Anna Stetsenko

Anna Stetsenko born in the former Soviet Union is known as a developmental psychologist known for developing extensive understanding with infant’s concepts of “thinking and speaking”. Lev Semenovich Vygotsky and Piaget converge the concept of children learn through acting and Stetsenko enhanced the concept of children learning through history and experience.

Biography

Anna Stetsenko, a professor at the University of New York and Head of the Ph.D. Program in developmental psychology [ [http://www.gc.cuny.edu/faculty/new_faculty/Stetsenko.htm CUNY website] ] . She received her doctorate in general and developmental psychology from the University of Moscow State University. Stetsenko spent several years doing research at the University of Moscow. She also conducted extensive research at the Institute of General and Education Psychology of Russian Academy of Education. In Berlin Germany she worked on her Postdoctoral Research Fellow at the Max Planck Institute of Humans. She was invited visiting Fellow at the Center of Cultural Studies in Vienna, Austria. An Assistant Professor at the Department of Developmental Psychology, University of Bern, Switzerland. [Stetsecko] [http://web.gc.cuny.edu/dept/psych/subprogs/devpsy/stetsenko.html] has also been active in developing the social cultural activity theory and potential positive and negative outcomes within the human development and learning. Anna Stetsenko has done extensive empirical research on adolescents and social development. The studies and research are closely related to issues of gender, self-concept and motivation. Her works are closely connected to the social-cultural interactions an daily activities of adolescents and children. Stetsenko’s works are with strong enphisys on the developmental psychology and multicultural theories. The work of Stetsenko includes the approaches of students learning from history concepts and social emersion. Stetsenko is fluent in English, Russian, German, and French and has made her concepts well know to the West. Anna Stetsenko is an outstanding and strong representative of Lev Vbvgotskian activity theory. United States Academia has embraced Stetsenko’s theory of articles and activity theory. Her articles on activity theory are some of the topics relating to self, learning development, and the history of psychology. She has also conducted research on the works of [Vvgotsky-Leontiev-Luria] [http://web.gc.cuny.edu/Psychology/developmental/Anna/StetsenkoToolSign.pdf] . The published works by Anna Stetsenko are extensive such as chapter books,text books, and journal articles in German, English, and Russian. Currently Dr. Stesenko is the Head of the PH.D. Program in Developmental Psychology at the Graduate Center CUNY.

Books Published, [Professional journals] [http://web.gc.cuny.edu/Psychology/developmental/Anna.htm] and Presentations

