Zankov selected pedagogical works 1990. Selected pedagogical works. Contribution to the development of domestic defectology

This publication presents the main pedagogical works of Leonid Vladimirovich Zankov. His scientific achievements also enriched defectology and psychology. As a defectologist L.V. Zankov is known for his research on the psychology of the abnormal child. In the development of the theory and practice of raising and teaching handicapped children, his work in the 20-40s. played a significant role. Based on the comparative study of abnormal and normal schoolchildren, they served the development of general psychology, especially such a section as the psychology of memory. In this area L.V. Zankov is one of the leading Soviet psychologists. The works of this period (they are presented in the bibliographic list), occupying an independent important place in the scientist’s work, also had a profound influence on the nature of his further activities in the field of pedagogy in the 50-70s. Already in these works are laid down the features of his research methodology, which subsequently, enriched and improved, contributed to the highly effective solution of both theoretical and practical problems of pedagogy. The methodological features of Leonid Vladimirovich’s works determine the originality of the scientist’s research and indicate his significant contribution to the methodology of pedagogy.

The problem of training and development in the research of L.V. Zankova

Didactics and life

Introduction

Chapter I. Whole and part in teaching

Chapter II. Learning task, learning methods and its result

Chapter III. On the ways of development of didactics as a science

Training and development (experimental pedagogical research)

Preface

Part one Experimental didactic system

Chapter I. Problem

Chapter II. Method and organization of the study

Chapter III. Principles of the experimental didactic system

Chapter IV. Programs

Chapter V. Reading

Chapter VI. Questions of teaching methods

Part two Progress in the development of schoolchildren

Chapter VII. Observation activities

Chapter VIII. Mental activity

Chapter IX. Practical actions

Chapter X. Progress in the development of strong and poorly performing schoolchildren,

Part three Teaching schoolchildren

Chapter XI. Formation of grammatical concepts

Chapter XII. Mastering spelling

Chapter XIII. Formation of the concept of “task”

Chapter XIV. Knowledge about nature

Chapter XV. Literary creativity

Chapter XVI. Music in the teaching of schoolchildren

Chapter XVII. Study and life after primary school

Chapter XVIII. Results and prospects

Conversations with teachers (teaching issues in primary school)

Works of L. V. Zankov

Subject index

Preface

From the compilers

This publication presents the main pedagogical works of Leonid Vladimirovich Zankov. His scientific achievements also enriched defectology and psychology. As a defectologist L.V. Zankov is known for his research on the psychology of the abnormal child. In the development of the theory and practice of education and training of handicapped children, his work in the 20-40s. played a significant role. Based on the comparative study of abnormal and normal schoolchildren, they served the development of general psychology, especially such a section as the psychology of memory. In this area L.V. Zankov is one of the leading Soviet psychologists. The works of this period (they are presented in the bibliographic list), occupying an independent important place in the scientist’s work, also had a profound influence on the nature of his further activities in the field of pedagogy in the 50-70s. Already in these works are laid down the features of his research methodology, which subsequently, enriched and improved, contributed to the highly effective solution of both theoretical and practical problems of pedagogy.

The methodological features of Leonid Vladimirovich’s works determine the originality of the scientist’s research and indicate his significant contribution to the methodology of pedagogy.

In each of the works presented in the one-volume book, these features are highlighted, and special emphasis must be placed on them.

Our understanding of the methodological positions of L. V. Zankov is based on many years of participation in research under his leadership and subsequent analysis of his works. We mean the scientist’s constant exclusive attention to the methodological aspects of research, to the development of methods, giving them special importance in scientific work, and a detailed description of these methods in relevant publications. The peculiarity of his approach is the study of the state of affairs in real pedagogical reality, considered as the starting point of the study; the use of experiment as the leading method of pedagogical research, and its different types - from private, aimed at making individual changes in the pedagogical process, to experiment, which involves the construction of an integral teaching system in one or many classes; inclusion in pedagogical research as an organic part of psychological methods for studying the general development of students, the use of indicators of general development in the comparative assessment of the effectiveness of different educational systems; aspiration to reveal the true mechanisms of development of the child’s psyche, the interaction of external and internal factors of development - this was expressed in the study of the child not only in different (experimental and conventional), but also in the same (primarily experimental, i.e. optimal in terms of the researcher's intention) learning conditions; concern for the novelty and reliability of the conclusions obtained, which was ensured by: identification of data on the development of students in new experimental conditions not encountered in school practice, the vastness of factual material about the progress of children’s learning and development, thoroughness, scrupulousness of its analysis and depth of generalization; practical applicability of the research results, implementation of new pedagogical ideas put forward in developments addressed directly to the teacher, school practice (programs, textbooks, methodological guides); reliance on a team of scientists and ensuring truly comprehensive research, i.e. the ability to organize and direct the efforts of different specialists - didactics, methodologists, psychologists, physiologists - to solve a single scientific problem.

The works included in this publication were created in the process of many years (1957-1977) of research into the problem of training and development of schoolchildren. First of all, this is the book “Didactics and Life” (M., 1968). In it, based on the analysis of factual data obtained during the study of school reality and in a pedagogical experiment, methodological and theoretical problems that have not previously been analyzed in pedagogy are considered: the relationship between learning and development; the whole and the part in learning; the educational task, ways to solve it and the dependence of the results on these methods; patterns and facts in pedagogy; the relationship between pedagogy and psychology; the way of development of didactics as a science. The book caused a great response among the pedagogical community and was translated into English, German, Vietnamese and other languages. it is given in abbreviation - sections whose topics are presented in subsequent works are omitted.

The main place in the one-volume edition is occupied by the monograph “Training and Development” (Moscow, 1975). It most fully covers all aspects of the study of the problem of training and development: historical, methodological, scientific and content, as well as the prospects for its research. All the above-mentioned methodological positions of the scientist are presented here. In terms of scientific content, the book addresses both general theoretical questions - about the nature of the objective, natural connection between the structure of education and the course of development of schoolchildren, and applied ones, concerning the didactic conditions for the effective influence of education on the development of children. The prospects for studying the problem of training and development outlined by the author can serve as a guide for modern researchers in the field of pedagogy and psychology. It would not be an exaggeration to say that the multifaceted, holistic approach to describing the study of a scientific problem presented in the monograph is an example of presenting the results of pedagogical research. The monograph is given with slight abbreviations: it does not include some factual materials, as well as data that have lost their relevance.

