Preyer(Preueger) Wilhelm Thierry (4.7.1841, Moss Side, near Manchester, - 15.7.1897, Wiesbaden), German. biologist and psychologist, founder of child psychology. He studied at the Bonn and Paris Universities. He taught at Bonn (1865), Jena (1866-88) and Berlin (1888-93) high school. One of the editors of the leading psychologist for his time. "Journal of Psychology and Physiology of the Sense Organs" ("Zeitschrift fur Psychologie und Physiologie der Sinnesorgane").

Conducted research on a wide range of issues of general biology, embryology, physiology (in particular, he studied the activity of the sense organs), psychology and psychotherapy. He was a follower of Charles Darwin and in his works took an evolutionary position.

P.’s book “The Soul of a Child” (“Die Seele des Kindes”, 1882; incomplete Russian translation, edited by I. A. Sikorsky, 1891; complete Russian translation, edited by V. Dinze, 1912) laid the foundation the beginning of a systematic child psychology research. In it, P. described the results of daily observations of his own development. son according to the following sections: development of sensory organs, motor skills, will, reason and language. Despite the fact that observations of child development were carried out long before the appearance of P.’s book, its priority is determined by turning to the study of the earliest years of a child’s life (from birth to 3 years) and introducing children. psychology of the method of objective observation, developed by analogy with the methods of natural sciences. Sci. P.'s views from modern times. points of view are perceived as naive and limited by the level of development of science. 19th century (he, for example, considered mental development as a special variant of biological development). However, P. was the first to make the transition from introspective to objective research into the child’s psyche. P.'s book is a sample monographic. child research method. Rus. scientists (I. A. Sikorsky, P. F. Kapterev, N. N. Lange, V. M. Bekhterev) highly appreciated the importance of P.’s work both for understanding the laws of mental health. and physical development, and for scientific. justifications ped. process. In Russian psychology was further developed monographic. method (diaries of A. F. Levonevsky, 1914; N. N. Ladygina-Kote, 1935; N. A. Menchinskaya, 1948; A. N. Gvozdeva, 1949; V. S. Mukhina, 1969), the value and productivity of which consists in that the observer is a combination of parent and scientist.

From: Ober die Erforschung des Lebens, Stuttg., 1873; Naturforschung und Schule, Stuttg., 18873; Die geistige Entwicklung in der ersten Kindheit, nebst Anweisungen fur Eltern dieselbe zu beobachten, Stuttg. - B. - Lpz., 1893; Zur Psychologie des Schreibens, Lpz., 19283; in Russian transl.: Five senses of man, M. (1873; On the cause of sleep, M., 1877; Psychological ABC, Od., 18772; Elements of general physiology, St. Petersburg, 1884.

PREYER [Preuer] Wilhelm

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PREYER (Preuer), Wilhelm (4. VII. 1841 - 15. VII. 1897) - German. physiologist and psychologist. He studied at the University of Bonn and then at the University of Paris. Since 1865 - Associate Professor at the University of Bonn; from 1866 to 1869 - associate professor, and from 1869 to 1888 - professor. Jena University, from 1888 to 1893 - Associate Professor at the University of Berlin. One of the editors of the leading magazine for his time. "Zeitschrift für Psychologie und Physiologie der Sinnesorgane" (Journal of Psychology and Physiology of the Sense Organs).

Scientific P.'s interests covered a wide range of issues of general biology, biochemistry and biophysics, embryology, physiology (he studied the activities of the senses, in particular color vision and hearing), psychology and psychotherapy. P. was an active follower of Charles Darwin and strove to steadily pursue the evolutionist point of view in his works. As a psychologist, P. was a resolute opponent of speculative psychology and a supporter of introducing objective natural science into it. research methods. He is, in essence, also the founder of a special scientific. genre - child development diary. P.’s book “The Soul of a Child” (“Die Seele des Kindes”, 1882, incomplete Russian translation, edited by I. A. Sikorsky, 1891, complete Russian translation, edited by V. Dinze, 1912 ) has been reprinted several times and has not lost its scientific value. values until now time. Its content is a thorough description of the development of the child (P.’s son) from birth to 3 years of age in sections; development of sensory organs, motor skills and will, reason and language. As a result of his research, P. came to the conclusion about the unity of the child development process; He pointed out that if one child develops quickly, another slowly, and large individual differences are noticed even among children of the same family, then such differences relate much more to the time and degree of individual moments of development than to the sequence of their appearance. P. considered the formation of concepts and the emergence of the concept “I” as the final elements of the child’s development process. The first is the result of rational activity, the essence of which P. saw in the combination of individual sensory impressions and habitual movements (see “The Soul of a Child,” 1912, part 3, chapters 5 - 6). The concept of “I” is initially based, according to P., on the sensation of pain and only subsequently does it acquire a rational character (see ibid.).

Op.: Die Blausäure, Bonn, 1868 - 70; Elemente der reinen Empfindungslehre, Jena, 1877; Naturwissenschaftliche Tatsachen und Probleme, B., 1880; Elemente der allgemeinen Physiologie, Lpz., 1883; Specielle Physiоlogie des Embryo, Lpz., 1883; Der Hypnotismus, W., 1890; Die geistige Entwickelung in der ersten Kindheit, Lpz., 1893; Zur Psychologie des Schreibens, 3 Aufl., Lpz., 1928; Darwin. Sein Leben und Wirken, B., 1896; in Russian lane - Five senses of man, M., 1873; About the cause of sleep, M., 1877; Psychological ABC, 2nd ed., Odessa, 1877; Elements of general physiology, St. Petersburg, 1884.

(1841-07-04 )

Biography

Thierry William Preyer was born in England in 1841, educated in London and Bonn, where he studied medicine, as well as in Berlin, Vienna, Heidelberg and Paris. The teachers who most influenced him were Max Schulze, Helmholtz, Ludwig, von Brücke, Du Bois-Reymond, Virchow and Claude Bernard. Preyer received his doctorate in medicine in Bonn in 1866, and he worked as assistant professor of physiology at the University of Bonn from 1865 and as professor of physiology at Jena from 1869.

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The regimental commander turned to Prince Bagration, asking him to move back, since it was too dangerous here. “Have mercy, your Excellency, for God’s sake!” he said, looking for confirmation at the retinue officer, who was turning away from him. “Here, if you please see!” He let them notice the bullets that were constantly screeching, singing and whistling around them. He spoke in the same tone of request and reproach with which a carpenter says to a gentleman who has taken up an ax: “Our business is familiar, but you will callus your hands.” He spoke as if these bullets could not kill him, and his half-closed eyes gave his words an even more convincing expression. The staff officer joined the admonitions of the regimental commander; but Prince Bagration did not answer them and only ordered to stop shooting and line up in such a way as to make room for the two approaching battalions. While he was speaking, as if with an invisible hand he was stretched from right to left, from the rising wind, a canopy of smoke that hid the ravine, and the opposite mountain with the French moving along it opened before them. All eyes were involuntarily fixed on this French column, moving towards us and meandering along the ledges of the area. The shaggy hats of the soldiers were already visible; it was already possible to distinguish officers from privates; one could see how their banner fluttered against the staff.
“They are going nicely,” said someone in Bagration’s retinue.
The head of the column had already descended into the ravine. The collision was supposed to happen on this side of the descent...
The remnants of our regiment, which was in action, hastily formed and retreated to the right; from behind them, dispersing the stragglers, two battalions of the 6th Jaeger approached in order. They had not yet reached Bagration, but a heavy, ponderous step could already be heard, beating in step with the entire mass of people. From the left flank, walking closest to Bagration was the company commander, a round-faced, stately man with a stupid, happy expression on his face, the same one who ran out of the booth. He, apparently, was not thinking about anything at that moment, except that he would pass by his superiors like a charmer.
With a sporty complacency, he walked lightly on his muscular legs, as if he were swimming, stretching out without the slightest effort and distinguished by this lightness from the heavy step of the soldiers who followed his step. He carried a thin, narrow sword taken out at his foot (a bent sword that did not look like a weapon) and, looking first at his superiors, then back, without losing his step, he turned flexibly with his whole strong figure. It seemed that all the forces of his soul were aimed at getting past the authorities in the best possible way, and, feeling that he was doing this job well, he was happy. “Left... left... left...”, he seemed to say internally after every step, and according to this rhythm, with variously stern faces, a wall of soldier figures, weighed down with backpacks and guns, moved, as if each of these hundreds of soldiers was mentally saying, every step of the way: “ left... left... left...". The fat major, puffing and staggering, walked around the bush along the road; the lagging soldier, out of breath, with a frightened face for his malfunction, was catching up with the company at a trot; the cannonball, pressing the air, flew over the head of Prince Bagration and his retinue and to the beat: “left - left!” hit the column. “Close!” came the swaggering voice of the company commander. The soldiers circled around something in the place where the cannonball fell; an old cavalier, a flank non-commissioned officer, falling behind near the dead, caught up with his line, jumped, changed his foot, fell into step and looked back angrily. “Left... left... left...” seemed to be heard from behind the threatening silence and the monotonous sound of feet simultaneously hitting the ground.

