he study of the formation of voluntary a.

cti
- of all started with analysing the way in ‘w:.hic
le verbal instruction of the adulh the sta
weI as its means.
There is every reason to believe that the action
:tween two personsp n,ameIy, the adult
the child accompWing it, becomes gradually
its development and turns into an action where the child already
foM,owthe connections that are formed in its
the nature of the gradual formation of volu
formed with the help of signals issui
it&f, actions which are social in
in their structure.
The aim of the present investigation, carried out by the author, j
with his collaborators, on children of one and a ha
tib~cprincipal stages of development of the child’s vo
eh aracteltie the means by which they are accomplish
nts have Inade it possible to establish the
elopment of voluntary actions in the child, as w
formation of the regulatory function
stages of the child’s development becomes the chief mech
action.
Pt the first stage (laboratory cx
to1two and a half) the verbal :in
adequate motor reaction only when the instruction does not come into
cC.ixFJctwith another dominating activ2y an ovcs unable to inhibit
this activity, or to overconx the diffuse63motor
a result of any motion which arises as a result of any motor
the child. At this stage the regulatory role can be played only by a
of the action itself into a series of stages, and in particular, by a
4xteroceptive si als which are originated by the child’s own movements,
a.ct according to the feed baclk principle and inhibit the diffused motor
extitation.
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