The book “Conversations with Teachers” (M., 1975) complements the picture of L. V. Zankov’s activities in pedagogy and confirms his constant focus on practice. In it, in a unique form of dialogue between a scientist and teachers, the features of work on the educational system aimed at the overall development of students are revealed, and the didactic characteristics of developmental education are specified. "Conversations with Teachers" is presented with a reduction of some outdated material.

The scientist's methodological and scientific positions in the field of pedagogy are also presented in other works that are not included in this one-volume volume. Let us briefly describe the most significant of these works.

Of great interest is the monograph “The Combination of the Teacher’s Word and Visual Means in Teaching” (M., 1958), which is the beginning of L. V. Zankov’s research in pedagogy. In this work, the scientist showed the possibilities of using pedagogical experiment in its particular forms, when only some aspects of the structure of teaching change (in this case, the methods of combining words and visuals) and the influence of these changes on certain aspects of the acquisition of knowledge and the development of the psyche of children is traced. Particularly noteworthy are the sections of the monograph that describe the progress of the study and analysis of the real state of affairs in school practice, showing the importance of such study as a stage preceding the experiment. In addition, with this monograph, the scientist made a significant contribution to the development of the very problem of interaction between words and visibility: it presents a detailed analysis of the forms of combining words and visibility and their variants used by teachers, it shows how knowledge of these forms and their effectiveness for the acquisition of knowledge and the development of certain aspects of the child’s psyche contributes to the further development of didactic principles and developmental teaching methods.

The book “Individual Development Options for Junior Schoolchildren” (M., 1973) is devoted to the problem of training and development. In it, a team of authors under the leadership of L.V. Zankov, fully sharing the concept of the leading role of education in the development of the child’s psyche (this has been proven throughout the course of experimental and pedagogical research), shows that the reason for the development of the child’s psyche is the interaction of external and internal factors.

The book presents living characteristics of individual schoolchildren studying under the same experimental conditions, and shows that optimal learning conditions not only do not level out children’s differences, but, on the contrary, provide scope for the manifestation of their individuality.

The monograph “On the subject and methods of didactic research” (Moscow, 1962) is devoted to a special consideration of methodological problems of pedagogy. In it, in particular, it reveals a unique understanding of the subject and methods of didactics, not found in other scientist-teachers, and sometimes sharply contested.

The one-volume book contains a list of the main works of L. V. Zankov.

* See, for example, the book by V.V. Kraevsky “Problems of scientific substantiation of teaching” (Moscow, 1977).

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ZANKOV LEONID VLADIMIROVICH(1901-1977), teacher and psychologist. Russia, USSR.
He came from the family of an officer in the Warsaw garrison, which was distinguished by its high culture, passion for literature and history, book reading, and music. He showed interest in teaching even in high school. At the age of 18 he became a rural teacher, during the civil war he worked as a teacher and head of an agricultural colony for street children, as if anticipating the path of Makarenko. The abilities of the young teacher were already evident here. He strove to understand the individual characteristics of children, to introduce each student to the perception of beauty, and together with his colleagues he established good relationships with students.
At Moscow University, where he entered with rich experience in social and pedagogical activities, he became interested in psychology, lectures and research by L. Vygotsky on the problems of sensitive periods (the most favorable age stages for the development of abilities). After studying at the university, he completed graduate school at the Institute of Psychology and became a prominent scientist and academician of the AKP of the RSFSR.
In 1957 he created a laboratory at school No. 172 in Moscow, which began its activities; from one first grade and gradually expanded the experiment to all grades of primary school. Soon, hundreds of teachers in different regions of the country were working using ZANKOV’s programs and methods. They were captivated by the idea of ​​an experiment, the essence of which was identifying the optimal capabilities of younger schoolchildren in teaching. Two principles were tested: learning at a high level of difficulty and studying educational material at a fast pace. It was not about some record achievements in the traditional education system, but about changing it, introducing creative and humanistic principles into it. ZANKOV's didactic system is focused on developing children's powers of observation, perception and imagination, their inherent inquisitiveness of mind and practical acumen. In lessons and outside of school hours, co-creation between teachers and students developed. ZANKOV offered valuable recommendations for the implementation of other ideas of his teaching system: the leading role of theoretical knowledge, constant work on the development of all students, the formation of emotional stability in them, the combination of the living word of the teacher and visual aids.
ZANKOV's didactics became a striking phenomenon in our domestic theory and practice of teaching, and organically fit into the growing pedagogy of cooperation. It was adopted by innovative teachers and is still widely used today in the teaching and education of primary schoolchildren. However, ZANKOV’s didactics of developmental education requires high-quality and comprehensive teacher training, including in the field of psychology.

Didactics and life

Chapter I.

Although we designate the experimental system of primary education as a didactic system, this does not mean that no changes are made to the method of education in comparison with the traditional method of primary education. Since the task is to achieve the greatest possible result in the overall development of schoolchildren, this also affects the methods of education.
As for education, here the question of fulfilling educational tasks not through external connections with learning, but through a certain formulation of the educational process itself, acquires significant importance. Thanks to the didactic principles of the experimental system, children develop an internal motivation to learn. Students learn not for grades, which are minimized in experimental classes, but out of a desire for knowledge. They experience satisfaction from intense mental work, are happy to complete difficult tasks, as if they are going towards the new things they have to learn. Teaching loses the unpleasant aftertaste of something imposed and boring and becomes an exciting collective process of learning. It takes place in an atmosphere of friendly class work, in an atmosphere of ease and at the same time high discipline, which is created by respect for the teacher and comrades, passion for the process of learning and intense participation of children in lessons.
Experimental learning creates favorable conditions for a meaningful, versatile and natural life of the children's team, to overcome formalism in educational activities. In connection with studying the material, children have many questions, and this is very good. After all, true learning occurs when schoolchildren themselves notice certain gaps! in their understanding of the material, when they are alarmed by some inconsistencies, contradictions, when they feel that some elements are missing so that the knowledge is well “fitted” to each other and forms a harmonious whole. Then questions arise. Children are looking for answers and, together with the teacher, who, unnoticed by the children, leads them to the desired goal, they find the answers.
In our classes, teachers carefully listen to children's opinions, their objections to each other, assumptions, and encourage the child's attempts to get out of the confusion that has arisen. Often, questions that occupy children go beyond the scope of the program or textbook, but teachers do not assign such questions, of course, except in cases where their solution is beyond the students’ ability. Thanks to conversations, knowledge deepens, the students' searching thoughts develop, confidence in the enormous power of science grows, and the desire for constant movement forward, towards ever deeper knowledge, grows.
The nature of experiential learning changes the relationship between teacher and students. The teacher does not lose his leading role in teaching, but at the same time becomes a participant in the collective process of learning, a true friend and senior comrade of his students. Those notes of “command” that usually still sound strongly in primary school disappear.
Of course, even in regular classrooms, teachers often strive to get closer to children. However, rapprochement and friendly relations are hampered by the canons of traditional methods. Strict regulation of the methodological structure of teaching, compliance with the norms of external discipline, and the requirement to give more marks give rise to formalism in teaching, and it inevitably alienates the teacher from the students.
In experimental learning, friendly relations between teacher and students, the creation of an internal motivation for learning, and the entire atmosphere of living knowledge act as necessary components of an integral system.
Zankov. L.V. Selected pedagogical works.-M., 1990.-S. 40-43.

