Abstract
Since the 1960s, development of the ability for visual modeling was investigated by Research Institute of Preschool Education, Academy of Pedagogical Sciences of the USSR. These studies were based both on the cultural-historical theory of Lev Vygotsky and the theory of activity developed by Alexey Leontiev. According to Vygotsky, development of higher mental functions takes place due to the development of symbolic means that the child acquires under the supervision of an adult. Vygotsky’s follower—Alexander Zaporozhets—showed that not only words are the cultural means but also visual image plays the role of sensory standard by which the child analyzes the world of human culture.
The follower of Zaporozhets, Leonid Venger, analyzed children’s spontaneous drawings and came to the conclusion that drawings are not so much works of art as models of various objects. This allowed Venger to formulate the hypothesis that in the preschool age, children develop the ability to visual modeling. It is the ability to build and use a visual model in order to solve different cognitive tasks: orient in the space, create constructions, etc. Olga Diachenko showed that the successful development of verbal imagination can become a result of visual modeling practice.
Under the supervision of Venger, methods aimed at measuring a level of development of visual modeling ability for children were elaborated.
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Veraksa, N., Veraksa, A. (2018). Developing the Ability of Children to Use and Construct Visual Models. In: Fleer, M., van Oers, B. (eds) International Handbook of Early Childhood Education. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-0927-7_73
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