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ABS411 - Play and toy in the frame of cultural-historical psychology

1.1 Social, cultural, linguistic and educational mediation
11:20 AM, Mardi 29 Août 2017 (20 minutes)
Vygotsky is the founder of the theory of play as leading activity in preschool age. According to his theory, the main sense of child play is the divergence between the real and imaginary situations. The imaginary situation is the main specific property of pretend play, distinguishing it from any other activities. The imaginary situation exists in the child’s practical play actions rather than in his/her imagination. It is a simultaneous holding to both real and illusory situation.
Two crucial processes centering on the play and toy take place simultaneously. On the one hand, the child expresses him/herself – his/her knowledge, emotions and events of life and enacts imagined images.
On the other hand, when playing, the child masters the world of human relations and ideas, in which he lives. Toys are the special psychological tools for a child’s education. A 'dialogue' with a toy is an important phase of the development of inner dialogue, which will subsequently transform into inner speech, a chief means of human thought and consciousness.
However, the toy becomes a psychological tool only if it is open for own actions, images and emotions of a child. Toys should make it possible for children to impart their own activity – their voices and movements - to it.
Unfortunately, the majority modern tech toys are closed for kid’s activity.
So the task to evaluate the developmental qualities of concrete toys arise. The psychological examination of toys is realized in Play & Toys centre of MUSUPE.
University of Psychology and Education, Moscow, Russia
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