Problem of diagnostic in a cultural-historical context

<p>The article is devoted to the child development diagnostics within the context of cultural-historical psychology. The disadvantage of traditional diagnostics, which use standard tests, according to L. Vygotsky, is its orientation towards already established forms of development. L. Vygotsky set the task of constructing a diagnostic system that would allow identifying development opportunities. One of the most developed areas of such diagnostic is associated with the zone of proximal development concept, introduced by L. Vygotsky. The creation of quantitative diagnostics in this case should include tasks of varying degrees of complexity, the implementation of which requires, accordingly, different levels of interaction between the child and the adult. One difficulty that arises along this path is that the new psychological formation first exists on the external plane; which necessarily calls for an analysis of this external plan, which turns out to be different in various cultures. Moreover, the highest ideal forms also differ. Such a solution as the “Planning and Evaluation Matrix”, created by N. Veresov, aimed at resolving this issue. Another diagnostics area proposed by L. Vygotsky is associated with the study of the social situation of development, including the study of childhood experiences, which, in turn, necessitates the development of a typology of external means and social situations experienced by children. Thus, the creation of diagnostics in the context of cultural-historical psychology involves the development of multidimensional tools that take into account various lines of child development and the formation of the structure of children's consciousness as a whole in different cultures and different ages.</p>