Conversations with teachers

(Teaching issues in primary school)
- Giving children independence is a necessary condition for developing will, which plays a big role in a person’s life. If a teacher constantly leads schoolchildren on a whim, he thereby allows a misunderstanding of the conditions and sources that serve to form willpower. Setting a goal and developing an action plan by schoolchildren themselves generate a strong motive to overcome difficulties and obstacles encountered on the way to achieving their plans. Then an exercise in overcoming them takes place, i.e. exercise of willpower, which is one of the most important signs of developed will.
- The growth of amateur performances and initiative among schoolchildren is facilitated by work in a pioneer organization. Now a big place is occupied by doing things that the class needs, as well as going beyond the boundaries of your class. For example, my third-graders made collections for educational purposes and prepared and performed puppet theater performances for first-graders. It must be said that providing schoolchildren with greater independence strengthens the authority of the teacher. There are, apparently, other features of the teacher's work that are the source of his true authority.
- We often hear that a teacher’s passion for teaching students in the classroom is very important, and this passion is determined primarily by the teacher’s love for science, for his profession and possession of scientific knowledge.
- The importance of love for science and education, of course, cannot be denied. However, the uplift that the teacher experienced during the lessons largely depends on the spiritual contact with the students. Imagine, a teacher sees indifferent, or even bored faces in front of him... The mood with which he came to class worsens, and enriching students with knowledge, which should be so exalted in its essence, becomes a painful duty.
- Well, you painted it very colorfully. However, the picture you paint raises questions. The lively response that the teacher finds from the children ultimately depends on him, on his activities and attitude towards the children.
- Yes! The teacher can captivate the children with interesting material. But it happens that this becomes possible only in individual lessons. There is no atmosphere of creative fire that is constant when students strive to learn the unknown, and the teacher is inspired by the fact that, enriching the children with knowledge, he grows them spiritually. An atmosphere of mutual affection, respect and friendship arises that is conducive to learning and at the same time contributes to the fulfillment of educational tasks.
- Won’t this undermine school discipline? The teacher must stand “above” the students, and only under this condition is order in the classroom ensured, and order, as we know, is necessary for successful learning.
- Your formula can be misunderstood, achieving order under pressure. It should be clarified, you need to understand the word “above”. If this word means a commanding tone, a demand for unquestioning submission without any motivation, such a situation does not create the favorable atmosphere that we talked about. If the word “over” means that the teacher enjoys deep respect from his students, that the student sees in him a person who not only knows a lot, but also strives in his soul to enrich his students’ knowledge, then the word “over” is acceptable.
- To be a senior comrade for the children, and at the same time remain their mentor, not to let go of the threads of leadership of the team and each student individually - this is exactly what is necessary, although it is difficult. It’s easy to go to one of the extremes: either to suppress children so that almost every step they take is determined by the teacher’s instructions, or to leave everything to the children at their own discretion. (...)
- In the pedagogical and general press they often write that a necessary and even almost the main quality of a teacher is love for children. But how, in what ways, by what means, can one induce love for children when there is none?
- I must say right away that it is not easy to answer you. The difficulty is that the question of a teacher’s love for children is multifaceted. Besides, there are so many nuances, so many different possibilities!
- What aspects of the issue do you mean?
- Let’s take, for example, the uniqueness of the feeling itself when it comes to the teacher’s love for children. The word “love” denotes a feeling of selfless affection. This is love for the Motherland. In it, the feeling of love is organically merged with the feeling of patriotism. This is a mother's love. Its biological basis is parental instinct, but the love of parents for children is fundamentally different from a simple manifestation of instinct. But the word “love” also has another meaning: it means an inclination, an addiction to something. Examples include the love of reading, music, painting, and science. Such a feeling as love for children is very peculiar: there is something of selfless affection in it, but it can also be understood as addiction. Much depends on the conditions of people's social life. In a socialist society, widespread and tireless care for children, reflection of the lives of children, their spiritual world in fiction, fine arts, films, television programs, propaganda of methods and means of proper upbringing in the family create favorable conditions for strengthening love for children. At the same time, our feeling of love seems to merge with the consciousness that children are our future, our replacement, that adults have a serious responsibility for educating the younger generation, the future builders of communism.
- Indeed, one cannot imagine a teacher’s love for children only as an affectionate and attentive approach towards them.
This approach is, of course, necessary. However, love is expressed primarily in the fact that the teacher undividedly devotes his strength, abilities, and knowledge in order to achieve the best results in the training and education of his students, in their spiritual growth. For this purpose, the teacher’s love for children must be combined with reasonable demands on them.
- One often observes affection for children not only among teachers, but also among adults in general. Here's an example. An elderly man is sitting on the boulevard. A little boy comes up and starts fiddling with his toys near the bench. A gentle light lights up in the eyes of the elderly man and a smile appears. He talks to the child, tries to tell him something interesting, asks about his toys and games. And how many cases do we know when people happily take care of other people’s children if the parents are busy or there’s a problem!
- All this is true. Love for children, which is generally characteristic of people, also lives in the heart of a teacher. But since he teaches and educates the same schoolchildren for a number of years, the feeling of love for children takes on special forms. A teacher who carefully observes his students, sees their spiritual growth, and in this growth recognizes the fruits of his work - after all, in each of the schoolchildren, he seems to leave a piece of his heart. Knowledge of children, their inclinations, abilities, their spiritual world, joys and sorrows can hardly be overestimated. If a schoolchild is for a teacher only some semblance of a vessel into which certain knowledge and skills must be placed, this, of course, will not contribute to his love for students, but, on the contrary, will drown out those sprouts of a noble feeling for children that he had before start of teaching career. When each schoolchild is understood by the teacher as a person with his own individual characteristics, aspirations, mentality and character, such understanding will help to love children and respect them.
- This is right. But we cannot ignore the fact that some schoolchildren have characteristics that are not attractive to them, but, on the contrary, repel them. It is unlikely that a teacher can love such students.
- Remember the catchphrase: “Love us black, and everyone will love us white!” Suppose you have a student in your class who is inattentive in class, often violates discipline, does homework irregularly and carelessly, and is insolent. All this, of course, does not please the teacher and
cannot in itself endear him to this schoolboy. I emphasize the words “in itself” because we are talking about external manifestations. However, behind these external manifestations there can be hidden positive qualities, sometimes considerable ones. Such a “dark” schoolboy, if you really get to know him, will perhaps appear before the teacher as the owner of an inquisitive mind, a sensitive and responsive heart, and extraordinary activity. Here the depth that still needs to be discovered differs sharply from the surface; to understand the essence, let us turn to an example that is far from training and education. The land in front of us is bad and rocky. It is not pleasing to the eye and does not even promise a tolerable harvest. But then geologists came, explored the subsoil, and found enormous wealth in it.
- How true this is! Indeed, a teacher sometimes has a completely wrong idea about a student when he does not look closely at his pet.
- We talked about the fact that the teacher must understand the characteristics of each student. How does this relate to an individual approach to students in the educational process?
- An individual approach means studying and taking into account the characteristics of each student for the purpose of successful learning. Sometimes it is also said about the development of positive inclinations of students. However, in fact, the individual approach is limited to taking into account such features as speed and accuracy of perception of educational material, attention, understanding of the material and the nature of thinking, quality of knowledge, attitude towards the educational subject. The importance of an individual approach to overcoming student failure is especially emphasized.
- Such an individual approach is also needed. However, an individual approach is even more important in another sense: not only taking into account the characteristics of attention, thinking and other mental traits of the student, but also the teacher’s work on developing the abilities of a particular student. To provide pedagogical conditions to satisfy the student’s needs, to give an outlet and the right direction to his inclinations - how important this is!
- I completely agree with you. Of course, first of all, the teacher should take care of satisfying those needs and interests that the student already has. But you can’t limit yourself to this. The duty of the teacher is to achieve the versatility of the formation of the student’s personality. And here it is not permissible to “float at the will of the waves.” It is necessary to make up for what this or that student lacks.
- How to do this?
- How to do it? We must proceed from the fact that the condition for the flourishing of the abilities of each individual schoolchild is the meaningful, vibrant life of the children's collective. It would be a grave mistake to think that the diversified development of a student can only be achieved through individual work with him.
Zankov L.V. Selected pedagogical works.- M., 1990.- P. 334-339.