CHAPTER 1. Review of the creative path of V. Preyer, the formation and development of his psychological views.

1.1. Origins, scientific foundations of V. Preyer’s psychological views and their formation.

1.2. V. Preyer and Russian psychology.

Conclusions on the chapter.

CHAPTER 2. The problem of mental development of a child in heritage

V. Preyer.

2.1. Development of the child’s sense organs and emotional impressions.

2.1.1. Special feelings of a child.

2.1.2. General feelings of the child.

2.2. Formation of the child’s cognitive mental processes.

2.2.1. Child memory development.

2.2.2. Development of a child's thinking.

2.2.3. Speech development of the child.

2.3. Development of the child's will.

2.3.1. Classification of the child’s movements.

2.3.1.1. Impulsive movements of the child.

2.3.1.2. Reflex movements of a child.

2.3.1.3. Instinctive movements of a child.

2.3.1.4. Represented movements of the child.

2.3.2. The origin of voluntary activity.

Conclusions on the chapter.

CHAPTER 3. Preyer on the formation of a child’s personality.

3.1. Preyer about the problem of human health and longevity.

3.2. Preserving and strengthening the child’s health as a necessary condition for the successful development of his personality.

3.3. The need to take into account the individual characteristics of children’s temperament in the process of education.

3.4. The educational significance of play in the development of a child’s personality.

3.5. Using the tool of suggestion in the process of raising and educating a child.

Conclusions on the chapter.

Recommended list of dissertations in the specialty "General psychology, personality psychology, history of psychology", 19.00.01 code VAK

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Introduction of the dissertation (part of the abstract) on the topic “The psychological and pedagogical heritage of Wilhelm Preyer and its significance for the psychology of child development”

In modern domestic psychology, transformations are taking place associated with the openness of psychological science, with the strengthening of its interaction with foreign psychology. In Soviet times, the existence of rigid ideological assessments of the scientific heritage of domestic and foreign scientists led to a one-sided interpretation of their views, and today a revision of previous orthodox Marxist approaches to determining the methodological foundations of science, including in the field of the history of developmental and educational psychology, is required. In recent decades, in our country, considerable attention has been paid to the general process of interaction between domestic and foreign psychology, which makes it possible to generalize the experience of the formation of world psychology and identify general trends in the development of psychological thought.

It should be remembered that behind every achievement of modern scientific psychology there are achievements of the past, therefore it is necessary to comprehend not only modern ideas and categories of psychology, but also to study the achievements of predecessors. Identification of general features and trends in the development of psychological thought will make it possible to reveal historical and psychological connections and correctly determine, through an analysis of the past of psychology, the current state and predict possible prospects for the development of future psychology. The successful development of psychological and pedagogical knowledge is impossible without a deep analysis of its historical background. A historian studies what has already happened, but this past is seen by researchers differently, depending on their methodological views.

To implement widely declared democratic ideals in public practice, it is necessary to search for new approaches to the theory and practice of the modern educational process, reject existing negative personality stereotypes, which is facilitated by the historical experience of realizing the ideal, identifying and evaluating all the positive things that have been done by our foreign and domestic predecessors and their successors.

Development of domestic and foreign developmental and educational psychology in the 19th-20th centuries. occurred in the context of a collision of old and new approaches to the problem of personality formation at different stages of its development. Particular attention was paid to the problems of early childhood, since the first years of life are the period of the most intense physical, mental and moral development, on the conditions of which the future of the child depends.

Until the beginning of the 19th century, studying the psyche of young children was extremely difficult, since psychological views on the process of child development differed little from everyday ideas. It was necessary to move from everyday reasoning to building a system of reliable scientific knowledge about child development. To objectively test the hypotheses put forward, identify the conditions and internal patterns of the genesis of the child’s psyche, and create conceptual models that adequately reflect the characteristics of the mental processes being studied, experimental studies began to be carried out. According to K.N. Kornilov, the experimental method makes it possible to evoke the mental phenomena of a child necessary for their study. Repeated invocation of these phenomena makes it possible to study them more fully than with objective observation. But only a specialist who has perfect knowledge of the techniques and methods of psychological experiments can experiment on children. Arbitrary experimentation by parents and educators without the guidance of a specialist does not produce results of scientific value.

For the first time, child psychology rose to the level of a genuine science only when there was a rapprochement between psychology and physiology and with natural scientific methods of inductive research in general.” Doctors and physiologists turned primarily to studying the activity of the child’s sense organs and the nature of his movements; sought new feelings of the child and the nature of his movements; sought to establish consistency in the development of his individual abilities.

At the end of the 19th - beginning of the 20th centuries, the first multifaceted and meaningful studies of the psychophysiological development of a child of early and preschool age appeared in foreign psychology (E. Haeckel, C. Darwin, H. Hoefding, A. Kusmaul, I. Ten, W. Wundt, G. Ebbinghaus, V. Oltuszewski, G. Volkelt, B. Pere, V. Preyer, K. and W. Stern, K. Gross, R. Schulze, E. Maiman, J. Piaget, J. Sölli, etc.) and in domestic science (N.N. Lange, P.F. Lesgaft, P.F. Kapterev, I.A. Sikorsky, M.I. Vladislavlev, N.A. Rybnikov, N.G. Rumyantsev, V.V. Zenkovsky, etc.).

One of the researchers of the psychophysiological development of a child during this period was the German physiologist and psychologist W. Preyer (1841-1897). He worked on problems of general biology, biochemistry, biophysics, embryology, psychophysiology of the sensory organs, psychotherapy, developmental and educational psychology. V. Preyer’s book “The Soul of a Child” was the first systematic presentation of psychophysiological data on the mental life of a child, obtained through long-term observations and systematic experiments.

Many foreign and domestic scientists recognized the priority of V. Preyer in the discovery and research of the psychophysiological development of the child. V. Preyer's contribution to the development of psychological knowledge was highly appreciated by E. Claparède, R. Gaupp, N.N. Lange, N.G. Rumyantsev, K.N. Kornilov, P.F. Kapterev, I.A. Sikorsky and others. Pre-revolutionary developmental and educational psychology responded extremely quickly and adequately to the development of world psychological science, “a significant number of foreign works were translated into Russian, many works of foreign scientists were abstracted and reviewed in Russian journals.”

The works of V. Preyer were well known at the end of the 19th and beginning of the 20th centuries, many were translated into Russian. The results of V. Preyer’s observations of the psychophysiological development of a child were referred to by I.A. Sikorsky, N.N. Lange, R. Gaupp, V.M. Bekhterev, A.F. Levonevsky, N.A. Menchinskaya et al.

I.A. Sikorsky saw the main merit of V. Preyer's observations in the use of methods of the exact sciences and analysis of the results obtained.

E. Claparède highly appreciated V. Preyer’s contribution to the psychology of child development, noting that “only with the advent of Preyer’s very widespread book “The Soul of a Child” did parents begin to keep a “diary” about the gradual development of children, and only from then on did they understand the meaning of such observations ".

In 1912, in a popular review of the literature on childhood psychology prepared by N.G. Rumyantsev, V. Preyer’s book “The Soul of a Child” was called an entire era in the development of the science of children. And although, as Rumyantsev claims, Preyer’s views on some issues of childhood psychology were by this time already unacceptable in connection with the advancement of science, however, in terms of the amount of material collected, in the thoroughness and scientific nature of its processing, this book had no equal. “Whoever would like to independently study children in the first years of their life will not find a better guide than Preyer’s work. This classic work on child psychology and teachers must be recommended, since understanding school-age children is unthinkable without a clear understanding of the stages of child development in the first years of his life.”

Rumyantsev noted that the book “The Soul of a Child” gave Preyer the name of the founder of pedology. Officially, the American psychologist G.S. is considered the father of pedology, the creator and author of this term. Hall. This term did not take root in England, France, Germany and Austria, and therefore in European literature V. Preyer is called the father of child psychology, and not pedology. In addition, unlike most pedologists, including G.S. Holla, V. Preyer did not limit himself to the recognition of the biogenetic law and in the mental development of a child he recognized the role of not only innate biological instincts, but also social factors: forms of education, social environment, social conditions.

