European Journal of Innovation in Nonformal Education

 
 
 
 
European Journal of Innovation in Nonformal Education 
www.innovatus.es 
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creative approach. D.B.Elkonin and V.V.Davidov developed a system of study development in 1960-
1970s and tested it in school practice. The psychology of reading is its true essence, and it is considered 
not only to equip teachers with certain knowledge in the educational process, but also to teach them to 
work with any scientific information. The main goal of the representatives of this school is to teach 
people to think, so they put forward that students should acquire the basics of modern thinking. In other 
words, education should be organized in such a way that it should always have a "developing character". 
So, reading is learning to think. In those years, the idea of progressive learning was included in the 
elementary school program (it takes 3 years) and in the program of special subjects studied by the 5th-8th 
grades (separate subjects). In 1996, more than 1,000 professors worked with this program. D.B. Elkonin - 
in the experimental classes according to the Davidov system, "basically, the description of the formation 
process of educational activity, intellectual development, the quality of development of the student group 
and the individual, the development of these learning processes in traditional conditions, the system of the 
idea of learning See the description it’s right when it’s released." This description of outcomes is usually 
not planned and assessed as a learning outcome in a traditional learning system. The description of study 
results in D.B.Elkonin-Davidov’s ideological system includes the following indicators:
1.
level of formation of study activity;
2.
level of intellectual development of students;
3.
the level of development of the group of students and the individual;
4.
level of knowledge, skills and acquired skills of students at the end of studies.
As we have seen, within the descriptions, almost exclusively and in the main traditional system, there are 
no levels of knowledge in the indicator of the quality of the study. From this, it can be seen that the 
necessary and necessary aspects of knowledge are denied by the developmental education system? Of 
course not, the focus here is not on the amount of knowledge, but on what kind of knowledge, 
qualifications and skills, methods and other quality aspects a person has. After all, knowledge should 
contribute to the development of a person and not just be the goal of studying. Thus, the psychology of 
learning is changing the activity of the subject, turning him from a knower to a person who has acquired 
knowledge, skills and abilities. That’s why educational activity can be defined as self-transformation, 
self-expression activity, and as the subject of this, students’ experiences acquired through social 
experience can be taken. It is an acquired part of social experience and it is a product of educational 
activity at the expense of changing previous experience. As we have seen, within the descriptions, almost 
exclusively and in the main traditional system, there are no levels of knowledge in the indicator of the 
quality of the study. From this, it can be seen that the necessary and necessary aspects of knowledge are 
denied by the developmental education system? Of course not, the focus here is not on the amount of 
knowledge, but on what kind of knowledge, qualifications and skills, methods and other quality aspects a 
person has. After all, knowledge should contribute to the development of a person and not just be the goal 
of studying. 
The concept of "psychology of reading" appeared not so long ago, at most 30 years ago, it was connected 
with the development of recommendations for the areas of knowledge of readers. With the need to fully 
consider the educational activity, it is not only knowledge, skills, competences and the methods behind 
them, students’ actions with the educational material, but also the acceptance of the educational material 
by the student, his includes self-monitoring and self-evaluation. Psychology of reading - the formation of 
reading skills, the structure of perception and understanding of literature, the role and characteristics of 
psychological processes and human conditions in reading, the objective qualities and characteristics of 
printed publications, the psychology of the personality of the reader. scientific science. Thus, the 
psychology of learning is changing the activity of the subject, turning him from a knower to a person who 
acquires knowledge, skills and abilities. That’s why educational activity can be defined as self-
transformation, self-expression activity, and as the subject of this, students’ experiences acquired through 
social experience can be taken. Reading is an independent activity, which cannot be done without a 
creative approach to the learning material, self-analysis and self-evaluation of the learning task. Learning 
to read is a necessary task for a student. It is an acquired part of social experience and it is a product of 
educational activity at the expense of changing previous experience. Researchers have different 

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