Abstract
This article aims to examine how it is possible for the teacher - or the adult educator - to structure a system of cultural media combined with the child’s psychological age that can operate on the child’s imminent development zone. So, the methodological potential of Vygotsky’s historical-cultural approach to the diagnosis and promotion of children’s psychic development at the beginning of school life is analyzed. It is argued that, for the diagnosis of development and the definition of corrective work strategy, it is important to maintain a stereoscopic view according to which the axes of the child’s broad view coordinates are: the content of the living relationship with adults and contemporaries, the specifics of the psychological neoformation of age as the content of will and cultural development, and finally the central psychic function and guiding activity. Two examples are described that allow us to indicate the central corrective aspects of the adult educator and to outline prognoses.
Keywords:
imminent development zone; psychological neoformation; volitional function