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[2] [3] [4] The theory was founded by L. S. Vygotsky [5] and Aleksei N. Leontiev, who were part of the cultural-historical school of Russian psychology. [6] The Soviet philosopher of psychology, S.L. Rubinshtein, developed his own variant of activity as a philosophical and psychological theory, independent from Vygotsky's work. [7]
A leading activity is conceptualized as joint, social action with adults and/or peers that is oriented toward the external world. In the course of the leading activity, children develop new mental processes and motivations, which "outgrow" their current activity and provide the basis for the transition to a new leading activity (Kozulin, Gindis, Ageyev, & Miller 2003: 7).
The ideas on the zone of development were later developed in a number of psychological and educational theories and practices. Most notably, they were developed under the banner of dynamic assessment that focuses on the testing of learning and developmental potential [ 8 ] [ 9 ] [ 10 ] (for instance, in the work of H. Carl Haywood and Reuven ...
}} Lev Semyonovich Vygotsky (Russian: Лев Семёнович Выготский, [vɨˈɡotskʲɪj]; Template:Langx FEIN; November 17 [O.S. November 5] 1896 – June 11, 1934) was a Russian and Soviet psychologist, best known for his work on psychological development in children and creating the framework known as cultural-historical acFEIN ...
Thus, cultural-historical psychology understood as the Vygotsky-Luria project, originally intended by its creators as an integrative and, later, holistic "new psychology" of socio-biological and cultural development should not be confused with later self-proclaimed "Vygotskian" theories and fields of studies, ignorant of the historical roots ...
Vygotsky founded cultural-historical psychology, a field that became the basis for modern AT; Leont'ev, one of the principal founders of activity theory, both developed and reacted against Vygotsky's work. Leont'ev's formulation of general activity theory is currently a strong influence in post-Soviet developments in AT, which have largely been ...
Vygotsky was strongly focused on the role of culture in determining the child's pattern of development, arguing that development moves from the social level to the individual level. [26] In other words, Vygotsky claimed that psychology should focus on the progress of human consciousness through the relationship of an individual and their ...
Lev Vygotsky (1896–1934) The concept of the zone of proximal development was originally developed by Vygotsky to argue against the use of academic, knowledge-based tests as a means to gauge students' intelligence. He also created ZPD to further develop Jean Piaget's theory of children being lone and autonomous learners. [4]