R. Gaupp called V. Preyer the founder of psychogenesis, a comparative science that reveals differences in the mental development of children and age differences. According to Gaupp, “for the first time, child psychology rose to the level of a genuine science only when there was a rapprochement between psychology and physiology and with natural scientific methods of inductive research in general.” Doctors and physiologists turned primarily to studying the activity of the child’s sense organs and the nature of his movements, and sought to establish consistency in the development of individual abilities. Gaupp, referring to Preyer’s research, noted that “the physician Preyer was able to give something more than just curious details and witty hypotheses.”

J1.C. In his works, Vygotsky used the data obtained by V. Preyer and noted the role of him and other followers of Charles Darwin in the development of child psychology. It was the representatives of comparative psychology (“biological evolutionary psychology”) who did a lot to realize the uniqueness of the highest forms of human behavior, since “it would never occur to them. consider the development of primitive man to culture as a simple continuation of the development from animal to man, or reduce the cultural development of behavior to the biological.” From Vygotsky’s point of view, child psychology at the end of the 19th century. “was formed under the determining influence of evolutionary theory, and the development of the child’s psyche was considered from the point of view of its adaptive significance.”

After the liquidation of pedology, Vygotsky was accused of recognizing heredity in the development of the psyche of children.

D.B. Elkonin relied on the works of V. Preyer, published in 1894, 1912, dedicated to the mental development of the child. We also find references to the works of V. Preyer on child psychology in historical essays on child psychology by L.F. Obukhova, T.D. Martsinkovskaya; V.V. Bolshakova, V.I. Slobodchikova, E.I. Isaeva and others.

Soviet science could not help but recognize Preyer’s role as the founder of child psychology, but it was always noted that he understood the mental development of a child as one of the variants of biological development. Emphasizing the important role of the internal factor of development (bodily and spiritual inclinations, instincts), Preyer also recognized external factors of personal development: forms of education, social environment, social conditions that maximally contribute to the realization of natural inclinations: “No matter how strong heredity is, no matter how significant its influence on the formation of everything organic at every step, the influence of external circumstances in a psychogenetic sense can, however, be even more important, and here lies the center of gravity of natural, physiological pedagogy.” We cannot agree with L.F.’s assessment. Obukhova's views on the role of biological and social factors in the mental development of a child. Violating the principle of historicism, she noted that, from a modern point of view, the views of V. Preyer “are perceived as naive, limited by the level of development of science in the 19th century.” In assessing the legacy of a scientist, we have no right to reproach him for ignorance of what modern psychological science has achieved; we must compare the legacy of V. Preyer with the works of his predecessors and contemporaries.

Only in recent years has the general nature of statements about Preyer's legacy become more accepting. Evaluates in a balanced and correct manner

V. Preyer T.D. Martsinkovskaya: he “concluded that in the field of mental development biological heredity is manifested, which serves, in particular, as the basis for individual differences.”

The purpose of this study is to study and analyze the psychological and pedagogical heritage of V. Preyer on the problems of the psychology of child development from birth to three years of age.

The object of the study is the scientific heritage of V. Preyer. The subject of the research is the study and assessment of the specific contribution of V. Preyer to the psychology of child development as a branch of psychological science.

In accordance with the purpose, object, subject and hypothesis of the study, the following tasks were set:

1. Determine the origins and ways of forming V. Preyer’s psychological views, trace the main stages of his scientific work.

2. Assess the conceptual foundations of V. Preyer’s work and their objective role in the development of psychological knowledge in Europe and beyond.

3. To study and systematize V. Preyer’s psychological views on the early ontogenesis of a child’s mental development on the following issues: the psychophysiological development of a young child, the development of cognitive, emotional and volitional mental processes, the formation of mental properties of a person (temperament, character, abilities).

4. Assess the scientific contribution of V. Preyer’s works on developmental and educational psychology to the development of world psychological thought.

The theoretical and methodological basis of the study was made up of modern strategies of historical and psychological analysis: the principles of socio-cultural determinism, historicism.

Justification of the relevance of this or that historical-psychological research, development of principles for the analysis and systematization of historical-psychological knowledge in order to maximize the use of their capabilities remain currently pressing problems of psychological science.

In our dissertation research, we took into account the provisions of B.M. Teplov, according to which the history of psychology should reflect the development of psychology as a system. In his opinion, works that highlight the views of individual representatives of psychological science are historical and psychological only if “if the views of each author are considered with the views of his predecessors and contemporaries, if the sources of these views, their changes and development in the course of the author’s scientific activity, their further fate in the history of the development of psychological thought,” in other words, if these works show the dynamics of the development of scientific knowledge.

A systematic approach was used, according to which the scientist’s heritage was considered as a special cognitive system (V.A. Koltsova, B.F. Lomov, Yu.N. Oleinik) and analyzed at the subject-logical, social and personal levels (L.I. Antsyferova, E.A. Budilova, V.V. Bolshakova, A.N. Zhdan, T.D. Martsinkovskaya, A.V. Petrovsky, V.A. Romanets, A.A. Smirnov, M.G. Yaroshevsky) .

A subject-logical analysis of the reconstruction of the movement of the idea of the author being studied was carried out in accordance with the categorical apparatus of psychological science. In doing so, we relied on the position of M.G. Yaroshevsky on the importance of categorical analysis for understanding the logic of continuity in the development of psychological science. In the research apparatus of psychological thought, we took into account those put forward by M.G. Yaroshevsky categories: image, motive, action, psychosocial relationships, personality.

Social level of analysis, substantiated by S.R. Mikulinsky, allowed us to present the scientist as a bearer and producer of scientific knowledge as a subject of creative activity to transform socio-cultural conditions. According to M.G. Yaroshevsky, the personal psychological aspect, as a necessary condition for reconstructing the history of scientific knowledge (scientific activity), is a kind of synthesis of external and internal, determined by the characteristics, individual circumstances of the subject’s life, his creative activity, personality, and his individual psychological characteristics. The listed personality characteristics allowed us to better understand the conditions of the researcher’s scientific creativity.

The implementation of the above approaches to the analysis of historical material in our historical and psychological research occurred due to taking into account specific fundamental provisions outlined by researchers (A.N. Zhdan, M.G. Yaroshevsky, B.F. Lomov, V.A. Koltsova, Yu.N. Oleinik, etc.).

The fundamental principles of Russian psychology about the unity of consciousness and activity, the formation of the psyche in activity, were also of methodological importance for our research; key provisions of the theory of development of higher functions, conceptual approaches to understanding the development of the child’s psyche, reflected in the works of L.S. Vygotsky, S.L. Rubinshteina, V.V. Davydova, A.V. Zaporozhets, A.V. Brushlinsky and others. Methods of our research:

Historical-genetic method, which involves studying the origin of a particular phenomenon;

The historical-functional method, through which the existence and impact of phenomena on the subsequent development of the human community is studied; this method allows you to predict the fate of an individual phenomenon, a scientific idea;

Comparative historical analysis, which allows us to study the successive connections between various phenomena, which makes it possible to critically examine the scientific and theoretical heritage of the authors studied along two lines. Firstly, trace contact connections, study mutual influences; secondly, to comprehend typological connections when a phenomenon is studied according to their socio-historical analogy;

A method for systematizing the psychological ideas of the author under study;

A method of retrospective reconstruction of the process of development of a scientist’s scientific ideas.

Main research sources:

Psychological works of foreign and Russian scientists, predecessors, contemporaries and followers of V. Preyer;

Monographs, articles on the methodology of psychology and the history of psychological science in Russia (XIX-XXI centuries), textbooks.

Scientific novelty of the research:

1. For the first time in Russia, the psychological heritage of V. Preyer in the field of developmental and educational psychology has been studied, critically analyzed and systematized.

2. A detailed assessment of V. Preyer’s ideas in the field of developmental and educational psychology was obtained.

3. An analysis of V. Preyer’s views on general and age-related patterns of mental development, on the importance of the interdependence of the development of cognitive, volitional and emotional processes under the influence of upbringing and training was carried out.

4. An analysis of V. Preyer’s views on the problem of the subjectivity of the teacher and the child in the educational process is given.

5. V. Preyer’s thoughts on the problem of personal self-development in educational psychology are systematized.

Theoretical significance of the study: 1. The contribution of V. Preyer to the development of developmental and educational psychology both in Germany and in foreign countries of the 19th-20th centuries was determined.

2. The dissertation implements and integrates systemic and comprehensive cultural and source studies approaches, focused on a holistic study of the psychological heritage of V. Preyer.

3. A procedure has been implemented for the psychological and historical reconstruction of V. Preyer’s psychological heritage as a process of implementing a dialogue between the past and the present.