Place of death: Citizenship:

Nationality

Scientific field: Place of work: Academic degree:

Doctor of Pedagogical Sciences

Academic title:

Academician, professor

Scientific supervisor: Famous students:

G.M. Dulnev, Kh.S. Zamsky

Known as:

outstanding teacher

Awards and prizes


,

Didactic system L.V. Zankova

Zankov together with the staff of his laboratory in the 60s. In the 20th century, he developed a new didactic system that promotes the overall mental development of schoolchildren. Its main principles are the following: 1.high level of difficulty; 2.leading role in teaching theoretical knowledge, linear construction of training programs; 3.progress in the study of material at a rapid pace with continuous accompanying repetition and consolidation in new conditions; 4.students’ awareness of the course of mental actions; 5. fostering positive learning motivation and cognitive interests in students, including the emotional sphere in the learning process; 6. humanization of relationships between teachers and students in the educational process; 7.development of each student in a given class. In the L.V. system Zankov's lesson has a flexible structure. It organizes discussions on what has been read and seen, on fine arts, music, and work. Didactic games, intensive independent activity of students, collective search based on observation, comparison, grouping, classification, clarification of patterns, and independent formulation of conclusions are widely used. This system focuses the teacher’s attention on developing children’s ability to think, observe, and act practically. Many researchers, however, believe that this system develops empirical consciousness well and not enough - theoretical.

Contribution to the development of the domestic

With the name of the outstanding domestic psychologist and teacher L.V. Zankov associated the formation and development of education and upbringing of children with developmental disabilities in the USSR.

With the study, training and education of children with developmental disabilities L.V. Zankov was connected at the beginning of his scientific and pedagogical activities. Since the late 20s of the twentieth century, L.V. Zankov begins working at the Scientific and Practical Institute of Defectology (now the Institute of Correctional Pedagogy of the Russian Academy of Education). He began his activities at this institute in the psychological laboratory.

During these years, the Scientific and Practical Institute of Defectology was a scientific center that carried out the development of the main problems of teaching and raising children with developmental disabilities in the USSR. It was during this period that a whole group of famous psychologists and teachers worked at the institute, who later became classics of Russian pedagogy and psychology. Among them are: R.M. Boskis, T.A. Vlasov, L.S. , I.I. Danyushevsky, R.E. Levin, I.M. Solovyova, Zh.I. Schif. Even surrounded by such prominent psychologists and teachers L.V. Zankov occupied one of the leading places. He was a student and colleague of L.S. Vygotsky. And along with other representatives of Vygotsky’s school: he developed the leading theoretical problems of psychological science.

After the death of L.S. Vygotsky L.V. Zankov became one of the leaders of this institute. He continued theoretical scientific research in the field of study, training and education of children with developmental disabilities, started by L.S. Vygotsky. Many theoretical principles developed in the works of L.V. Zankov, formed the basis for the development of the main problems of defectology. As is known, defectology is an integrative science at the intersection of psychology, pedagogy and medicine, dealing with the study, training and education of people with developmental disabilities. Particularly significant are the works of L.V. Zankov in the field of psychology of children with developmental disabilities. He is one of those who created the foundation of special psychology. His works pose numerous problems in studying the psyche of children with developmental disabilities. He studied the cognitive capabilities of mentally retarded children, the development of verbal speech in the deaf, the formation of facial and gestural speech in the deaf, and memory problems in schoolchildren with developmental disabilities.

Considerable attention from L.V. Zankov paid attention to the general problems of teaching and raising children with developmental disabilities.