* Stetsenko, A. & Arievitch, I. (in press). Expanding Vygotsky's perspective on teaching, learning, and development. Cambridge University Press.
* Stetsenko, A. (2005). The birth of consciousness: Early stages in the development of systems of meanings [Rozhdenie soznanija: rannie etapi v razvitii sistemi znachenij] . Moscow: CheRo Press.
* Stetsenko, A. (2004). Introduction to "Tool and sign" by Lev Vygotsky. In R. Rieber and D. Robbinson (Eds.), Essential Vygotsky (pp. 499-510). NY etc: Kluwer Academic/ Plenum.
* Robbins, D., & Stetsenko, A. (2002) (Eds.). Vygotsky's psychology: Voices from the past and present. NY: Nova Science Press.
* Stetsenko, A. (2002). Vygotsky's cultural-historical activity theory: Collaborative practice and knowledge construction process. In D. Robbins and A. Stetsenko (Eds.), Vygotsky's psychology: Voices from the past and present. NY: Nova Science Press.
* Stetsenko, A. (2002). Sociocultural activity as a unit of analysis: How Vygotsky and Piaget converge in empirical research on collaborative cognition. In D. Bearison and B. Dorval (commentary chapter), Collaborative cognition: Children negotiating ways of knowing (pp. 122-135). Westport, CT: Ablex.
* Stetsenko, A. (2002). Adolescents in Russia: Trends and developments. In B. Bradford Brown & R. Larsson (Eds.), The world of adolescence: Changing paths to adulthood around the globe. New York etc.: Cambridge University Press.(The book has been awarded with the SRCD prize in 2002 as the best book of the year).
* Stetsenko, A. (1999). Social interaction, cultural tools, and the zone of proximal development: In search of a synthesis. In M. Hedegaard, S. Chaiklin, S. Boedker, & U. J. Jensen (Eds.), Activity theory and social practice. Proceedings of the ISCRAT 1998: Keynote speeches and panels (pp. 235-253). Aarhus: Aarhus University Press.
* Grob, A., Stetsenko, A., Sabatier, C., Botcheva, L., & Macek, P. (1999). Across-national model of subjective well-being in adolescence. In F. D. Alsaker & A. Flammer (Eds.), The Adolescent Experience: European and American Adolescents in the 1990s (pp. 115-131). New York: Lawrence Erlbaum.
* Stetsenko, A. (1998). Teorii tvorchestva: sotsiokulturnij podhod [Theories of creativity: Views from a sociocultural perspective] . In D. B. Bogojavlenskaja (Ed.), Teorii tvorchestva [Theories of creativity] (pp. 315-328). Moscow: Molodaja Gvardija.
* Stetsenko, A., & Arievitch, I. (1996). The zone of proximal development. In J. Lompscher (Ed.), Entwicklung und lernen aus kulturhistorischer Sicht [Development and learning from a cultural-historical point of view] (pp. 81-93). Marburg: BdWi-Verlag.
* Stetsenko, A. (1995). The psychological functions of children's drawing: A Vygotskian perspective. In G. Thomas and Ch. Lange-Küttner (Eds.), Drawing and Looking (pp. 147-158). New York etc.: Harvester Wheatsheaf. [Also appeared in Italian translation: La funzione psicologica del disegno infantile: una prospettiva Vygotskiana (2000). In Bambini, Anno XVI, n. 4, pp. 19-31. Translation and foreword by Prof. Mariolina Bartolini-Bussi] .
* Stetsenko, A. (1991). Naturalisticheskaja i sotsio-kulturnaja paradigmi v issledovanijah fenomena odarennosti [Naturalistic and sociocultural research paradigms in the study of giftedness] . In A. Matjushkin (Ed.), Obshestvennije dvizhenija i sotsialnaja aktivnost molodezhi [Social trends and activities in modern youth and adolescence] (pp. 203-215). Moscow: Institute of Sociology Press.
* Stetsenko, A. (1990). Printsip predmetnosti v teorii dejatelnosti [The principle of object-relatedness in the theory of activity] . In V. V. Davydov & D. A. Leontjev (Eds.), Dejatelnostnij podhod v psihologii: Problemi i perspektivi [Activity approach in psychology: Problems and perspectives] (pp. 20-35). Moscow: USSR Academy of Pedagogical Sciences Press. [also published in English translation in Journal of Russian and East European Psychology, 1995, 33, 54-69] .
* Stetsenko, A. (1988). O diahrinicheskom printsipe istoriko-psihologicheskogo analiza nauchnih kontsepsij [Some principles in the historical analysis of psychological conceptions] . In A. Zhdan (Ed.), Izuchenije traditsij i nauchnih shkol v istorii sovetskoj psihologii [Scientific schools and traditions in the history of Soviet psychology] (pp.46-51). Moscow: Moscow University Press.
* Stetsenko, A. (1986). Issledovatelskaja zadacha i struktura psihologicheskogo znanija [Research task and the structure of psychological knowledge] . In A. Barabanchikov (Ed.), Metodologija psihologicheskogo issledovanija [Methodology of Psychological Research] (pp. 10-23). Moscow: USSR Academy of Sciences Press.
* Arievitch I., & Stetsenko, A. (1988). Dejatelnostnij podhod k probleme soznanija [Activity-based approach to the analysis of consciousness] . In A. Prokhorov et al. (Eds.), Genezis, struktura i funktsii individualnogo soznanija [Development, structure and functions of individual consciousness] (pp. 3-7). Ivanovo: University Press.
* Stetsenko, A. (1981). Vygotskij i porblema znachenija [L. S. Vygotsky and the concept of meaning] . In V. V. Davydov (Ed.), Nauchnoe tvorchestvo L. S. Vigotskogo i sovremennaja psihologija [Scientific works of L. S. Vygotsky and modern psychology (pp. 148-151). Moscow: USSR Academy of Pedagogical Sciences Press.

Anna Stetsenko's Editorial Activities

Member, Editorial Board: Mind, Culture, and Activity, 1998 - till present;

Psycholinguistic Research, 2002- till presentReviewer For:- Human Development; Journal of Personality and Social Psychology; European Journal of Psychology of Education; International Journal of Behavioral Development; Mind, Culture, and Activity: An International Journal; Journal of Psycholinguistic Research; Jacobs Foundation Research Grant Committee; Objects: International journal. Also reviewer for Oxford university Press, Cambroidge University Press.

Notes

References

The City University of New York " [The Graduate Center] [http://www.gc.cuny.edu/index.htm] "

[Developmental Psychology] [http://web.gc.cuny.edu/Psychology/developmental/] the University of New York

[Biographical Information] [http://web.gc.cuny.edu/dept/psych/subprogs/devpsy/stetsenko.html]

[Tool and Sign in the Development of a Child] [http://web.gc.cuny.edu/Psychology/developmental/Anna/StetsenkoToolSign.pdf]