4. The results obtained in the study enrich the general context of Russian and world historical and psychological knowledge and contribute to the solution of current experimental and applied problems.

The practical significance of the study is that its results can be used in training courses on developmental and educational psychology, history of psychology, social psychology, in the course of the history of education, domestic and foreign psychology at the turn of the 19th-20th centuries. in pedagogical universities, in advanced training courses for psychological and pedagogical personnel, in the creation of textbooks on the history of psychology, developmental and educational psychology.

The reliability of the research results is ensured by the initial methodological positions, the variety of sources used, the correct application of the selected methods that are adequate to the goals and objectives of historical and psychological research, the correlation of the scientific results and conclusions of the dissertation with modern approaches to the systematic understanding of the problems of child psychology.

The following provisions are submitted for defense:

1. Psychological heritage of V. Preyer - the original outstanding German physiologist and psychologist of the second half of the 19th century. represents an important component of the development of world psychological and pedagogical thought and should be included in the general context of world historical and cultural knowledge.

2. Having introduced a method of systematic observation of the development of a child from birth to the age of three, V. Preyer made a huge contribution to the study of the general patterns of psychophysiological development of children and the identification of conditions that promote and delay their spiritual and physical development, and to the study of the influence of external and internal development stimuli child.

3. V. Preyer’s book “The Soul of a Child” helped raise the art of education above the level of empiricism and put it on a scientific basis, since its author turned to a longitudinal study of the mental development of a child. This book contributed to the dissemination of diary records of the progress of a child’s development. The method of systematic observations of child development introduced by Preyer had a great influence on the organization of similar observations abroad, including in Russia.

4. V. Preyer’s psychological views significantly enriched psychological and pedagogical thought, since, using a systematic approach to the study of a child’s mental development, he created a holistic picture of the development of the child’s psyche.

5. A significant contribution to the development of child psychology are the recommendations of V. Preyer on the psychology of education and training of preschool children.

6. V. Preyer outlined a new range of problems in child psychology, which until that time had not been the focus of research interests: the study of the mental, moral, speech and volitional development of the child, correlations between various aspects of mental development, the study of children's play, the study of temperamental personality traits child for the proper organization of the process of his upbringing, education, spiritual and physical development.

Approbation of work. The results and conclusions of the study were presented at meetings of the Department of Psychology of the Nizhny Novgorod State University of Architecture and Civil Engineering (2002-2004); at meetings of the Department of Developmental and Educational Psychology of the Nizhny Novgorod State Pedagogical University (2002-2005); at the meetings of the Department of Social Pedagogy and Innovative Educational Technologies of the Nizhny Novgorod State University of Architecture and Civil Engineering (2005).

Structure and scope of work. The dissertation consists of an introduction, three chapters, a conclusion, a bibliography containing 155 titles, including 20 in a foreign language, an appendix (bibliographic list of works by V. Preyer, a guide to keeping a diary of observations of the psychophysiological development of children from birth to three years of age).

Conclusion of the dissertation on the topic “General psychology, personality psychology, history of psychology”, Borusyak, Elena Viktorovna

CHAPTER CONCLUSIONS:

Based on achievements in the field of general biology, physiology, and child psychology, V. Preyer presented a fairly objective picture of not only the general psychophysiological development of a young child, but also his first personal formations.

According to Preyer, the formation of a child’s personality is influenced by many factors: heredity, physical and mental health, the individual internal pace of development of the child, the conditions of his life, the culture of the people involved in raising the child, and upbringing. The ideal of education put forward by him is a healthy person, strong-willed, mentally and morally developed.

According to Preyer, a healthy lifestyle helps a person maintain and improve health, increase his life expectancy, so a conscious approach to this problem is necessary. The state is obliged to pursue an active policy in the field of preserving the health of its citizens, but not only through prohibitions and restrictions. Preyer pointed out that no law can force a person to lead a healthy lifestyle, even under the threat of criminal punishment. However, in the criminal law of the German Empire, there were attempts by the authorities to intervene, for example, those who gambled, drank, and did not engage in work were arrested, and those who deliberately committed self-harm to evade military service were threatened with imprisonment.

When forming a child’s personality, it is important to pay attention to the state of his health, since it is one of the factors influencing mental, physical, mental and emotional development. It is important to be able to diagnose the child’s state of existence based on the external manifestations, especially in the pre-speech period of his development. Preyer pointed out that detection of functional disorders of the child’s body is possible due to changes in facial expressions and gestures, external signs of a painful condition: glitter in the eyes, dilated pupil, redness of the cheeks, drooping corners of the lips, wrinkling of the forehead and pallor.

Preyer developed and proposed an approximate program for monitoring the psychophysiological development of children from birth to three years (sample observation diary), which will make it possible to draw up a psychological and pedagogical profile of the child. Keeping a diary will help adults better understand their child by clearly seeing how his psychophysiological development occurs. Preyer proposed special games and exercises that promote the development of mental processes: sensations, perceptions, attention, memory, thinking, speech, volitional acts.

Preyer considered it necessary to take into account the temperamental characteristics of the child in the process of upbringing, training, spiritual and physical development. He argued that in most children, temperament can be determined already in the second quarter of the year. To prevent negative manifestations in the behavior of children of one or another temperament and the formation of positive character traits, Preyer proposed preventive measures used in the process of raising a child.

Preyer considered the communication of adults with a child as a means of developing his mental processes. At the same time, he drew attention to the importance of using situations of interest in the process of raising and teaching children. He pointed out the need in the process of forming a child’s personality to use such an education method as suggestion. In his opinion, thanks to suggestion, the child experiences sensations on the basis of which a representation of the goal of a voluntary action is formed, and associations arise. Initially, the stimulation and inhibition of the child’s actions are regulated by external stimuli (suggestion), and then self-control over one’s actions develops. Suggestion is a preset that allows the child to foresee the outcome of his actions. Directing attention to positive actions or distracting from negative ones for a certain period of time with the help of suggestion allows you to control the child’s ideas, contributing to the development of a strong and effective reaction to the two main verbal signals of adults: to the word “must”, which requires action even against the child’s wishes, and to the word “impossible”, prohibiting an action desired by the child. The child’s desire to perform or suppress an action is the basis for the formation of his character.

Preyer argued that through suggestion, especially in play, it is possible to switch a child’s attention from negative to positive aspects, helping to form his correct idea of the surrounding reality.

Preyer analyzed play, the main activity of preschool children, proposing his theoretical approach to understanding it, indicating the influence of social factors on its development, which is confirmed in his substantive psychological and pedagogical recommendations for teaching children play activities. Preyer proposed a classification of children's games, dividing them into two groups: solitary (free) and social (public).

Preyer defined the psychological and pedagogical significance of children's play for the development of a child's personality, which consists in the fact that the game stimulates their emotional sphere, forms independence, arbitrariness, imagination and creativity, activates the cognitive activity of children, develops personal orientation, and contributes to the formation of knowledge, skills and abilities. Therefore, Preyer spoke about the need for adults to take children's play seriously.

CONCLUSION

As a result of our research, its main goal was achieved: the most important milestones in the life and scientific work of the German physiologist and psychologist of the second half of the 19th century were traced. V. Preyer; his works in the field of child development psychology were studied and analyzed; an assessment is made of the conceptual foundations of V. Preyer’s work and their objective role for the development of psychological science is outlined; the psychological views of V. Preyer regarding the early ontogenesis of mental development were studied and systematized on the following problems: the psychophysiological development of a child from birth to three years of age, the development of cognitive, emotional and volitional mental processes, the formation of mental properties of the individual (temperament, character, abilities); The relevance of the leading problems of the psychology of child development in the works of V. Preyer, his predecessors and followers has been assessed, which gives grounds to draw the following conclusions:

1. Our research carried out a theoretical reconstruction of the psychological heritage of V. Preyer, which made it possible to give it a systematic assessment. For the first time, a holistic analysis of his psychological ideas is given, a systematic picture of his vision of the psychological and pedagogical problems of child development during the neonatal period (from birth to 2 months), infancy (2 months - 1 year) and early age (1 year - 3 years) is presented. .

Preyer, not being a supporter of the idea of a “blank slate” (tabula rasa), adhered to the evolutionary theory of Charles Darwin, defended the idea of the important role of heredity in the development of a child and considered it necessary to develop the child’s inclinations - “traces of the experience and activity of his ancestors” [V. Preyer, 1912]. The hereditary basis of the human body (genotype) determines its anatomical and physiological characteristics, the basic qualities of the nervous system, and the dynamics of nervous processes. The biological organization of man, his nature, contains the possibilities for his future mental development. But a human being becomes a person only thanks to social heredity - the assimilation of the experience of previous generations, enshrined in knowledge, traditions, objects of material and spiritual culture, in the system of social relations. Emphasizing the important role of the internal factor in the development of the child, Preyer recognized external factors: forms of education, social environment, social conditions that maximally contribute to the realization of natural inclinations.

