Phenomenology of Childhood in Modern Contexts
- Authors: Veraksa A.N.1,2, Kurilenko V.B.3, Novikova I.A.3
-
Affiliations:
- Lomonosov Moscow State University
- Psychological Institute of Russian Academy of Education
- RUDN University
- Issue: Vol 20, No 3 (2023): Phenomenology of Childhood in Contemporary Research Contexts
- Pages: 419-430
- Section: EDITORIAL
- URL: https://journals.rudn.ru/psychology-pedagogics/article/view/36956
- DOI: https://doi.org/10.22363/2313-1683-2023-20-3-419-430
- EDN: https://elibrary.ru/BHMNCE
Cite item
Full Text
Abstract
-
About the authors
Aleksander N. Veraksa
Lomonosov Moscow State University; Psychological Institute of Russian Academy of Education
Email: veraksa@yandex.ru
ORCID iD: 0000-0002-7187-6080
Sc.D. in Psychology, Professor, is Head of the Department of Psychology of Education and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University ; Deputy Director for Scientific and Organizational Development, Psychological Institute of the Russian Academy of Education
11 Mokhovaya St, bldg 9, Moscow, 125009, Russian Federation; 9 Mohovaya St, bldg 4, Moscow, 125009, Russian FederationViktoria B. Kurilenko
RUDN University
Email: kurilenko-vb@rudn.ru
ORCID iD: 0000-0003-3638-9954
SPIN-code: 1106-3582
Scopus Author ID: 56809505200
ResearcherId: A-6179-2017
D.Sс. in Education, Professor, is Head of the Department of Russian Language No 5, Russian Language Institute
6 Miklukho-Maklaya St, Moscow, 117198, Russian FederationIrina A. Novikova
RUDN University
Author for correspondence.
Email: novikova-ia@rudn.ru
ORCID iD: 0000-0001-5831-1547
SPIN-code: 7717-2834
Scopus Author ID: 35766733000
ResearcherId: Q-5276-2016
Ph.D. in Psychology, Associate Professor, is Associate Professor at Psychology and Pedagogy Department
6 Miklukho-Maklaya St, Moscow, 117198, Russian FederationReferences
- Almazova, O.V., Bukhalenkova, D.A., Veraksa, A.N., & Yakupova V.A. (2018). The connection between theory of mind and executive functions in the senior preschool age. Vestnik of Saint Petersburg University. Psychology and Education, 8(3), 293–311. (In Russ.) https://doi.org/10.21638/11701/ spbu16.2018.306
- Almazova, О.V., Bukhalenkova, D.А., Gavrilova, М.N., & Tarasova, K.S. (2018). Lexical indicators of speech development in preschool children with different levels of self-regulation. Preschool Education Today, (8), 54–61. (In Russ.) https://doi.org/10.24411/1997-9657-2018-10035
- Belova, E.S. (2022). Psychological aspects of using digital devices for the development of older preschoolers with signs of giftedness. RUDN Journal of Psychology and Pedagogics, 19(4), 649‒669. (In Russ.) https://doi.org/10.22363/2313-1683-2022-19-4-649-669
- Blair, C., & Razza, R.P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
- Bukhalenkova, D., Veraksa, A., Aslanova, M., Williams, P., & Larsson, J. (2022). Sociometric status and child development in preschool age. In A.N. Veraksa (Ed.), Child Development in Russia. Perspectives from an International Longitudinal Study. Early Childhood Research and Education: An Inter-theoretical Focus (pp. 223–238). Cham: Springer.
- Bukhalenkova, D.A., Aslanova, M.S., Airapetyan Z.V., & Gavrilova, M.N. (2021). Do preschool teachers' beliefs about age-related emotional development impact preschoolers' emotion understanding? Russian Psychological Journal, 18(2), 53–66. (In Russ.) https://doi.org/10.21702/rpj.2021.2.4
- Colliver, Y., & Veraksa, N. (2021). Vygotsky’s contributions to understandings of emotional development through early childhood play. Early Child Development and Care, 191(7‒8), 1026‒1040. https://doi.org/10.1080/03004430.2021.1887166
- Davydov, V.V. (1992). Genesis and development of personality in childhood. Voprosy Psikhologii, (3), 1‒2. (In Russ.)
- Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
- Elkonin, D.B. (1999). Game psychology. Moscow: Tumanit Vlados Publ. (In Russ.)
- Fleer, M. (2019). Scientific playworlds: A model of teaching science in play-based settings. Research in Science Education, 49(5), 1257‒1278. https://doi.org/10.1007/s11165-017-9653-z
- Gavrilova, M.N., Sukhikh, V.L., & Veresov, N.N. (2023). Toy preferences among 3-to-4-year-old children: the impact of socio-demographic factors and developmental characteristics. Psychology in Russia: State of the Art, 16(2), 72–84. https://doi.org/10.11621/pir.2023.0206
- Hassler Hallstedt, M., & Ghaderi, A. (2018). Tablets instead of paper-based tests for young children? Comparability between paper and tablet versions of the mathematical Heidelberger Rechen Test 1‒4. Educational Assessment, 23(3), 195‒210. (In Russ.) https://doi.org/10.1080/10627197.2018.1488587
- Heckman, J.J. (2008). The case for investing in disadvantaged young children. CESifo DICE Report, 6(2), 3‒8.
- Kelly, R., Dissanayake, C., Ihsen, E., & Hammond, S. (2011). The relationship between symbolic play and executive function in young children. Australasian Journal of Early Childhood, 36(2), 21‒27.
- Kiselev, S.U. (2016). Deficit in executive abilities as a risk factor for emerging weakness in grammar understanding in Russian-speaking children. European Psychiatry, 33, 131‒142. https://doi.org/10.1016/j.eurpsy.2016.01.194
- Lehto, J., Juujarvi, P., Kooistra, L., & Pulkkinen, L. (2003). Dimensions of executive functioning: Evidence from children. The British Journal of Developmental Psychology, 21, 59–80.
