DOI: 10.7256/2454-0722.2019.3.27003

Abstract: The subject of this research is the peculiarities of “parent-child” relationships in families raising children of early adolescent age. The author brings up the issue of insufficient methodological work on empirical research parent-child relationship, and proposes to examine the problems from the positions of subject-activity approach. Special attention is given to the analysis of the parent-child relationships early adolescent age from the perspective of formedness of parent-child commonness as a collective subject. The author meticulously examines such aspects of the topic as peculiarities of the structure of relationship at the stage of early adolescent age, stylistic specificities of parental regard during this period, as well as aspects of interpersonal experiences pointing to psychological crisis in a parent-child relationship. The scientific novelty consists in the fact that the peculiarities of parent-child relationships during the period of child’s entry into the teenage crisis is interpreted from the positions of subject-activity approach. It is determined that parent-child relationships during this period of the child’s life is characterized by significant range of versions of emotional and behavioral responses. The procedure of factor analysis used in this research allows to structurally describe only half of the interconnected changes of indicators of parent-child relationships. We can observe emergence mismatch of feelings of a parent and young teenager regarding functionality of the parent-child system; there are markers of emergence of a crisis in the formation of parent-child commonness as collective subject. There is evidence of versions of socially unacceptable behavior of a child in response to an overly demanding treatment of a parent.

DOI: 10.25136/2409-8701.2019.2.27806

Abstract: The matter under research is the theoretical model of sociocultural conditions of child's linguistic competence development in ontogenesis. The author of the article raises a question about the need to analyze the variety of factors that influence the development of child's speech and language and describe the conditions that are systemically important and created by biosociocultural factors. In particular, the author focuses on the social determination of the language development and offers relevant solutions using the collective subject concept offered by S. Rubinshtein and A. Zhuravlev. The author demonstrates that successful solution of the social determination issue is possible if the research is focused on the analysis of the language competence concept (as it was described by E. Bozhovich). In his research Chernov carries out meta-analysis of previous theoretical and empirical researches that outline approaches to solution of the aforesaid issue. The novelty of the research is caused by the fact that the author views the problem from the point of view of general theoretical approaches and modern discoveries in such disciplines as psychogenetics, psychological of individual and group differences, social psychology, and psychological pedagogical practice of teaching language. The author's special contribution to the topic is that he suggests to view child's significant others (adults and children of his age) as the core condition of developing language competence. Chernov provides a description of the 'parent-child' relationship and its role in the development of child's language competence as well as describes methodological grounds for development of efficient 'teacher-school student' relationship. The research is substantiated with valid empirical data. 

DOI: 10.25136/2409-8701.2017.5.22410

Abstract: The subject of this research is the language training in the "zone of proximal development" at school age. The aim of this work is analyze the possibility of using quasilanguage tools to create the training programs to Russian rules in terms of establishing of a subject-subject interaction between a teacher and a schoolchild. The origins of the use of artificial language construction for the purpose of updating the creative potential of the recipient in literature (based on the example of writings by Lewis Carroll, 'mind-bending' language of futurists, modern children's story writers) and demonstration of the significant potential of grammar to convey meaning of sentences (L. Scherba, N. Khomsky) were analyzed. It was shown that experimentation with the language rules is a natural stage of child language development (in particular, during the period of children's word creation). The analysis of the current diagnostic and training techniques that use artificial language material with the purpose of updating the language of creativity of the child was performed. In his research Chernov has come to the following conclusions. Language learning at school must actualize the creative potential of language acquisition. Effective teaching technique is the use of artificial words, rules of inflection which are similar to the Russian rules, and use of artificial sentences and texts in which the combination of quasiwords is similar to the rules of Russian grammar. The balance between spontaneous and reactive training in the use of such language material is possible when the interaction between a teacher and a schoolchild is like the cooperation in the "zone of proximal development" of the child.

DOI: 10.7256/2454-0722.2016.6.20347

Abstract: The research deals with the problem of sociocultural conditionality of child language development. A meta-analysis of studies on the role of ethnic / racial identity in the language development of children at school age has been carried out. The emphasis is made on the study of language development of schoolchildren coming from immigrant families and their socialization is in the 'odd' social and cultural environment where there is one 'title' language that is considered to be the main. Modern foreign and Russian researches are analyzed by the means of comparing approaches, methods, and empirical data. The foreign researches presented in such databases as Medline, Scopus and Web of Science, and national articles posted in the elibrary.ru are used for the meta-analysis.The share of studies involving schoolchildren is relatively small low. Foreign studies carried out using standardized language tests show that children comging from immigrant families are behind in their language development in terms of vocabulary, grammar and semantics. Modern researches pay attention to the study of narratives. Based on the example school-aged children from African American famiiles whose main communication medium is the African American English dialect it is shown that in their development of narrative abilities they, as a rule, do not differ from white Caucasians, and demonstrate the originality and even surpass them in the development of some narratives. In Russian researches the problem is studied in terms of adequate learning of Russian by children from migrant families. Foreign language children pass the stages in their development of Russian language abilities similar to those stages which are Russian-speaking children pass, however, their Russian has some peculiarities that normally go away by the school age. Many language peculiarities are due to the interference of Russian and native languages. It is shown that the most important sociocultural reason for difficulties in mastering Russian is inconsistent and unconscious approach of parents of foreign language children to their children's learning Russian. 

DOI: 10.7256/2454-0722.2014.9.12165

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Abstract: Parenting style in families raising junior preschoolers is viewed from the point of view of the subject-activity approah. The author offers a series of methods allowing to study peculiarities of formation of a parenting alliance by type of collective subject. The research of 116 pairs of mothers and preschoolers, the author finds out that this form of relations is characterized by the pre-subject level of development of a collective subject 'parent-and-child' combined with the tendency towards a parent's reflective attitude to their life together. Using the above mentioned approach, the author also suggests certain directions of psychological assistance and teaching the 'parent-and-child' system. 

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