2. V. Preyer had a huge influence on the development of child psychology as a special branch of psychological science. If before him scientists studied individual problems and gave cursory sketches of the general development of the human psyche, then Preyer took on a holistic analysis of the problems of a child’s mental development and systematic observation of this development. He came to the conclusion that in the field of mental development of a child, biological heredity is manifested, which influences the formation of individual differences. Having revealed the content of the child's soul, describing the development of cognitive processes, speech, and emotions of the child, Preyer sought to teach adults to understand children through the use of objective methods of studying them. To this end, he proposed a guide to keeping a diary of observations of the spiritual development of children from birth to three years of age.

3. Preyer was one of the first to introduce a method of systematic observation of the development of a young child. A skillfully conducted monographic method of studying a child from birth to three years made it possible not only to identify patterns of psychophysiological development, but also to determine the conditions that promote and retard spiritual and physical development, the role of external and internal stimuli for development during the period of first childhood.

V. Preyer's records arose in the course of embryological research and represented an attempt to transition from the study of life processes in the uterine period to their analysis in the first years of a child's life. V. Preyer's diary entries became a model for organizing objective observation and marked the beginning of a systematic study of childhood psychology. The methods of studying children used by Preyer, such as observation and experiment, are still used by psychologists and teachers today.

Preyer pointed out the fruitfulness of comparative observation of normal, abnormal children and young animals.

4. V. Preyer’s book “The Soul of a Child” helped raise the art of education above the level of empiricism and put it on a scientific basis, since its author turned to a longitudinal study of the child’s mental development. This book contributed to the widespread dissemination of diary records of the progress of a child’s development. The method of systematic observations of child development introduced by V. Preier had a great influence on the organization of similar observations both abroad and in Russia.

Preyer proposed not only a program for monitoring the psychophysiological development of a child, but also special games and exercises that promote the development of mental processes: sensations, perceptions, attention, memory, thinking, speech, volitional acts.

5. Dealing with the problem of nonverbal means of communication, Preyer drew attention to the involuntary movements of children (“silent language of movements”), which contribute to a better understanding of the child’s inner world, which is important in matters of development, education and training of children, especially in the pre-speech period of their development.

6. V. Preyer turned to problems that have not lost their relevance today, outlining a new range of problems in child psychology, which until that time were not at the center of research interests: the study of the prenatal period of child development, the study of mental, emotional, speech , volitional and moral development of the child, correlations between various aspects of the mental development of children, the study of children's play, the study of temperamental characteristics for the correct organization of the process of upbringing, training, spiritual and physical development of the child.

7. Preyer, one of the first researchers of child development, discovered at the border of the second and third months of his life a lively expression of joy, manifested in visual and auditory concentration on an object of interest to him, in the rapid raising and lowering of arms and legs as a sign of supreme pleasure, in positive emotional reactions (smile, laugh). The discovered complex of forms of bodily behavior (facial, auditory, motor) indicated the end of the neonatal period and the transition to a new stage of development - infancy, and was subsequently named by N.M. Shchelovanov, H.JI. Figurin and M.P. Denisova “revival complex”.

8. Preyer identified one of the main reasons contributing to the improper functioning of mental processes and conditions of the child - insufficient supply of oxygen through the bloodstream to certain areas of the brain, which can be caused by fatigue of the sense organs (vision and hearing), muscles, which ultimately leads to depression of intellectual functions, decreased attention, weakened will.

9. The psychological and pedagogical heritage of V. Preyer is not only of great historical and psychological value, it should be in demand for improving the educational process in a modern family and preschool educational institution. His works need to be made available to a wide range of people interested in child development problems. Studying the legacy of V. Preyer in the process of psychological and pedagogical training at a university will contribute to recreating the logic of the development of child psychology in Russia and abroad, as well as an objective assessment of the psychological heritage of foreign authors without ideological, biased assessments.

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Please note that the scientific texts presented above are posted for informational purposes only and were obtained through original dissertation text recognition (OCR). Therefore, they may contain errors associated with imperfect recognition algorithms. There are no such errors in the PDF files of dissertations and abstracts that we deliver.

Abstract of the dissertation on the topic "The psychological and pedagogical heritage of Wilhelm Preyer and its significance for the psychology of child development"

Borusyak Elena Viktorovna

As a manuscript

The psychological and pedagogical heritage of Wilhelm Preyer and its significance for the psychology of child development

19.00.01 - general psychology, personality psychology, history of psychology

dissertation for the degree of candidate of psychological sciences

Moscow - 2005

The work was carried out at the Department of Developmental and Educational Psychology of Nizhny Novgorod State Pedagogical University

Scientific supervisor: Doctor of Psychology,

Professor

Bolshakova Vassa Vasilievna

Official opponents: Doctor of Psychology

Kurek Nikolay Sergeevich

Candidate of Psychological Sciences, Associate Professor

Oleynik Yuri Nikolaevich

Leading organization: Nizhny Novgorod State

University named after N.I. Lobachevsky

The defense will take place on June 14, 2005. at 14:00 at a meeting of the dissertation council D-212.136.05 at the Moscow State Open Pedagogical University named after. M.A. Sholokhov at the address: 109391, Moscow, Ryazansky Avenue, building 9.

The dissertation can be found in the library of the Moscow State Open Pedagogical University. M.A. Sholokhov

Scientific secretary of the dissertation council, candidate of psychological sciences, associate professor

Shlyakhta N.F.

general description of work

The relevance of research. In modern domestic psychology, transformations are taking place associated with the openness of psychological science, with the strengthening of its interaction with foreign psychology. In Soviet times, the existence of rigid ideological assessments of the scientific heritage of domestic and foreign scientists led to a one-sided interpretation of their views, and today a revision of previous orthodox Marxist approaches to determining the methodological foundations of science, including in the field of the history of developmental and educational psychology, is required. In recent decades, in our country, considerable attention has been paid to the general process of interaction between domestic and foreign psychology, which makes it possible to generalize the experience of the formation of world psychology and identify general trends in the development of psychological thought.

Behind every achievement of modern scientific psychology there are achievements of the past, therefore it is necessary to comprehend not only modern ideas and categories of psychology, but also to study the achievements of predecessors. Identification of general features and trends in the development of psychological thought will make it possible to reveal historical and psychological connections and correctly determine, through an analysis of the past of psychology, the current state and predict possible prospects for the development of future psychology. The successful development of psychological and pedagogical knowledge is impossible without a deep analysis of its historical background. A historian studies what has already happened, but this past is seen by researchers differently, depending on their methodological views.

At the end of the 19th - beginning of the 20th centuries, the first multifaceted and meaningful studies of the psychophysiological development of a child of early and preschool age appeared in foreign psychology (E. Haeckel, C. Darwin, H. Hoefding, A. Kusmaul, I. Ten, W. Wundt, G. Ebbinghaus, W. Oltuszewski, G. Volkelt, B. Pere, W. Preyer, W. Stern, K. Gross, R. Schulze, E. Meiman, J. Piaget, J. Selli, etc.) and in domestic science ( N. N. Lange, P. F. Lesgaft, P. F. Kapterev, I. A. Sikorsky,

M.I. Vladislavlev, N.A. Rybnikov, N.G. Rumyantsev, V.V. Zenkovsky and others).

the first systematic presentation of psychophysiological data on the mental life of a child, obtained through long-term observations and systematic experiments.

Many foreign and domestic scientists recognized the priority of V. Preyer in the discovery and research of the psychophysiological development of the child. V. Preyer’s contribution to the development of psychological knowledge was highly appreciated by E. Claparède, R. Gaupp, N.N. Lange, N.G. Rumyantsev, K.N. Kornilov, P.F. Kapterev, IA. Sikorsky and others. Pre-revolutionary developmental and educational psychology responded extremely quickly and adequately to the development of world psychological science, “a significant number of foreign works were translated into Russian, many works of foreign scientists were abstracted and reviewed in Russian journals” [A.A. Nikolskaya, 1995].

The works of V. Preyer were well known at the end of the 19th - beginning of the 20th centuries, many were translated into Russian [V. Preyer, M., 1877; V. Preyer, St. Petersburg, 1884; V. Preyer, M., 1890; V. Preyer, St. Petersburg, 1891; V. Preyer, Odessa, 1894; V. Preyer, St. Petersburg, 1894; V. Preyer, St. Petersburg, 1912]. The results of V. Preyer’s observations of the psychophysiological development of a child were referred to by I.A. Sikorsky, N.N. Lange, R. Gaupp, V.M. Bekhterev, A.F. Levonevsky, N.A. Menchinskaya et al.