A particularly important problem that needs to be developed, according to L.V. Zankov, is the problem of child learning and development. He deeply developed this problem using the example of children with developmental disabilities. In particular, he developed this problem using the example of the psychological and pedagogical study of mentally retarded children. He, together with his colleagues, conducted a large number of experiments, as a result of which a number of scientifically based facts were accumulated. In the works of L.V. Zankov scientifically substantiated the importance of teaching and raising mentally retarded children. He noted the exceptional importance of educational influences for the development of the cognitive sphere of mentally retarded children. At the same time, he substantiated the need for correctional and educational interventions that take into account the characteristics of the child’s development and are based on his compensatory capabilities.

L.V. Zankov was the organizer and direct researcher of the mental development of mentally retarded children, studied in the dynamics of their education in a special school.

In the works of L.V. Zankov considered the problems of significant differences between the entire content of education for mentally retarded children and the content of education for normally developing schoolchildren. He noted the undesirability of the qualified nature of education for mentally retarded schoolchildren, and was opposed to copying the mass school program for auxiliary schools. According to L.V. Zankov, without complying with the above requirements, mentally retarded schoolchildren only formally assimilate the material, and do not internalize it, that is, they do not master it internally. As you know, L.V. Zankov was the founder of developmental education in the USSR. His works deeply substantiate the need to create special psychological and pedagogical conditions for schoolchildren to acquire knowledge, skills and abilities. It is especially important to create such conditions, according to L.V. Zankov, for children with developmental disabilities, in particular for the mentally retarded. But at the same time, these psychological and pedagogical conditions should differ significantly, since the development of higher mental functions in normally developing and mentally retarded children has fundamental differences.

In the works of L.V. Zankova developed the problem of interaction between verbal and visual means in teaching mentally retarded children. In special pedagogy, it has long been noted that the thinking of mentally retarded children is at a low level, and verbal and logical forms of thinking especially suffer. That is why the emphasis was placed on the use of visual methods in teaching mentally retarded children. In his works L.V. Zankov noted the need to alternate visual and verbal means of teaching. He formulated the position that the leading principle of organizing the education of mentally retarded children should be to increase the role of verbal means in the process of students moving from class to class.

In-depth research by L.V. Zankov and his staff of special schools showed that there were children in them who needed other forms of education than the mentally retarded. Subsequently, these studies gave impetus to the identification of a special group of children called “children with mental retardation.”

L.V. Zankov wrote fundamental works on the psychology of mentally retarded children, who were among the first in the USSR.

L.V. Zankov subjected a thorough analysis to the work of various authors devoted to determining the degree of mental retardation. He reviewed the works of T. Tsien and others. In his studies, L.V. Zankov noted the need to create criteria by which the degrees of mental retardation can be distinguished. According to the scientist, this was especially important, since when selecting children for auxiliary schools, there were cases of normally developing children, as well as children with other developmental disabilities, for example, hearing impairments.

The need to improve selection for auxiliary schools became the impetus for the development of L.V. Zankov methods for studying mentally retarded children. L.V. Zankov noted that in order to study a child with mental retardation, it is necessary to first consider the general question of the relationship between the development of a normal and mentally retarded child. This problem was developed even before the revolution by G.Ya. Troshin, after the revolution was developed in the works of L.S. Vygotsky, was later developed in the works of Zankov.

Many authors have noted that it is hardly possible to find any patterns in the development of a mentally retarded child, since it does not obey the patterns according to which the development of a normally developing child occurs. L.V. Zankov was against this position. Following G.Ya. Troshin and L.S. Vygotsky puts forward the position about the commonality of the basic laws of development of a normal and mentally retarded child. In his research, L.V. Zankov confirms this in fact, considering this problem in the course of studying various aspects of the development of mentally retarded children (anthropometric indicators, features of the cognitive sphere). The study shows the similarity of development and the same sequence of stages in the development of mentally retarded children with normally developing children. At the same time, L.V. Zankov notes the deep uniqueness of the development of mentally retarded children. He criticizes the quantitative approach to the development of a mentally retarded child, presented in a number of works by foreign researchers. These works note that mentally retarded children differ from normally developing children solely in the amount of knowledge, skills, etc.

In the works of L.V. Zankov convincingly proved that the problem is not that a mentally retarded child is delayed in his development by several years compared to a normally developing child, but that at all stages of his development he develops differently than a normally developing child.

Developing the problems of diagnosing mental retardation, L.V. Zankov sharply criticized the symptomatic approach to diagnosing mental retardation. In his opinion, many researchers made a diagnosis based only on the study of symptoms. He believed that it was necessary to use syndromological and nosological approaches, that is, to reveal the causes and mechanisms of mental retardation.

Following L.S. Vygotsky, he developed the ideas of developmental diagnostics in relation to mentally retarded children. He noted that the study of mentally retarded children without taking into account the characteristics of their development distorted the diagnostic results and, as a result, it turned out that all the signs characterizing a mentally retarded child resulted from a primary biological defect.

In the works of L.V. Zankov substantiated that the ways of knowing the personality of a mentally retarded child should be based on a differentiated study of individual aspects of his personality, which will allow obtaining significant material characterizing the sequence of development of a mentally retarded child in ontogenesis. Developing the ideas of developmental diagnostics L.S. Vygotsky in relation to mentally retarded children, L.V. Zankov notes that the facts that were obtained as a result of a dynamic study of the personality of a mentally retarded child should be subjected to qualitative analysis, which will reveal the genetic connections underlying the development and personality of mentally retarded children.

Along with significant research in the field of oligophrenopsychology, L.V. Zankov made a great contribution to the development of deaf psychology as a science. Works by L.V. Zankova together with I.M. Solovyov were one of the first in special psychology to systematize and generalize information about the psychology of deaf children.

In the 20s - 30s of the twentieth century, deaf psychology was the least developed branch of special psychology. In those years, there were only a few foreign studies in the field of deaf psychology and several domestic ones (A.V. Vladimirsky, A.N. Porosyatnikov). That is why it was necessary to create a work on deaf psychology that could help practicing teachers gain an understanding of the psychological characteristics of deaf children. In the work of L.V. Zankova and I.M. Solovyov mainly analyzes the features of the cognitive activity of children with hearing impairments. The researchers build on the work of other researchers written previously. Moreover, the originality of their work lies in the fact that they collected fragmentary data, systematized them and experimentally confirmed or refuted them. This work shows that the process of teaching deaf people cannot be adequately carried out without knowledge of the psychological characteristics of deaf children.

