'Re-living’ in play: a cultural-historical study of the child’s repetitiveness through the concept of ‘perezhivanie’ as a unit of consciousness

• Yijun Hao ^[1] ; Jiangbo Hu ^[1]
  1. [1] Zhejiang Normal University

     Zhejiang Normal University

     China

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 35, Nº 2, 2023, págs. 273-308
• Idioma: inglés
• DOI: 10.1080/11356405.2023.2180584
• Títulos paralelos:
  • La recreación infantil en el juego: un estudio histórico-cultural de la repetitividad infantil mediante el concepto ‘perezhivanie’ como unidad de conciencia
• Enlaces
  • Texto completo
• Resumen
  • español

    Bajo un enfoque teórico y metodológico guiado por el concepto de perezhivanie como unidad de la conciencia humana, este estudio explora los cambios que experimenta la conciencia infantil sobre un objeto o evento, centrándonos en ejemplos de repetitividad observados durante el juego familiar cotidiano. En el estudio participaron dos familias de China continental con hijos de tres años. Se recabaron datos visuales durante un total de 56 horas y 40 minutos de grabaciones en vídeo y entrevistas parentales. En este artículo se detallan los resultados obtenidos de una de las familias para un mejor análisis de las diferencias en la perezhivanie del niño durante sus iteraciones en el juego. La recreación infantil durante el juego era indicativa de cambios en sus acciones imaginarias (definidas como perezhivanie o unidades de la conciencia infantil durante el juego) y en las que se podía reflejar cómo el niño reorganizaba continuamente sus creaciones imaginarias. Proponemos que los cambios en la perezhivanie de un niño en torno a un mismo acontecimiento son significativos y relevantes para comprender mejor su proceso de refracción. Este estudio contribuye al avance de la conceptualización y teorización del desarrollo de la conciencia infantil

  • English

    Theoretically and methodologically guided by the concept of perezhivanie as a unit of human consciousness, this study explores the changes of a child’s consciousness on something, with a focus on instances of repetitiveness found during everyday family play. Two families from mainland China with three-year-old children participated in this study. A total of 56 hours and 40 minutes of visual data were collected through digital video observations and parent interviews. Findings from one family were reported here to better analyse the differences in a child’s perezhivanie when he kept doing the same play. The child’s re-living in play indicated the changes in his dramatic imaginative actions (defined as a child’s perezhivanie and methodologically, which means the unit of the child’s consciousness in play) wherein how the child continually reorganized his imaginary formations could be refracted. We argue that the changes of a child’s perezhivanie around the same event are meaningful as foregrounding to better understand their refraction process. This contributes to further conceptualization and theorization of children’s development of consciousness

• Referencias bibliográficas
  • Bruce, T. (2005). Play, the universe and everything! In J. Moyles (Ed.), The excellence of play (2nd) ed., pp. 255–267). Open University Press.
  • Elkonin, D. B. (2005a). The psychology of play. Journal of Russian and East European Psychology, 43(1), 11–21. https://doi-org.unican.idm.oclc.org/10.1080/10610405.2005.11059245...
  • Elkonin, D. B. (2005b). The subject of our research: The developed form of play. Journal of Russian and East European Psychology, 43(1), 22–48....
  • El’koninova, L. I. (2002). The object orientation of children’s play in the context of understanding imaginary space-time in play and in stories....
  • Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Cambridge University Press.
  • Fleer, M. (2013). Affective imagination in science education: Determining the emotional nature of scientific and technological learning of...
  • Fleer, M. (2014). Theorising play in the early years. Cambridge University Press.
  • Fleer, M. (2016). An everyday and theoretical reading of perezhivanie for informing research in early childhood education. International Research...
  • Fromberg, D. P., & Bergen, D. (2006). Play from birth to twelve. Contexts, perspectives, and meanings (2nd ed.). Routledge.
  • Hakkarainen, P. (2010). Cultural-historical methodology of the study of human development in transitions. Cultural-Historical Psychology,...
  • Hedegaard, M. (2012). Analyzing children’s learning and development in everyday settings from a cultural-historical wholeness approach. Mind,...
  • Hedegaard, M., & Fleer, M. (Eds.). (2008). Studying children: A cultural-historical approach. Open University Press.
  • Kennedy, A., & Barblett, L. (2010). Learning and teaching through play: Supporting the early years learning framework. Research in Practice...
  • Kravtsova, E. (2008, December 15). Play and the arts. [Paper presentation] Vygotsky symposium, Monash University, Peninsula Campus.
  • Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Educational Research Journal, 29(6), 861–878. https://doi-org.unican.idm.oclc.org/10.1080/0141192032000137349...
  • Moyles, J. (2005). Introduction, and J. Moyles (Ed.), The excellence of play (2nd ed., pp. 1–12). Open University Press.
  • Roopnarine, J. L. (2011). Cultural variations in belief about play, parent–child play, and children’s play: Meaning for childhood development....
  • Schinkel, A. (2018). Wonder and moral education. Educational Theory, 68(1), 31–48. https://doi-org.unican.idm.oclc.org/10.1111/edth.12287
  • Schinkel, A. (2020). Education as mediation between child and world: The role of wonder. Studies in Philosophy and Education, 39(5), 479–492....
  • Veresov, N. (2015). Duality of categories or dialectical concepts? Integrative Psychology and Behavioral Science, 50(2), 244–256. https://doi-org.unican.idm.oclc.org/10.1007/s12124-015-9327-1
  • Veresov, N., & Fleer, M. (2016). Perezhivanie as a theoretical concept for researching young children’s development. Mind, Culture, and...
  • Vygotsky, L. S. (1984). Sobranie sochinenii [Collected works] (Vol. 4). Pedagogika.
  • Vygotsky, L. S. (1989). Concrete human psychology. Soviet Psychology, 27(2), 53–77. https://doi-org.unican.idm.oclc.org/10.2753/RPO1061-0405270253...
  • Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7–97. https://doi-org.unican.idm.oclc.org/10.1080/10610405.2004.11059210...
  • Vygotsky, L. S. (2005). Appendix. Journal of Russian and East European Psychology, 43(2), 90–97. https://doi-org.unican.idm.oclc.org/10.1080/10610405.2005.11059247...
  • Vygotsky, L. S. (2016). Play and its role in the mental development of the child. Voprosy Psikhologii [Problems of Psychology], 12(6), 62–76....
  • Vygotsky, L. S. (2019). L. S. Vygotsky’s pedological works Volume 1: Foundations of pedology. Springer.
  • Vygotsky, L. S. (1997a). Consciousness as a problem for the psychology of behavior. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky...
  • Vygotsky, L. S. (1997b). Genesis of higher mental functions. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky Vol. 4: The history...
  • Vygotsky, L. S. (1994). The problem of the environment. In R. V. Veer, & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Blackwell.
  • Wood, E., & Attfield, J. (2005). Play, learning and the early childhood curriculum (2nd ed.). Paul Chapman.
  • Zaporozhets, A. V. (2002). Toward the question of the genesis, function, and structure of emotional processes in the child. Journal of Russian...