I.A. Sikorsky saw the main merit of V. Preyer's observations in the use of methods of the exact sciences and analysis of the results obtained.

E. Claparède highly appreciated the contribution of V. Preyer to the psychology of child development, noting that the book “The Soul of a Child” had a great influence on the organization of such observations of child development.

In 1912 in a popular review of the literature on childhood psychology prepared by N.G. Rumyantsev, V. Preyer’s book “The Soul of a Child” was called an entire era in the development of the science of children, giving the author the name of the founder of pedology. And although, as Rumyantsev claims, Preyer’s views on some issues of childhood psychology were already unacceptable by this time due to the advancement of science, however

in terms of the amount of material collected, the thoroughness and scientific nature of its processing, this book had no equal.

R. Gaupp called V. Preyer the founder of psychogenesis, a comparative science that reveals differences in the mental development of children and age differences.

L.S. Vygotsky in his works, using data obtained by V. Preyer, noted the role of him and other followers of Charles Darwin in the development of child psychology. Representatives of biological psychology were aware of the uniqueness of higher forms of human behavior; it “would never occur to them... to consider the development of a primitive person to a cultural one as a simple continuation of the development from animal to human, or to reduce the cultural development of behavior to the biological.”

D.B. Elkonin relied on the works of V. Preyer, published in 1894 and 1912, devoted to the mental development of the child. We also find references to the works of V. Preyer on child psychology in historical essays on child psychology by L.F. Obukhova, T.D. Martsinkovskaya; V.V. Bolshakova, V.I. Slobodchikova, E.I. Isaeva and others.

Soviet science could not help but recognize Preyer’s role as the founder of child psychology, but it was always noted that he understood the mental development of a child as one of the variants of biological development [L.F. Obukhova, 1996]. Emphasizing the important role of the internal factor of development (physical and spiritual inclinations, instincts), Preyer also recognized external factors of personality development: forms of education, social environment, social conditions that maximally contribute to the realization of natural inclinations. He argued that “no matter how strong heredity is, no matter how significant its influence on the formation of everything organic at every step, the influence of external circumstances in a psychogenetic sense can be even more important, and here lies the center of gravity of natural, physiological pedagogy” [V. Preyer, 1894]. We cannot agree with L.F.’s assessment. Obukhova's views on the role of biological and social factors in the mental development of a child. Violating the principle of historicism, she noted that, from a modern point of view, the views of V. Preyer “are perceived as naive,

limited by the level of development of science in the 19th century.” Only in recent years has the general nature of statements about Preyer's legacy become more accepting. V. Preyer T.D. evaluates in a balanced and correct manner. Martsinkovskaya: he “concluded that in the field of mental development biological heredity is manifested, which serves, in particular, as the basis of individual differences.”

The theoretical and methodological basis of the study was

modern strategies of historical and psychological analysis: principles of socio-cultural determinism, historicism.

Justification of the relevance of this or that historical-psychological research, development of principles for the analysis and systematization of historical-

psychological knowledge in order to maximize the use of their capabilities remain currently pressing problems of psychological science.

In our dissertation research, we took into account the provisions of B.M. Teplov, according to which the history of psychology should reflect the development of psychology as a system. In his opinion, works that highlight the views of individual representatives of psychological science are historical and psychological only if “if the views of each author are considered with the views of his predecessors and contemporaries, if the sources of these views, their changes and development during scientific research are clarified.” the author’s activities, their further fate in the history of the development of psychological thought,” in other words, if these works show the dynamics of the development of scientific knowledge [B.M. Teplov, 1960].

history of scientific knowledge (scientific activity), is a unique synthesis of external and internal, conditioned by the characteristics, individual circumstances of the subject’s life, his creative activity, personality, and his individual psychological characteristics. The listed personality characteristics allowed us to better understand the conditions of the researcher’s scientific creativity.

Our research methods:

Works devoted to the analysis of scientific creativity and social activities of V. Preyer;

Psychological works of foreign and Russian scientists, contemporaries of V. Preyer and later authors;

Archival materials;

The scientific novelty and theoretical significance of the study is as follows:

For the first time in Russia, the psychological heritage of V. Preyer in the field of developmental and educational psychology was studied, critically analyzed and systematized;

A detailed assessment of V. Preyer's ideas in the field of developmental and educational psychology was obtained;

An analysis of V. Preyer's views on general and age-related patterns of mental development, on the importance of the interdependence of the development of cognitive, volitional and emotional processes under the influence of upbringing and training was carried out;

An analysis of V. Preyer's views on the problem of the subjectivity of the teacher and the child in the educational process is given;

The thoughts of V. Preyer on the problem of personal self-development in educational psychology are systematized;

The contribution of V. Preyer to the development of developmental and educational psychology both in Germany and in foreign countries of the 19th-20th centuries has been determined.

Х1Х-ХХ BB. in pedagogical universities, in advanced training courses for psychological and pedagogical personnel, in the creation of textbooks on developmental and educational psychology.

5. A significant contribution to the development of child psychology are the recommendations of V. Preyer on the psychology of education and training of preschool children.

Approbation of work. The results and conclusions of the study were presented at meetings of the Department of Psychology of the Nizhny Novgorod State University of Architecture and Civil Engineering (2002-2004); at meetings of the Department of Developmental and Educational Psychology of the Nizhny Novgorod State Pedagogical University (2002-2005); at meetings of the Department of Social Pedagogy and Innovative Educational Technologies of the Nizhny Novgorod State University of Architecture and Civil Engineering (2005).

Structure and scope of work: The dissertation consists of an introduction, three chapters, a conclusion, and a bibliography containing 155 titles, incl. 20 in a foreign language, appendices (bibliographic list of works by V. Preyer, guide to keeping a diary of observation of the psychophysiological development of children from birth to three years of age).

The introduction substantiates the relevance and novelty of the research, defines its purpose, object, subject, formulates the objectives, theoretical and methodological basis and methods, scientific novelty, theoretical and practical significance, and the main provisions submitted for defense.

The first chapter, “Overview of the creative path of V. Preyer, the formation and development of his psychological views,” sets out the scientific biography of V. Preyer, which reveals the features of the formation of his worldview, the origins of his scientific views and methodological positions, and also provides an analysis

general psychological views of V. Preyer. The main provisions of the theory of development of the child’s psyche in his works and his views on the problem of determining this process are considered.

The life and creative path of V. Preyer is characterized by his desire to systematize psychological knowledge and explore various spheres of the human psyche as reliably and comprehensively as possible.

Preyer was constantly at the center of current problems in physiology, medicine, psychology, pedagogy and other disciplines thanks to the versatility of his interests, erudition and high efficiency. At the same time, he was actively involved in such fashionable and controversial issues as mind reading, hypnosis and graphology.

The works of V. Preyer were translated into many languages and had a significant impact on the development of various fields of science, including child psychology. A number of works by V. Preyer were translated into Russian and published in pre-revolutionary Russia [V. Preyer, M, 1877; V. Preyer, St. Petersburg, 1884; V. Preyer, M., 1890; V. Preyer, St. Petersburg, 1891; V. Preyer, Odessa, 1894; V. Preyer, St. Petersburg, 1894; V. Preyer, St. Petersburg, 1912].

A significant contribution to the development of child psychology was made by the method of systematic observation of the psychophysiological development of children proposed by Preyer. Unlike most of his predecessors, Preyer was a major specialist both in the field of general physiology and medicine, and embryology, which allowed him to conduct his observations on a broad scientific basis.

V. Preyer combined systematic observation of a child’s life with experiments. His reflexological experiments formed artificial combination reflexes in infants.

Preyer supported the study of child psychogenesis with comparative and evolutionary anatomy, which made it possible to bring observations into a system and trace the cause-and-effect relationships of changes occurring in the development of normal and abnormal children, children in the first years of life and young animals.

Preyer's observations were extensive; he recorded all the changes occurring in the child, and not just the development of cognitive mental processes. Over the course of 3 years, his observations were constant, tracking all more or less significant facts.

Preyer conducted long-term observations of the child’s development at least three times a day, conducting them systematically, by analogy with the methods of the natural sciences. This, according to contemporaries, was the main advantage of Preyer’s work. Using a similar approach in the future allowed researchers to accumulate a large amount of factual material about the development of a young child.

The observational technique proposed and developed by Preyer was the most realistic tool that made it possible to objectively and directly study the genesis of the child’s psyche.