In the work we are considering, L.V. Zankov “Essays on the psychology of a deaf child” three chapters. In one of the chapters, the author summarized experimental data regarding the features of memorization and reproduction by children deprived of hearing of objects, a number of words, sentences and texts. This chapter is based on a comparison of material obtained from the study of deaf children with material obtained from the study of normally developing children. That is why this chapter is of great importance for both general and special psychology. In the other two chapters L.V. Zankov examines the uniqueness of the speech of deaf students at different stages of education. The author considers both verbal and non-verbal means of communication. He showed the features of sign speech of the deaf and verbal speech, carried out the relationship between these types of speech, their formation and mutual influence at different stages of education.

Fundamental research by L.V. Zankov had a significant influence on the formation and development of special pedagogy and psychology and were further developed in the works of prominent domestic specialists in the field of study, training and education of children with developmental disabilities, in particular in the works of deaf teachers and deaf psychologists, M.M. Nudelman, V.G. Petrova, F.F. Rau, T.V. Rozanova, Shif Zh.I., N.V. Yashkova; as well as in the works of oligophrenopedagogues and oligophrenopsychologists G.M. Dulneva, Kh.S. Zamsky, V.G. Petrova, B.I. Pinsky, Zh.I. Schif.

Researchers of the heritage of L.V. Zankova in the field of training and education of children with developmental disabilities (O.K. Agavelyan, O.V. Kalinina, V.G. Petrova) agree that the scientific activity of L.V. Zankova, as an organizer and researcher, had a significant influence on the formation and development of education and upbringing of children with developmental disabilities in the USSR.

ZANKOV LEONID VLADIMIROVICH(1901-1977), teacher and psychologist. Russia, USSR.

He came from the family of an officer in the Warsaw garrison, which was distinguished by its high culture, passion for literature and history, book reading, and music. He showed interest in teaching even in high school. At the age of 18 he became a rural teacher, during the civil war he worked as a teacher and head of an agricultural colony for street children, as if anticipating the path of Makarenko. The abilities of the young teacher were already evident here. He strove to understand the individual characteristics of children, to introduce each student to the perception of beauty, and together with his colleagues he established good relationships with students.

At Moscow University, where he entered with rich experience in social and pedagogical activities, he became interested in psychology, lectures and research by L. Vygotsky on the problems of sensitive periods (the most favorable age stages for the development of abilities). After studying at the university, he completed graduate school at the Institute of Psychology and became a prominent scientist and academician of the AKP of the RSFSR.

In 1957 he created a laboratory at school No. 172 in Moscow, which began its activities; from one first grade and gradually expanded the experiment to all grades of primary school. Soon hundreds of teachers in different regions of the country were working using the programs and methods 3. They were captivated by the idea of ​​an experiment, the essence of which was identifying the optimal capabilities of younger schoolchildren in teaching. Two principles were tested: learning at a high level of difficulty and studying educational material at a fast pace. It was not about some record achievements in the traditional education system, but about changing it, introducing creative and humanistic principles into it. The didactic system 3. is focused on the development of children’s observation, perception and imagination, their inherent inquisitiveness of mind and practical acumen. In lessons and outside of school hours, co-creation between teachers and students developed. 3. He offered valuable recommendations for the implementation of other ideas of his teaching system: the leading role of theoretical knowledge, constant work on the development of all students, the formation of emotional stability in them, the combination of the teacher’s living words and visual aids.

Didactics 3. became a striking phenomenon in our domestic theory and practice of teaching, and organically fit into the growing pedagogy of cooperation. It was adopted by innovative teachers and is still widely used today in the teaching and education of primary schoolchildren. However, the didactics of developmental education 3. requires high-quality and comprehensive training of the teacher, including in the field of psychology.

Didactics and life

Chapter I.

Although we designate the experimental system of primary education as a didactic system, this does not mean that no changes are made to the method of education in comparison with the traditional method of primary education. Since the task is to achieve the greatest possible result in the overall development of schoolchildren, this also affects the methods of education.

As for education, here the question of fulfilling educational tasks not through external connections with learning, but through a certain formulation of the educational process itself, acquires significant importance. Thanks to the didactic principles of the experimental system, children develop an internal motivation to learn. Students learn not for grades, which are minimized in experimental classes, but out of a desire for knowledge. They experience satisfaction from intense mental work, are happy to complete difficult tasks, as if they are going towards the new things they have to learn. Teaching loses the unpleasant aftertaste of something imposed and boring and becomes an exciting collective process of learning. It takes place in an atmosphere of friendly class work, in an atmosphere of ease and at the same time high discipline, which is created by respect for the teacher and comrades, passion for the process of learning and intense participation of children in lessons.

Experimental learning creates favorable conditions for a meaningful, versatile and natural life of the children's team, to overcome formalism in educational activities. In connection with studying the material, children have many questions, and this is very good. After all, true learning occurs when schoolchildren themselves notice certain gaps! in their understanding of the material, when they are alarmed by some inconsistencies, contradictions, when they feel that some elements are missing so that the knowledge is well “fitted” to each other and forms a harmonious whole. Then questions arise. Children are looking for answers and, together with the teacher, who, unnoticed by the children, leads them to the desired goal, they find the answers.

In our classes, teachers carefully listen to children's opinions, their objections to each other, assumptions, and encourage the child's attempts to get out of the confusion that has arisen. Often, questions that occupy children go beyond the scope of the program or textbook, but teachers do not assign such questions, of course, except in cases where their solution is beyond the students’ ability. Thanks to conversations, knowledge deepens, the students' searching thoughts develop, confidence in the enormous power of science grows, and the desire for constant movement forward, towards ever deeper knowledge, grows.

The nature of experiential learning changes the relationship between teacher and students. The teacher does not lose his leading role in teaching, but at the same time becomes a participant in the collective process of learning, a true friend and senior comrade of his students. Those notes of “command” that usually still sound strongly in primary school disappear.

Of course, even in regular classrooms, teachers often strive to get closer to children. However, rapprochement and friendly relations are hampered by the canons of traditional methods. Strict regulation of the methodological structure of teaching, compliance with the norms of external discipline, and the requirement to give more marks give rise to formalism in teaching, and it inevitably alienates the teacher from the students.

In experimental learning, friendly relations between teacher and students, the creation of an internal motivation for learning, and the entire atmosphere of living knowledge act as necessary components of an integral system.

Zankov. L.V. Selected pedagogical

works.-M., 1990.-P. 40-43.

