Ресурси
Всяка научна идея зад Щурко идва отнякъде — но не всички идеи имат еднаква тежест. По-долу са изброени източниците, на които стъпваме, групирани по стълб, всеки с отбелязана степен на доказателственост. Някои са мащабни, валидирани инструменти, използвани в клиничната практика; други са единични изследвания или конвенции в областта, включени, защото са полезни, не защото са безспорни. Тази страница съществува, за да можеш сама да прецениш кое е кое — не за да впечатли, а за да е честно.
Легенда на степените
- ???? Силно / валидирано Established, widely-cited, or a validated clinical/research instrument. The strongest tier this project cites.
- ???? Умерено A real, specific study or a professional-consensus document, but narrower in scope, not cross-validated by multiple independent sources, or only partially portable (e.g. an English-language developmental order that doesn't map 1:1 onto Bulgarian).
- ???? Слабо / контекстуално Included as supporting context or a reasonable design convention, not a standalone strong claim — most often because the researched area doesn't have one authoritative model yet.
- ???? Оспорвано The underlying causal claim is actively disputed in the field. Included transparently, not hidden, precisely so it isn't oversold.
Развитийна наука по стълб
????️ Говоря (Speech & Language)
| Източник | За какво се използва | Степен |
|---|
| Stein, N.L., & Glenn, C.G. (1979). An analysis of story comprehension in elementary school children. | Macrostructure/microstructure split behind Domain 1d (Разказване) — standard SLP narrative-language-intervention framework, ASHA-documented practice area. | ???? Силно / валидирано |
| Brown, R. (1973). A First Language. | Graded grammatical-morpheme acquisition order behind Domain 1c — the general principle (a graded sequence exists) transfers; the exact English item-order doesn’t map directly onto Bulgarian’s different case/gender/aspect system. | ???? Умерено |
| Anderson, R.C., & Freebody, P. (1981). Vocabulary knowledge. In Comprehension and Teaching. | Breadth-vs-depth vocabulary distinction behind Domain 1b — maps onto Tier 1 Naming (breadth) vs. Tier 3 Description (depth). | ???? Умерено |
| Bloom, L., & Lahey, M. — Content-Form-Use model (classic developmental psycholinguistics framework). | Checked 2026-07-31 against Говоря’s 4-domain structure — confirmed as compatible context (Content≈1b, Form≈1a+1c), kept as supporting framing, not used to restructure the already-shipped domain names. | ???? Слабо / контекстуално |
| ASHA (American Speech-Language-Hearing Association) Practice Portal. | Articulation-therapy conventions behind word-selection-guidelines.md Rule 4 (sound-development order table, tactile voicing/airflow/orality cues). | ???? Силно / валидирано |
???? Мисля (Thinking)
| Източник | За какво се използва | Степен |
|---|
| Posner, M.I., & Petersen, S.E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13, 25-42. | Alerting/orienting/executive-attention split behind Domain 2a. Foundational, heavily-cited model. | ???? Силно / валидирано |
| Inhelder, B., & Piaget, J. (1964). The Early Growth of Logic in the Child. | Perceptual-before-conceptual categorization shift behind Domain 2c. | ???? Силно / валидирано |
| Bullock, M., Gelman, R., & Baillargeon, R. (1982). | Early causal-reasoning research behind Domain 2d’s causal-thinking half. | ???? Умерено |
| Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135–168. | The 3-core-EF model (working memory / inhibitory control / cognitive flexibility) behind Domain 2e — the single most-cited framework in the EF literature. Moderate correlational evidence overall (r≈0.365–0.37); cognitive flexibility specifically not reliable before ~4-5y. | ???? Силно / валидирано |
| Harvard Center on the Developing Child — „air traffic control“ EF framing. | Independent, parent-facing convergence with Diamond’s 3-part model — two sources landing on the same structure. | ???? Силно / валидирано |
| Cattell-Horn-Carroll (CHC) theory. | Checked 2026-07-31 and explicitly rejected as a single-source spine for Мисля — it’s an adult/school-age IQ-testing model with no clean „attention“ factor, and current research treats executive function as related-but-distinct from it. Listed here for transparency: a real candidate was tested and found not to fit, not ignored. | ???? Оспорвано (as a fit for this use — not disputed as a psychometric model in its own right) |
✨ Създавам (Creativity & Imagination)
| Източник | За какво се използва | Степен |
|---|
| Piaget, J. — pre-operational stage, symbolic/pretend play (~2-7y, peak ~4-5y). | Domain 3a (Символна игра) age-staging. | ???? Силно / валидирано |
| Russ, S.W. (1993). Affect and Creativity; Russ & Wallace (2013), American Journal of Play. | Checked 2026-07-31 as a possible single-model spine for the whole pillar — no clean replacement found, kept as supporting context. Real, honest overlap surfaced: Russ’s own list names associative thinking and problem-solving as creativity-linked, both of which already live under Мисля 2d/2f in this project. | ???? Слабо / контекстуално |
