ABS074 - Development as a contradictory process: turning points in the process of child’s scientific thinking development

The conceptualization of psyche development as a linear process oriented towards a psychological equilibrium has been considered a fundamental concept in the field of classic psychological theories and methodologies. However, the legacy of Vygotsky’s non-classic psychology foregrounds “an abstract dialectical idea of a contradiction as a moving force of development.” Focusing on contradictory social interactions between kindergarten children, the present cultural-historical study aims at featuring the way that unique developmental trajectories are dramatically constructed. The study seeks to determine what forms of dramatic events can occur in everyday kindergarten settings and how these events can act as turning points in child’s scientific thinking development. A developmental research methodology as specified from the requirements of cultural-historical theory framework was used. The research sample consisted of 101 kindergarten students aged 4.5-6 years in Greece. An analysis of the conversational data gathered during collective science experiences regarding a specific natural phenomenon demonstrated that children’s interactions were generally alive with dramatic events. The forms that emerged from data sets analysis were organized into the following basic categories: collisions, impasse situations, provocative situations. The outcomes showed that whilst these events caused a temporal loss of equilibrium at children’s interactions, a kind of narrow crisis, they acted as turning points at their developmental trajectories creating the conditions for the development of their scientific thinking. Implications for early childhood science education include consideration of the utilization of the contradictory social situations as a moving force to children’s thinking developmental process rather than as a communication barrier.