During the Soviet period, the name of Wilhelm Preyer was undeservedly forgotten. The psychological works of V. Preyer translated into Russian are extremely inaccessible, since they are presented mainly in pre-revolutionary periodicals and lithographs and have never been republished in the USSR, which makes their use in modern scientific circulation difficult. Meanwhile, in the works of V. Preyer, questions such as: factors influencing the psychophysiological development of the child were addressed; a holistic approach to the child’s personality and behavior; the uniqueness and intrinsic value of each age period of a child’s psychophysiological development; subjectivity of the teacher and the child in the process of education; motivation of the child’s activities, the evolution of his interests; self-development of the individual as the main mechanism of self-construction; psychological and pedagogical significance of children's imitation and suggestibility.

The study of Preyer’s psychological heritage remains relevant and necessary today, as it allows us to trace the development of the main directions of educational psychology in Germany at the end of the 19th century. - the beginning of the 20th century, methods and tasks in the study of a child’s personality. The problem of early diagnosis, correction and prevention of mental

child development remains relevant, one of the insufficiently studied areas of knowledge both in methodological and applied terms.

In the second chapter, “The problem of the child’s mental development in the legacy of V. Preyer,” V. Preyer’s contribution to the creation of child psychology is analyzed, his main ideas on the problem of the child’s mental development are analyzed and systematized.

V. Preyer was one of the first psychologists to study from a scientific point of view the problems of psychophysical development of a child from birth to three years. He proposed a holistic theory of the development of a child’s personality, in which he examined the patterns of development of cognitive, volitional and emotional processes, factors influencing the development of a child (heredity, upbringing, activity, lifestyle).

Preyer considered an important goal of psychology to be the study of the interdependence of mental phenomena and the determination of their psychological causes.

According to Preyer, the senses are the sources that provide material for a person’s mental life, therefore the planned and systematic development of visual, auditory, tactile, gustatory and olfactory sensations is necessary. In addition to these five feelings, named by Aristotle, Preyer identified general feelings (organic and muscular sensations) that exist not only in adults, but also in children: pleasure and pain, well-being and pain, which signal the state of internal processes.

The improper functioning of one or another sense organ will entail a corresponding defect in mental life, which will affect mental, volitional and emotional development, and therefore the formation of the personality as a whole. According to Preyer's observations, emotions and feelings control the behavior, mental processes and states of the child. In his opinion, the impact of emotions and feelings on mental processes indicates the regulatory function of mental movements.

Preyer made a significant contribution to the study of the problem of the development of visual-motor coordination, refuting a number of misconceptions existing in physiology about the transformation of visual representation into motor representation.

Preyer was one of the first to discover, at the border between the second and third months of a child’s life, a lively expression of joy, manifested in visual and auditory concentration of attention on an object of interest to the child, in the rapid raising and lowering of arms and legs as a sign of supreme pleasure, in positive emotional reactions (smile, laughter ). A complex of rather complex and specific forms of bodily behavior (facial, auditory, motor) was subsequently named by N.M. Shchelovanov, N.L. Figurin and M.P. Denisova “revitalization complex,” indicating the end of the neonatal period and the transition to a new stage of development - infancy.

Turning to the problem of the formation of cognitive, volitional and emotional processes in a child, V. Preyer analyzed the natural relationships of mental processes in the conditions of their functioning. The development of mental processes depends on the state of the brain and the entire central nervous system.

Understanding the relationship between thinking and speech in the process of child development, Preyer noted that logical ability appears before the emergence of articulate speech. According to Preyer's observations, a child in the earliest period of life cannot yet speak, but is already capable of abstraction, which indicates the ability to form concepts about the surrounding world at the very beginning of language development on the basis of visual-auditory images.

Preyer left a deep and meaningful legacy in the study of the emotional-volitional sphere of the child. The problem of will, voluntary and volitional regulation of human behavior and activity has long been of interest to many scientists (Aristotle, Plato, etc.), causing heated debates and discussions to this day. Preyer was not the first to approach the study of will from a scientific position and give a definition of will. However, Preyer made a certain contribution to the study of this problem, from a scientific point of view. He proposed his classification of voluntary and involuntary movements,

which was subsequently relied upon by K. Gross, R. Gaupp, N.N. when studying the problem of will development in children. Lange et al. Preyer identified four types of voluntary and involuntary movements (impulsive, reflexive, instinctive, imagined); he included passive movements in a special group, which also play an important role in the formation of will: movement of joints, contraction and relaxation of muscles, contributing to the formation of sensations, perceptions and representation of movements.

Preyer identified the main mental points that make it possible to distinguish voluntary actions from involuntary ones: goal setting, motivating reasons (motives), sufficiently developed feelings, the idea of volitional action, participation of consciousness, independent suppression or delay of habitual actions. He drew attention to the kinesthetic ideas that precede voluntary movement. Mental repetition of the technique of upcoming actions, updating of traces, conditioned reflex connections leads to the emergence of an ideomotor act associated with a change in the tone of the muscles that will participate in the motor action. He raised the question of the role of ideas in motivation and the role of ideomotor in the implementation of voluntary movements.

Preyer pointed out that the mechanism of an ideomotor act is psychophysically the appearance of nerve impulses that provide any movement after a mental, ideal representation of this movement. In his opinion, ideomotor acts are involuntary, practically unconscious (some muscle movements may be conscious) and visually imperceptible, i.e. occur against the will and desire of a person, but due to arbitrarily arising ideas about movements. Preyer pointed out that the mental representation of an upcoming action, the actualization of traces of past experience, conditioned reflex connections lead to the emergence of an ideomotor act associated with a change in the tone of the muscles involved in the motor action. The idea of the movement, the expectation of its success and intense attention, according to Preyer, are necessary for the formation of independent, voluntary action. Conclusion drawn

Preyer, showed how closely voluntary and involuntary mechanisms are intertwined in voluntary acts.

Will is connected with a person’s experience, with his mental state, attention. The manifestation of the first voluntary acts is associated with the maturation and development of the entire cerebral cortex, therefore, due to a defect in the brain, the will will not develop. V. Preyer, B. Pere, R. Gaupp, M.I. Vladislavlev, I.A. Sikorsky attributed attention to the volitional sphere, highlighting 2 types of attention: involuntary, caused by strong external stimuli, and voluntary. Preyer discovered the manifestation of involuntary attention in a child already at the 7th week of his life (direction of gaze towards a strong stimulus), and at 16-17 weeks - focusing on an interesting object for several seconds. The formation of will, in his opinion, must begin at the age of 2.

According to Preyer, imitative actions are of psychogenetic interest, since they are a sign of the activity of the cerebral hemispheres. The appearance of the first voluntary acts is associated with the conditions of the brain and central nervous system. Therefore, Preyer believed that the emergence of imitative actions indicates the emergence of voluntary acts. There is a volitional element in the imitative movement.

According to Preyer's observations, the child begins to imitate at the age of 4 months, and from this moment expressive movements appear.

According to Preyer, in the 2nd year of life, “imitative will” plays an important role in the further mental development of the child. In an uneducated society, a child, due to his ability to imitate, may acquire not only positive habits, but also negative ones that can delay his development.

In the third chapter, “Preyer on the formation of a child’s personality,” we examine Preyer’s study of the problem of forming a child’s personality, preserving and strengthening his health as a necessary condition for successful personal development.

Based on achievements in the field of general biology, physiology, and child psychology, Preyer presented a fairly objective picture of not only the general psychophysiological development of a young child, but also his first personal formations.

When forming a child’s personality, it is important to pay attention to the state of his health, since it is one of the factors influencing mental, physical, mental and emotional development. It is important to be able to diagnose the child’s state of existence based on the external manifestations, especially in the pre-speech period of his development. Preyer pointed out that detection of functional disorders of the child’s body is possible due to changes in facial expressions and gestures, external signs of a painful condition: shine in the eyes, dilated pupils, redness of the cheeks, drooping corners of the mouth, wrinkling of the forehead and pallor.

Preyer developed and proposed an approximate program for monitoring the psychophysiological development of children from birth to three years, which will make it possible to draw up a psychological and pedagogical profile of the child. Keeping a diary will help adults better understand their child by clearly seeing how his psychophysiological development occurs. Preyer proposed special games and exercises that promote the development of mental processes.

Preyer pointed out the need in the process of forming a child’s personality to use such an education method as suggestion. In his opinion, thanks to suggestion, the child experiences sensations on the basis of which a representation of the goal of a voluntary action is formed, and associations arise. Initially, the stimulation and inhibition of the child’s actions are regulated by external stimuli (suggestion), and then self-control over one’s actions develops. Suggestion is a preset that allows the child to foresee the outcome of his actions. Directing attention to positive actions or distracting from negative ones for a certain period of time with the help of suggestion allows you to control the child’s ideas, contributing to the development of a strong and effective reaction to the two main verbal signals of adults: to the word “must”, which requires action even against the child’s wishes, and to the word “impossible”, prohibiting an action desired by the child. The child’s desire to perform or suppress an action is the basis for the formation of his character.

