Dialectical thinking research in early years

Nikolay Veraksa, Nikolay Veresov

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Abstract

The development of children’s thinking according to the concept of Vygotsky has the following direction: from dialectic complexes to formal logical concepts, which stand stable, unchanging attributes of objects. Piaget showed the centration of a child’s thinking and concluded that children of preschool age are insensitive to contradictions (Piaget, 1982). In the works of K.F. Rigel, D. Kramer, V.S. Hofman, M. Bessechs, P.K. Arlin, R.E. Nisbet and others dialectical thinking is primarily viewed as a mature form of human mental activity. Russian researchers (e.g., V.V. Davydov, N.E. Veraksa) are considering the possibility of dialectical thinking in preschool and school age in the course of educational activities. It has been shown (Veraksa, 1990; Veraksa et al., 2013; Shiyan et al., 2015) that dialectical thinking of preschool children can be developed in a course of special organization of the educational process.

Original languageEnglish
Title of host publicationVygotsky’s Theory in Early Childhood Education and Research
Subtitle of host publicationRussian and Western Values
EditorsNikolay Veraksa, Sonja Sheridan
Place of PublicationAbingdon UK
PublisherRoutledge
Pages25-37
Number of pages13
ISBN (Electronic)9781315098203
ISBN (Print)9781138299047, 9781138299054
DOIs
Publication statusPublished - 1 Jan 2018

Keywords

  • cultural-historical theory? early childhood, dialectical thinking

Cite this

Veraksa, N., & Veresov, N. (2018). Dialectical thinking research in early years. In N. Veraksa, & S. Sheridan (Eds.), Vygotsky’s Theory in Early Childhood Education and Research: Russian and Western Values (pp. 25-37). Routledge. https://doi.org/10.4324/9781315098203