Perezhivanie and Its Application within Early Childhood Science Education Research

Abstract

Perezhivanie is a concept that was originally defined by Vygotsky, but it did not become a part of educational theory until recently. Today the concept has been revived, and it is now used as a way to include emotional aspects into education and educational research. The concept also provides a rationale for describing and forming personalised learning. The present study provides a literature review with the aim of covering the variety in definitions of the concept, as well as the different perspectives that the concept lends to research in general, and to research with focus on early years education in particular. Results show that the concept has been applied within the most common theoretical perspectives in use today (such as social, cultural and subjective perspectives) with an interesting array of outcomes, such as design of educational methods, analysis of different modes of experiencing and development of self-awareness. The use of this concept becomes a shift toward more emotional perspectives of learning and development that may not be altogether positive, as perezhivanie holds the risk of blurring the border between psychotherapy and education, which is something that would provide new challenges for education in general and especially for teacher education.

Research Trends and Development Perspectives in Early Childhood Science Education: An Overview

“…For instance, Christodoulakis et al [39] study the ways in which the Vygotskian concept of "perezhivanie" is showcased and utilized, a concept which generally connects the affective aspects of children's activity with the cognitive and psychomotor aspects. After the analysis of different emphases and modes of reception regarding perezhivanie in various research, they approach the use of the concept with a focus on early childhood education.…”

Art-based Curriculum to Cultivate Students’ Competency in Secondary Vocational School in China: The Mediating Role of Cross-disciplinary Connections

“…This exposure encourages children to research, interpret, and evaluate a variety of works of art, thereby enhancing their critical thinking skills (Snow et al, 2020). Students acquire insights into human experiences as they explore the emotions of characters or subjects depicted in their work, strengthening their capacity to empathize with others and connect emotionally (Christodoulakis et al, 2021). These problem-solving abilities transcend the field of art and become applicable to a variety of academic and real-world circumstances.…”

Le concept de perezhivanie pour étudier la complexité des interactions entre l'enfant et l'environnement socioculturel

“…L'ajout « early child* education » ou « preschool » ou « kindergarten » ont permis de cibler le contexte de l'éducation préscolaire. S'inscrivant dans la pensée vygotskienne, le concept de perezhivanie est peu présent dans la littérature scientifique (Michell, 2016;Veresov, 2017), quoiqu'il semble être davantage mobilisé dans les dernières années (Christodoulakis et al, 2021;Michell, 2016), notamment à l'éducation préscolaire (Michell, 2016;Veraksa et al, 2022). Par conséquent, tous les articles (58 au total) ayant un lien avec la perezhivanie et l'éducation ou les soins portés aux enfants ont été retenus et utilisés pour effectuer une brève revue des écrits menant à cet article.…”