(1977-11-27 ) (76 years old)

Leonid Vladimirovich Zankov(April 10 - November 27) - Soviet psychologist. Specialist in the field of defectology, memory, memorization, educational psychology. Student of L. S. Vygotsky. Conducted experimental studies of child development, which identified the conditions for effective learning. Considered the problem of factors in students' learning and development, in particular the interaction of words and visuals in learning. Author of the original developmental training system (L. V. Zankov’s system).

Biography

In 1918 he began working as a teacher in a rural school in the Tula region. Since 1919 - educator and head of agricultural colonies, first in the Tambov region, then in the Moscow region.

In 1925 he graduated from the Faculty of Social Sciences of Moscow State University. Since 1929, he has been conducting research work in, which continues until 1951. In 1935 he organized the first laboratory of special psychology in the USSR. L.V. Zankov held the positions of head of the department of special psychology and deputy director for scientific work. From 1944 to 1947, L.V. Zankov served as director. In 1942, L. V. Zankov defended his doctoral dissertation on the topic “Psychology of Reproduction.” In 1945, L. V. Zankov was elected a Corresponding Member of the APN of the RSFSR, and in 1955 - a full member of the APN of the RSFSR. After the reorganization of the academy in 1968, he was elected a full member of the Academy of Pedagogical Sciences of the USSR. Member of the Department of Theory and History of Pedagogy. . In 1951, L. V. Zankov was appointed to the post of deputy director for science of the Research Institute of Theory and History of Pedagogy of the Academy of Pedagogical Sciences, where he worked in this position until 1955. Then he headed the laboratory at this institute until his death in 1977.

Zankov's didactic system

Zankov together with the staff of his laboratory in the 60s. In the 20th century, he developed a new didactic system that promotes the overall mental development of schoolchildren. Its main principles are the following:

  • high level of difficulty;
  • leading role in teaching theoretical knowledge, linear construction of training programs;
  • advancement in the study of material at a rapid pace with continuous accompanying repetition and consolidation in new conditions;
  • students’ awareness of the course of mental actions;
  • nurturing positive learning motivation and cognitive interests in students, including the emotional sphere in the learning process;
  • humanization of relationships between teachers and students in the educational process;
  • development of each student in a given class.

In L.V. Zankov’s system, the lesson has a flexible structure. It organizes discussions on what has been read and seen, on fine arts, music, and work. Didactic games, intensive independent activity of students, collective search based on observation, comparison, grouping, classification, clarification of patterns, and independent formulation of conclusions are widely used. This system focuses the teacher’s attention on developing children’s ability to think, observe, and act practically.

Contribution to the development of domestic defectology

The name of the outstanding Russian psychologist and teacher L.V. Zankov is associated with the formation and development of education and upbringing of children with developmental disabilities in the USSR.

L. V. Zankov was associated with the study, training and education of children with developmental disabilities at the beginning of his scientific and pedagogical activities. Since the late 20s of the twentieth century, L.V. Zankov began working at the Scientific and Practical Institute of Defectology (now the Institute of Correctional Pedagogy of the Russian Academy of Education). He began his activities at this institute in the psychological laboratory.

During these years, the Scientific and Practical Institute of Defectology was a scientific center that carried out the development of the main problems of teaching and raising children with developmental disabilities in the USSR. It was during this period that a whole group of famous psychologists and teachers worked at the institute, who later became classics of Russian pedagogy and psychology. Among them are: R. M. Boskis, T. A. Vlasova, L. S. Vygotsky, I. I. Danyushevsky, R. E. Levina, I. M. Solovyov, Zh. I. Shif. Even surrounded by such prominent psychologists and teachers, L.V. Zankov occupied one of the leading positions. He was a student and colleague of L. S. Vygotsky. And along with other representatives of Vygotsky’s school: A. R. Luria, A. N. Leontiev, D. B. Elkonin, he developed leading theoretical problems of psychological science.

After the death of L. S. Vygotsky, L. V. Zankov became one of the leaders of this institute. He continued theoretical scientific research in the field of studying, teaching and raising children with developmental disabilities, begun by L. S. Vygotsky. Many theoretical principles developed in the works of L.V. Zankov formed the basis for the development of the main problems of defectology. Particularly significant is the work of L.V. Zankov in the field of psychology of children with developmental disabilities. He is one of those who created the foundation of special psychology. His works pose numerous problems in studying the psyche of children with developmental disabilities. He studied the cognitive capabilities of mentally retarded children, the development of verbal speech in the deaf, the formation of facial and gestural speech in the deaf, and memory problems in schoolchildren with developmental disabilities.

L.V. Zankov paid considerable attention to the general problems of teaching and raising children with developmental disabilities.

A particularly important problem that needs to be developed, according to L.V. Zankov, is the problem of child learning and development. He deeply developed this problem using the example of children with developmental disabilities. In particular, he developed this problem using the example of the psychological and pedagogical study of mentally retarded children. He, together with his colleagues, conducted a large number of experiments, as a result of which a number of scientifically based facts were accumulated. The works of L.V. Zankov scientifically substantiated the importance of teaching and raising mentally retarded children. He noted the exceptional importance of educational influences for the development of the cognitive sphere of mentally retarded children. At the same time, he substantiated the need for correctional and educational influences that take into account the characteristics of the child’s development and are based on his compensatory capabilities.

L.V. Zankov was the organizer and direct researcher of the mental development of mentally retarded children, studied in the dynamics of their education in a special school.

In the works of L.V. Zankov, the problems of significant differences between the entire content of education for mentally retarded children and the content of education for normally developing schoolchildren were considered. He noted the undesirability of the qualified nature of education for mentally retarded schoolchildren, and was opposed to copying the mass school program for auxiliary schools. According to L.V. Zankov, without complying with the above requirements, mentally retarded schoolchildren only formally assimilate the material, and do not interiorize it, that is, they do not master it internally. L.V. Zankov was the founder of developmental education in the USSR. His works deeply substantiate the need to create special psychological and pedagogical conditions for schoolchildren to acquire knowledge, skills and abilities. It is especially important to create such conditions, according to L.V. Zankov, for children with developmental disabilities, in particular for the mentally retarded. But at the same time, these psychological and pedagogical conditions should differ significantly, since the development of higher mental functions in normally developing and mentally retarded children has fundamental differences.