Preyer, having analyzed children's play, pointed out the influence of social factors on its development. Preyer proposed a classification of children's games, dividing them into two groups: solitary (free) and social (public).

Preyer determined the psychological and pedagogical significance of children's play for the development of the child's personality: it stimulates the emotional sphere,

forms independence, arbitrariness, imagination and creativity, activates the cognitive activity of children, develops personal orientation, and contributes to the formation of knowledge, skills and abilities.

Conclusion

As a result of our research, its main goal was achieved: the most important milestones in the life and scientific work of the German physiologist and psychologist of the second half of the 19th century were traced. Preyer; his works in the field of child development psychology were studied and analyzed; an assessment is made of the conceptual foundations of Preyer’s work and their objective role for the development of psychological science is outlined; Preyer's psychological views regarding the early ontogenesis of mental development were studied and systematized on the following issues: the psychophysiological development of a child from birth to three years of age, the development of cognitive, emotional and volitional mental processes, the formation of mental properties of the individual (temperament, character, abilities); The relevance of the leading problems of the psychology of child development in the works of Preyer, his predecessors and followers has been assessed, which gives grounds to draw the following conclusions:

1. Our research carried out a theoretical reconstruction of Preyer’s psychological heritage, which made it possible to give it a systematic assessment. For the first time, a holistic analysis of his psychological ideas is given, a systematic picture of his vision of the psychological and pedagogical problems of child development during the neonatal period (from birth to 2 months), infancy (2 months - 1 year) and early age (1 year - 3 years) is presented.

Preyer, not being a supporter of the idea of tabula rasa, adhered to the evolutionary theory of Charles Darwin, defended the importance of the role of heredity in the development of a child and considered it necessary to develop the child’s inclinations - “traces of the experience and activity of his ancestors” [V. Preyer, 1912]. The hereditary basis of the human body (genotype) determines its anatomical and physiological characteristics, the basic qualities of the nervous system, and the dynamics of nervous processes. The biological organization of man, his nature, contains the possibilities for his future mental development. But a human being

becomes a person only thanks to social heredity - the mastery of the experience of previous generations, enshrined in knowledge, traditions, objects of material and spiritual culture, in the system of social relations. Emphasizing the important role of the internal factor in the development of the child, Preyer recognized external factors: forms of education, social environment, social conditions that maximize the realization of natural inclinations.

2. Preyer had a huge influence on the development of child psychology as a special branch of psychological science. If before him scientists studied individual problems and gave cursory sketches of the general development of the human psyche, then Preyer took on a holistic analysis of the problems of a child’s mental development and systematic observation of this development. He came to the conclusion that in the field of mental development of a child, biological heredity is manifested, which influences the formation of individual differences. Having revealed the content of the child's soul, describing the development of cognitive processes, speech, and emotions of the child, Preyer sought to teach adults to understand children through the use of objective methods of studying them. To this end, he proposed a guide to keeping a diary of observations of the spiritual development of children from birth to three years of age.

Preyer's records arose in the course of embryological research and represented an attempt to transition from the study of life processes in the uterine period to their analysis in the first years of a child's life. Preyer's diary entries became a model for organizing objective observation and laid the foundation for the systematic study of childhood psychology.

The methods of studying children used by Preyer, such as observation and experiment, are still used by psychologists and teachers today.

4. Preyer’s book “The Soul of a Child” helped raise the art of education above the level of empiricism and put it on a scientific basis, since its author turned to a longitudinal study of the mental development of the child. This book contributed to the widespread dissemination of diary records of the progress of a child’s development. The method of systematic observations of child development introduced by Preyer had a great influence on the organization of similar observations both abroad and in Russia.

Preyer proposed not only a program for monitoring the psychophysiological development of the child, but also special games and exercises that promote the development of mental processes.

5. While dealing with the problem of nonverbal means of communication, Preyer drew attention to the involuntary movements of children, which contribute to a better understanding of the child’s inner world, which is important in matters of development, upbringing and education of children, especially in the pre-speech period of their development.

6. Preyer turned to problems that have not lost their relevance today, outlining a new range of problems in child psychology, which until that time had not been the focus of research interests: the study of the prenatal period of child development, the study of mental, emotional, speech, volitional and moral development of the child, correlations between various aspects of the mental development of children, the study of children's play, the study of temperamental characteristics for the correct organization of the process of upbringing, training, spiritual and physical development of the child.

as a sign of supreme pleasure, in positive emotional reactions (smile, laughter). The discovered complex of forms of bodily behavior (facial, auditory, motor) indicated the end of the neonatal period and the transition to a new stage of development - infancy, and was subsequently named by N.M. Shchelovanov, N.L. Figurin and M.P. Denisova “revival complex”.

9. Preyer’s psychological and pedagogical heritage is not only of great historical and psychological value, it should be in demand for improving the educational process in a modern family and preschool educational institution. His works need to be made available to a wide range of people interested in child development problems. Studying Preyer’s legacy in the process of psychological and pedagogical training at a university will contribute to recreating the logic of the development of child psychology in Russia and abroad, as well as an objective assessment of the psychological heritage of foreign authors without ideological, biased assessments.

1. Borusyak E.V. On the history of the problem of preserving and strengthening health: based on materials from the works of V. Preyer (XIX century) // Ethnic cultures in the context of globalization. Collection of articles and reports of the Tenth Interuniversity Conference on Cultural Studies. - N.Novgorod: GHI NNGASU, 2004. - P. 230-232, 0.19 pp.

2. Borusyak E.V. The role of suggestion in the process of raising a preschool child: based on the works of V. Preyer (XIX century) // Current problems of educational psychology. Collection of abstracts of reports of the Third

regional scientific and practical conference. - N.Novgorod: Nizhegorod. humanist center, 2004. - pp. 126-129, 0.18 pp.

3. Borusyak E.V. Using the ideas of V. Preyer in psychological and pedagogical work with minor children with antisocial behavior // Educational Psychology: Problems and Prospects. Collection of materials of the First International Scientific and Practical Conference. - M.: Smysl, 2004. - P. 379-380, 0.12 pp.

4. Borusyak E.V. Introduction of V. Preyer’s ideas into teaching the discipline “Fundamentals of General Psychology” // Problems of multi-level education. Collection of abstracts of reports of the Eleventh International Scientific and Methodological Conference. - N.Novgorod: NNGASU, 2005. - P. 112-113, 0.12 pp.

5. Borusyak E.V. Introduction of V. Preyer’s ideas into solving the problem of developing professional abilities of students studying in the specialty “Pedagogy and Psychology” // Educational Psychology: Professionalism and Culture. Collection of materials from the regional scientific and practical conference. - N.Novgorod: Nizhegorod. humanist center, 2005. -P.386-393, 0.44 pp.

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Contents of the dissertation author of the scientific article: candidate of psychological sciences, Borusyak, Elena Viktorovna, 2005

INTRODUCTION

CHAPTER 1. Review of the creative path of V. Preyer, the formation and development of his psychological views.

1.1. Origins, scientific foundations of V. Preyer’s psychological views and their formation.

1.2. V. Preyer and Russian psychology.

Conclusions on the chapter.

CHAPTER 2. The problem of mental development of a child in heritage

V. Preyer.

2.1. Development of the child’s sense organs and emotional impressions.

2.1.1. Special feelings of a child.

2.1.2. General feelings of the child.

2.2. Formation of the child’s cognitive mental processes.

2.2.1. Child memory development.

2.2.2. Development of a child's thinking.

2.2.3. Speech development of the child.

2.3. Development of the child's will.

2.3.1. Classification of the child’s movements.

2.3.1.1. Impulsive movements of the child.

2.3.1.2. Reflex movements of a child.

2.3.1.3. Instinctive movements of a child.

2.3.1.4. Represented movements of the child.

2.3.2. The origin of voluntary activity.

Conclusions on the chapter.

CHAPTER 3. Preyer on the formation of a child’s personality.

3.1. Preyer about the problem of human health and longevity.

3.2. Preserving and strengthening the child’s health as a necessary condition for the successful development of his personality.

3.3. The need to take into account the individual characteristics of children’s temperament in the process of education.

3.4. The educational significance of play in the development of a child’s personality.

3.5. Using the tool of suggestion in the process of raising and educating a child.

Conclusions on the chapter.

Introduction of the dissertation in psychology, on the topic "The psychological and pedagogical heritage of Wilhelm Preyer and its significance for the psychology of child development"