education of preschool children.

In the context of discussions about the development of new pre-school training programs, the text of a classic may seem very relevant.
I.V. Shapovalenko Developmental Psychology (Developmental and Developmental Psychology)
The textbook "Age Psychology" is a comprehensive course on the discipline "Developmental Psychology and Age Psychology", developed in accordance with the State educational standard of higher professional education.

The book implements a periodization approach to the analysis of age development, the methodological principles of which are laid down by L.S. Vygotsky, D.B. Elkonin.

The proposed textbook can be used in the training of specialists in a number of specialties - “Psychology”, “Sociology”, “Social Pedagogy”, “Social Work”, etc.
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