| Torrance Tests of Creative Thinking — 4 components (Fluency, Flexibility, Originality, Elaboration). | Domain 3b (Дивергентно мислене) structure. | ???? Оспорвано |
| Lillard, A., et al. (2013). Psychological Bulletin. | Direct critique: causal role of pretend play in development called „unlikely,“ though contested by other researchers. Explicitly the weakest-evidence domain of the six in this project — included for engagement/creativity value, never marketed with the same confidence as the others. | ???? Оспорвано |
| Lowenfeld, V. (1947). Creative and Mental Growth. | Drawing developmental stages (scribbling → preschematic → schematic) behind Domain 3d. A long-standing art-education convention, not as rigorously validated as the cognitive-science citations elsewhere. | ???? Слабо / контекстуално |
???? Общувам (Social Communication)
| Източник | За какво се използва | Степен |
|---|
| ASHA Practice Portal — „Components of Social Communication.“ | The whole 4-domain restructure (4a-4d) — the working professional definition of the field, not one academic study’s proposal. The strongest single-source domain-partition basis in this entire project. | ???? Силно / валидирано |
| Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions. Behavioral and Brain Sciences, 28(5), 675-691. | Cooperation/shared-intentionality development behind Domain 4a. | ???? Силно / валидирано |
| Wimmer, H., & Perner, J. (1983). Beliefs about beliefs. Cognition, 13(1), 103-128. | Classic false-belief Theory-of-Mind task behind Domain 4b — reliable ~4y. | ???? Силно / валидирано |
| Flavell, J.H. (1977). | Level 1/Level 2 visual perspective-taking behind Domain 4b. | ???? Силно / валидирано |
| Glucksberg, S., & Krauss, R.M. (1967). Merrill-Palmer Quarterly. | Referential-communication research behind Domain 4c — directly grounds the „describe without naming“ mission type used across several decks. | ???? Силно / валидирано |
❤️ Чувствам (Emotional Understanding)
| Източник | За какво се използва | Степен |
|---|
| Pons, F., & Harris, P.L. (2004); Pons, F., Harris, P.L., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years. European Journal of Developmental Psychology. | Test of Emotion Comprehension (TEC) — 9 components across 3 developmental phases, translated into 21 languages. The strongest single-instrument basis for any domain-level age-staging in this project. | ???? Силно / валидирано |
| Hoffman, M.L. (1987). Empathy and Development. | Cognitive-vs-affective empathy distinction, flagged for future use if this domain is developed further — not yet built into a live domain. | ???? Умерено |
???? Движа се (Movement)
| Източник | За какво се използва | Степен |
|---|
| Gallahue, D., Ozmun, J., & Goodway, J. — fundamental motor skills model (stability/locomotion/manipulation). | Domain 6a structure and its ~2-7y peak-sensitivity age window. | ???? Силно / валидирано |
| Piaget, J., & Inhelder, B. (1956). The Child’s Conception of Space. | Topological → projective/Euclidean spatial-development sequence behind Domain 6d. | ???? Силно / валидирано |
| Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VMI). | 24-item developmental shape-copying sequence behind Domain 6f. | ???? Силно / валидирано |
| Ayres, A.J. — sensory integration model. | Domain 6e structure. No specific age-citation attached yet — an honest, named gap. | ???? Умерено |
Cross-cutting / pacing
| Източник | За какво се използва | Степен |
|---|
| Sénéchal, M. (1997). | Children show significantly greater word learning after 3-4 repeated exposures to the same material vs. a single exposure — grounds the repeated-exposure pacing logic in game-progression-system.md. | ???? Умерено |
| MacArthur-Bates Communicative Development Inventories (CDI). | Age-normed vocabulary categories used as one of the accepted validation sources in word-selection-guidelines.md Rule 1. | ???? Силно / валидирано |
Дизайн и продуктови решения
| Източник | За какво се използва | Степен |
|---|
| Categorical color perception research (Berlin & Kay-type basic-color-term studies; ≥30° hue-separation guidance). | Grounds the domain-color palette redesign in physical-games-progression-system.md §6 — why colors needed to be perceptually distinguishable, not just semantically distinct. | ???? Силно / валидирано (as color-perception research — a design input, not a child-development claim) |
| Sweller, J. — Cognitive Load Theory. | Grounds the word-card/mission-card information split (extraneous info on a card measurably hurts usability). | ???? Силно / валидирано |
| Stuart-Fox, D., & Moussalli, A. (2008). PLoS Biology, 6(1), e25. | Chameleon social-color-signaling biology behind Менко’s color-shifting mechanism. Supports „state → color change“ as a real biological behavior; the specific human-style mood mapping is this project’s own extension, not what the paper measured. | ???? Умерено |
| Walton, B.M., & Bennett, A.F. (1993). Physiological Zoology, 66(2). | Chameleon thermoregulatory color change — a separate, distinct mechanism from the social-signaling one above; kept distinct rather than bundled together, per the correction already made in character-color-design-rationale.md. | ???? Умерено |
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