Revision of Conception of Gradual Formation of Actions for Education and Psychological Development

The psychological conception of the formation of action by stages has been one of the most significant contributions to activity theory. This conception can be understood in two ways: (1) in a broad way as general psychological conception and (2) in a straight way as a conception of the process of teaching and learning according to activity theory. We propose to consider the union of these two conceptual possibilities as a general methodological proposal for the study of development. The article offers a revision of the conception of gradual formation of action by stages according to modern educational needs in the sense of a union between Vigotsky's and Galperin's conception of psychological development. The article revises the possibility for usage of this methodology in a broad way as a general psychological conception, which might include modes of positive development together with developmental difficulties. From the point of view of an activity theory approach, brain functional systems might be understood as psycho-physiological dynamic mechanisms of actions and operations fulfilled by a subject. At the same time, the subject's own action is always accomplished within the context of one or another cultural activity. The conception of the gradual formation of action by stages helps to plan and organize specific types of interactions between child and adult in significant cultural situations. The stages of formation of cultural action, discussed in the article, are: material action with objects, materialized actions with external symbols, perceptive concrete action with concrete images, perceptive symbolic action with perceptive symbols, and verbal actions. The orientation base of action is an essential part of action on each level. These stages differ from the original proposal within Galperin's theory and offer a possibility to work with different kinds of actions: practical, intellectual, artistic, and physical actions. These types of actions might be used in educational processes in optimal situations and in situations with children with developmental difficulties. Our proposal opens a question about the types of actions which might be considered during the formation process, such as practical and intellectual actions. We discuss the usefulness of this psychological conception for the methods of assessment, correction, and teaching, which contribute to the development of the child.