Stages of educational activity development in schoolchildren

Abstract

Based on the results of a theoretical and empirical study of learning activity in school-age children, we may argue that the development of such activity is a continuous succession of stages, periods, and phases in the process of general school education. The transition between the stages, periods, and phases of educational activity development is the result of quantitative and qualitative changes occurring in its psychological structure. The presence of such changes indicates the uneven and heterochronous nature of the development of the psychological functional system in the educational activity in schoolchildren. The stages are the largest units of periodisation in the development of the educational activity; they reflect the processes of deployment and accumulation of psychological resources resulting in the improvement of educational activity (stage 1-forms 1-7), and the optimization of the psychological structure of educational activity, its transition to an ultimate functioning state (stage 2-forms 8-11). The periods of educational activity development are the basis for the step-by-step change in its psychological structure. The peculiar features of each period are determined by the solution of specific tasks related to the acceptance and coping with new conditions of activity by the child (period 1-forms 1-4), improvement in the primary methods of conducting learning activities (period 2-forms 5-7), optimization of the developed methods and their application in solving the tasks of completing one's secondary education (period 3-forms 8-11). Each period is characterized by a single pattern in the course of the system-forming processes development: an increase in the system's integration at the beginning of the period, a peak in its organization in the middle, a reduction and optimal functioning of the psychological system of activity at the end of the period. The unity of the patterns in the course of the system-forming processes' development indicates the presence of phases in the development of educational activity. The results of the study make it possible to formulate recommendations in order to improve the educational process with regard to individual, group, gender, and other characteristics of modern schoolchildren.

Ontogeny of Evolution: from Instinctive Actions to Activity

“…It was shown that in the process of systemogenesis of educational activity, the latter develops and functions at different levels of system formation -levels of stages, periods and phases of activity. At the same time, the chronological framework of the normative levels of general education does not always coincide with the chronology of the systemogenesis of the student's educational activity" [14].…”

Psychological Content and Dynamics of Learning Activity Goals in Students of Pedagogical University

“…Согласно теории и методологии деятельностного подхода [25; 27], анализ целей учебной деятельности является актуальным и значимым вопросом для понимания процесса учебно-профессионального развития. Анализ категории деятельности как психологической функциональной системы предполагает выделение в ней функциональных блоков, среди которых цели и мотивы занимают особое место [19]. В частности, «цель является ключевым и определяющим, то есть системообразующим фактором формирования и функционирования любой системы... Мотивация является главной и предельно комплексной системой детерминант для всех аспектов инициирования и развертывания, структуры и генезиса учебной деятельности» [9, с.…”