In the works of L. V. Zankov, the problem of interaction between verbal and visual means in teaching mentally retarded children was developed. In special pedagogy, it has long been noted that the thinking of mentally retarded children is at a low level, and verbal and logical forms of thinking especially suffer. That is why the emphasis was placed on the use of visual methods in teaching mentally retarded children. In his works, L.V. Zankov noted the need to alternate visual and verbal means of teaching. He formulated the position that the leading principle of organizing the education of mentally retarded children should be to increase the role of verbal means in the process of students moving from class to class.

In-depth studies by L.V. Zankov and his staff of special schools showed that there are children in them who need other forms of education than the mentally retarded. Subsequently, these studies gave impetus to the identification of a special group of children called “children with mental retardation.”

L.V. Zankov wrote fundamental works on the psychology of mentally retarded children, who were among the first in the USSR.

L.V. Zankov carefully analyzed the work of various authors devoted to determining the degree of mental retardation. He reviewed the works of P. P. Blonsky, T. Tsien and others. In his studies, L. V. Zankov noted the need to create criteria by which the degrees of mental retardation can be distinguished. According to the scientist, this was especially important, since when selecting children for auxiliary schools, there were cases of normally developing children, as well as children with other developmental disabilities, for example, hearing impairments.

The need to improve selection for auxiliary schools became the impetus for L. V. Zankov’s development of a methodology for studying mentally retarded children. L.V. Zankov noted that in order to study a child with mental retardation, it is necessary to first consider the general question of the relationship between the development of a normal and mentally retarded child. This problem was developed even before the revolution by G. Ya. Troshin, after the revolution it was developed in the works of L. S. Vygotsky, and was later developed in the works of Zankov.

Many authors have noted that it is hardly possible to find any patterns in the development of a mentally retarded child, since it does not obey the patterns according to which the development of a normally developing child occurs. L.V. Zankov was against this position. Following G. Ya. Troshin and L. S. Vygotsky, he puts forward a position on the commonality of the basic laws of development of a normal and mentally retarded child. In his research, L.V. Zankov actually confirms this, considering this problem in the course of studying various aspects of the development of mentally retarded children (anthropometric indicators, features of the cognitive sphere). The study shows the similarity of development and the same sequence of stages in the development of mentally retarded children with normally developing children. At the same time, L.V. Zankov notes the deep uniqueness of the development of mentally retarded children. He criticizes the quantitative approach to the development of a mentally retarded child, presented in a number of works by foreign researchers. These works note that mentally retarded children differ from normally developing children solely in the amount of knowledge, skills, etc.

The works of L.V. Zankov convincingly prove that the problem is not that a mentally retarded child is delayed in his development by several years compared to a normally developing child, but that at all stages of his development he develops differently than a normally developing child child.

While developing the problems of diagnosing mental retardation, L. V. Zankov sharply criticized the symptomatic approach to diagnosing mental retardation. In his opinion, many researchers made a diagnosis based only on the study of symptoms. He believed that it was necessary to use syndromological and nosological approaches, that is, to reveal the causes and mechanisms of mental retardation.

Following L. S. Vygotsky, he developed the ideas of developmental diagnostics in relation to mentally retarded children. He noted that the study of mentally retarded children without taking into account the characteristics of their development distorted the diagnostic results and, as a result, it turned out that all the signs characterizing a mentally retarded child resulted from a primary biological defect.

In the works of L.V. Zankov, it is substantiated that the ways of knowing the personality of a mentally retarded child should be based on a differentiated study of individual aspects of his personality, which will make it possible to obtain significant material characterizing the sequence of development of a mentally retarded child in ontogenesis. Developing the ideas of diagnosing the development of L. S. Vygotsky in relation to mentally retarded children, L. V. Zankov notes that the facts that were obtained as a result of a dynamic study of the personality of a mentally retarded child should be subjected to qualitative analysis, which will make it possible to reveal genetic connections, underlying the development and personality of mentally retarded children.

Along with significant research in the field of oligophrenopsychology, L. V. Zankov made a great contribution to the development of deaf psychology as a science. The works of L. V. Zankov together with I. M. Solovyov were among the first in special psychology, in which information about the psychology of deaf children was systematized and generalized.

In the 20s - 30s of the twentieth century, deaf psychology was the least developed branch of special psychology. In those years, there were only a few foreign studies in the field of deaf psychology and several domestic ones (A.V. Vladimirsky, A.N. Porosyatnikov). That is why it was necessary to create a work on deaf psychology that could help practicing teachers gain an understanding of the psychological characteristics of deaf children. The work of L. V. Zankov and I. M. Solovyov analyzes mainly the features of the cognitive activity of children with hearing impairments. The researchers build on the work of other researchers written previously. Moreover, the originality of their work lies in the fact that they collected fragmentary data, systematized them and experimentally confirmed or refuted them. This work shows that the process of teaching deaf people cannot be adequately carried out without knowledge of the psychological characteristics of deaf children.

The work we are considering by L.V. Zankov, “Essays on the Psychology of a Deaf Child,” has three chapters. In one of the chapters, the author summarized experimental data regarding the features of memorization and reproduction by children deaf of hearing, objects, a number of words, sentences and texts. This chapter is based on a comparison of material obtained from the study of deaf children with material obtained from the study of normally developing children. That is why this chapter is of great importance for both general and special psychology. In two other chapters, L. V. Zankov examines the uniqueness of the speech of deaf students at different stages of education. The author considers both verbal and non-verbal means of communication. He showed the features of sign speech of the deaf and verbal speech, carried out the relationship between these types of speech, their formation and mutual influence at different stages of education.

Fundamental research by L. V. Zankov had a significant impact on the formation and development of special pedagogy and psychology and was further developed in the works of prominent domestic specialists in the field of studying, training and education of children with developmental disabilities, in particular in the works of deaf teachers and deaf psychologists N. G. Morozova, M. M. Nudelman, V. G. Petrova, F. F. Rau, T. V. Rozanova, Zh. I. Shif, N. V. Yashkova; as well as in the works of oligophrenopedagogues and oligophrenopsychologists G. M. Dulnev, Kh. S. Zamsky, V. G. Petrova, B. I. Pinsky, Zh. I. Shif.

Researchers of the legacy of L. V. Zankov in the field of teaching and raising children with developmental disabilities (O. K. Agavelyan, O. V. Kalinina, V. G. Petrova) agree that the scientific activity of L. V. Zankov as an organizer and the researcher had a significant influence on the formation and development of education and upbringing of children with developmental disabilities in the USSR.