Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method

The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-hi...

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Autor principal:	Soldatenkova E.N.
Formato:	article
Lenguaje:	EN RU
Publicado:	Moscow State University of Psychology and Education 2021
Materias:	developmental psychology experimental genetic method mediating (live communicative) action activity approach in education emotional volitional disorders autism spectrum disorders History of scholarship and learning. The humanities AZ20-999
Acceso en línea:	https://doaj.org/article/9f3ed30318704675af2ecc47af2974e0
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spelling	oai:doaj.org-article:9f3ed30318704675af2ecc47af2974e02021-11-30T09:13:58ZOvercoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method10.17759/chp.20211703081816-54352224-8935https://doaj.org/article/9f3ed30318704675af2ecc47af2974e02021-11-01T00:00:00Zhttps://psyjournals.ru/en/kip/2021/n3/Soldatenkova.shtmlhttps://doaj.org/toc/1816-5435https://doaj.org/toc/2224-8935The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-historical theory and answers its main question — a method problem: the influence of holistic interfunctional analysis on overcoming semantic bias (central defect and syndrome-forming factor of psychopathology) and the development of a more universal communication form — verbal communication in non-speaking children with autism spectrum disorders in preschool age (by means of restructuring the way the impaired function is realized). The described conditions can be taken into account when constructing an intermediary (lively communicative action) both in the practice of general education (to prevent the occurrence of motivational disorders and increase the age limit) and in working with children with affective pathology (especially with children with autism spectrum disorders).Soldatenkova E.N.Moscow State University of Psychology and Educationarticledevelopmental psychologyexperimental genetic methodmediating (live communicative) actionactivity approach in educationemotional volitional disordersautism spectrum disordersHistory of scholarship and learning. The humanitiesAZ20-999ENRUКультурно-историческая психология, Vol 17, Iss 3, Pp 51-57 (2021)
institution	DOAJ
collection	DOAJ
language	EN RU
topic	developmental psychology experimental genetic method mediating (live communicative) action activity approach in education emotional volitional disorders autism spectrum disorders History of scholarship and learning. The humanities AZ20-999
spellingShingle	developmental psychology experimental genetic method mediating (live communicative) action activity approach in education emotional volitional disorders autism spectrum disorders History of scholarship and learning. The humanities AZ20-999 Soldatenkova E.N. Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method
description	The article is devoted to the problem of the functional structure of communicative action. Based on theoretical analysis and many years of pedagogical experience of working with children with affective pathology (autism spectrum disorders), the author recreates and refines the studies of cultural-historical theory and answers its main question — a method problem: the influence of holistic interfunctional analysis on overcoming semantic bias (central defect and syndrome-forming factor of psychopathology) and the development of a more universal communication form — verbal communication in non-speaking children with autism spectrum disorders in preschool age (by means of restructuring the way the impaired function is realized). The described conditions can be taken into account when constructing an intermediary (lively communicative action) both in the practice of general education (to prevent the occurrence of motivational disorders and increase the age limit) and in working with children with affective pathology (especially with children with autism spectrum disorders).
format	article
author	Soldatenkova E.N.
author_facet	Soldatenkova E.N.
author_sort	Soldatenkova E.N.
title	Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method
title_short	Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method
title_full	Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method
title_fullStr	Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method
title_full_unstemmed	Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method
title_sort	overcoming the semantic barrier and developing the ability to use communicative tools part i. issue. method
publisher	Moscow State University of Psychology and Education
publishDate	2021
url	https://doaj.org/article/9f3ed30318704675af2ecc47af2974e0
work_keys_str_mv	AT soldatenkovaen overcomingthesemanticbarrieranddevelopingtheabilitytousecommunicativetoolspartiissuemethod
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Overcoming the Semantic Barrier and Developing the Ability to Use Communicative Tools Part I. Issue. Method

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