![]() Piaget) and “emotional-semantic” (“affective-semantic”) conflict (L.V. Two different developmental mechanisms, based on the interactions and relationships of the participants of the social situation, are discussed: “socio-cognitive conflict” (J. Piaget) and the other - from the social to the individual (L.S. Two different approaches to understanding the child’s developmental paths are considered in the paper: one - from the individual to the social (J. Vygotsky substantiated the impact of social interactions and socialization on the development of the child’s thinking, and emphasized the close connection between the development of the child and the forms of interaction between the child and adults, as well as with other children. ![]() This question is investigated on the basis of the analysis of the theoretical views of L.S. The article is devoted to the problem of development and learning in the context of social interactions.
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