Perezhivanie and preschoolers’ emotion regulation in early childhood settings

3.1 Farther reaches of theoretical and methodological explorations
Paper in a Symposium (Symp)
1:30 PM, Thursday 31 Aug 2017 (30 minutes)
Recent investigations of perezhivanie have focused on its historical origin, interpretations, related theoretical and methodological issues, and empirical applications in fields such as science and language development. While these have been productive for developing the concept more generally, its potential for understanding, specifically, the development of emotion regulation in early childhood has not yet been realized. Thus, drawing upon Vygotsky’s cultural-historical framework, this study aims to examine how adult-child interactions create the conditions for emotion regulation in preschoolers during the homepreschool transition in the early childhood educational settings. The concepts including perezhivanie, cultural development, and the zone of proximal development framed the project. Eight focus children (aged 2-5 years), their parents, and teachers in California were involved in the study. Data were collected by digital video observations, running records, interviews, and field notes. Preliminary findings uncovered that diverse types of teacher-child interactions played an essential role in supporting preschoolers’ emotion regulation in the home-preschool transition. The concept of perezhivanie contributed to a holistic understanding of the process of development of emotion regulation. It is argued that teacher practices should be emphasized and enhanced to facilitate the development of emotion regulation in the everyday context of early childhood education. This study potentially contributes to a better understanding of how quality teacher-child interactions can foster children’s emotion regulation. It may also demonstrate how the concept of perezhivanie supports empirical studies in emotion regulation in early years. 
California State University, Fresno

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