Correlation of evolution of M. Basovs views with the development of native psychology

The article is devoted to the review of creativework of Mikhail Yakovlevich Basov - a Russian scientist who worked at the beginning of the 20th century. The article presents theperiods of the scientist's creative research, the dynamics of his scientific world outlook having an impact on the change of his presentationof the subject and methods of research in psychology. In this publication the author's method of objective observation is examined,as well as the demands needed for the researcher to realize it competently, so that it will let the latter make a competent psychologicalcharacteristics of the respondent. Being an apologist of paedology M. Basov promoted the introduction of the idea of a complex (integral)research of personality into the Soviet psychology. Consistently moving in his scientific ideas Basov favoured introducing a newsubject of research into the native psychology - activity, due to which the transformation of a human being out of an individual into apersonality, formation of his consciousness and self-consciousness, biological and psychological development were realized. Basovargued the reasonability of carrying out the observation of children for studying the periods of their development, emphasizing that they,unlike adults, are always in the process of maturing. The scientist accentuated his attention on the developing of a personality beingrealized in the society that is why one should study a preschool child in the game process. After introducing the definition "task"M. Basov demonstrated that its orientation influences the character of the fulfilling activity, thereby the activity can carry both a reproductiveand a constructive character. Based on this discovery Mikhail Yakovlevich called for teachers to use their various educationalarsenal in the professional activity, which will let a pupil and a trainee fulfil the offered action creatively. Starting with Basov's works,which grounded the reasonability of introducing into the scientific research the principles of historical methods, integrity, methods ofstructure, selectivity and heterochronicity, actual research in the field of child psychology and age-specific psychology started to berealized; age-specific psychology and pedagogical psychology began to develop in harmonic synthesis; the attention of the scientist onthe individual features of children, which depended both on the heredity and the society, later became the framework for designing apersonality, differential psychology and psychology of sex, psychology of creation, psychology of labour.

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