- Leontiev, A.N. (1983). Selected works. Moscow: Pedagogika Publ. (In Russ.)
- Mathieson, K., & Banerjee, R. (2011). Peer play, emotion understanding, and socio‐moral explanation: The role of gender. British Journal of Developmental Psychology, 29(2), 188‒196.
- Mazilov, V.A., & Kostrigin, А.А. (2022). The personality of the future teacher: A review of foreign studies. Russian Psychological Journal, 19(2), 89–105. (In Russ.) https://doi.org/10.21702/rpj.2022.2.7
- Miyake, A., Friedman, N.P., Emerson, M.J., Witzki, A.H., Howerter, A., & Wager, T. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100.
- Moffitt, T.E., Arseneault, L., Belsky, D., Dickson, N., Caspi, A., Hancox, R.J., Harrington, H.L., Houts, R., Poulton, R., Roberts, B.W., Ross, S., Sears, M.R., & Thomson, W.M. (2011). A gradient of childhood selfcontrol predicts health, wealth, and public safety. Proceedings of the national Academy of Sciences, 108(7), 2693–2698. https://doi.org/10.1073/pnas.1010076108
- Nicolopoulou, A., Cortina, K.S., Ilgaz, H., Cates, C.B., de Sá, A.B. (2015). Using a narrativeand play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147–162.
- Quinn, S., Donnelly, S., & Kidd, E. (2018). The relationship between symbolic play and language acquisition: A meta-analytic review. Developmental Review, 49, 121‒135. https://doi.org/10.1016/j.dr.2018.05.005
- Soldatova, G.U. (2018). Digital socialization in the cultural-historical paradigm: A changing child in a changing world. Social Psychology and Society, 9(3), 71–80. (In Russ.) http://doi.org/10.17759/sps.2018090308
- Sysoeva, Т.А., & Yaroshevskaya, S.V. (2022). What are kids doing online? Evidence from studies on adolescents’ digital practices. Moscow University Psychology Bulletin, (2), 155–173. http://doi.org/10.11621/vsp.2022.02.07
- Trawick-Smith, J., Swaminathan, S., & Liu, X. (2015). The relationship of teacher-child play interactions to mathematics learning in preschool. Early Child Development and Care, 5(186), 716–733. https://doi.org/10.1080/03004430.2015.1054818
- Veraksa, A., Bukhalenkova, D., Kartushina, N., & Oshchepkova, E. (2022). Language development and executive functions in Russian 5–7-year-old children: A longitudinal study. In A.N. Veraksa (Ed.), Child Development in Russia. Perspectives from an International Longitudinal Study. Early Childhood Research and Education: An Inter-theoretical Focus (pp. 37–65). Cham: Springer.
- Veraksa, A., Sukhikh, V., Veresov, N., & Almazova, O. (2022). Which play is better? Different play types and development of executive functions in early childhood. International Journal of Early Years Education, 30(3), 560‒576. https://doi.org/10.1080/09669760.2022.2091979
- Veraksa, A.N., Bukhalenkova, D.A., & Kovyazina, M.S. (2018). Language proficiency in preschool children with different levels of executive function. Psychology in Russia: State of the Art, 11(4), 115–129.
- Veraksa, N.E., Aslanova, M.S., Tarasova, K.S., & Klimenko, V.A. (2023). Technique for diagnosing cognitive flexibility in preschoolers: Comparison of blank and digital forms. RUDN Journal of Psychology and Pedagogics, 20(1), 105‒25. (In Russ.) https://doi.org/10.22363/2313-1683-2023-20-1-105-125
- Veraxa, A.N., Vasilieva, M.D., & Archakova, T.O. (2016). Neurocognitive longitudinal study of executive functions in childhood. Voprosy Psikhologii, (6), 150–166. (In Russ.)
- Vilenskaya, G.A. (2016). Executive functions: Nature and development. Psikhologicheskii Zhurnal, 37(4), 21‒31. (In Russ.) https://doi.org/10.31857/S20000392-8-1
- Visu-Petra, L., Cheie, L., Benga, O., & Miclea, M. (2012). The structure of executive functions in preschoolers: An investigation using the NEPSY battery. Procedia – Social and Behavioral Sciences, 33, 627–631.
- Volkova, E.N., Rudnova, N.A., & Kalimullin, A.M. (2023). Subjective representations of the health of preschool teachers. Social Psychology and Society, 14(2), 103–115. (In Russ.) https://doi.org/10.17759/sps.2023140207
- Vygotsky, L. (1984). Child psychology. In L. Vygotsky, Selected works (vol. 4). Moscow: Pedagogika Publ. (In Russ.)
- Wallace, C.E., & Russ, S.W. (2015). Pretend play, divergent thinking, and math achievement in girls: A longitudinal study. Psychology of Aesthetics, Creativity, and the Arts, 9(3), 296–305. https://doi.org/10.1037/a0039006
- Welsch, J.A., Nix, R.L., Blair, C., Bierman, K.L., & Nelson, K.E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102, 43–53.
- Willoughby, M.T., Kupersmidt, J.B, & Voegler-Lee, M.E. (2012). Is preschool executive function causally related to academic achievement? Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 18(1), 79–91. https://doi.org/10.1080/09297049.2011.578572
- Yeniad, N., Malda, M., Mesman, J., Van IJzendoorn, M.H., & Pieper, S. (2013). Shifting ability predicts math and reading performance in children: A meta-analytical study. Learning and Individual Differences, 23, 1–9. https://doi.org/10.1016/j.lindif.2012.10.004