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Science learning in the everyday life of preschool children: Introducing the concept of scientific perezhivanie

2.4 Cross-national explorations of sociocultural research on learning
Paper in a Symposium (Symp)
10:24 AM, Friday 1 Sep 2017 (27 minutes)
Vygotsky’s (1994) notion of social situation of development is one of the least investigated concepts for understanding the complexity of child development. Within the recent growing interest in researching science learning for preschool children, less is known about the relationship between play and preschool children's wonder, curiosity and emotional experiences and scientific concept development. In the ‘Problem of environment’, Vygotsky introduced the concept of perezhivanie, ideal and real form, and social situation of development. These concepts together begin to address how we might understand children’s emotional engagement in the moments of science experience such as planting beans, imaginary role playing, nurturing plants in the children's everyday context. This paper is part of a larger project in which 36 children from a preschool setting (aged between 3.3 to 5.3 years) participated. This paper focuses on one Australian-Canadian child’s everyday experiences. Video data were gathered over four weeks in playful conditions in the home and preschool context. Perezhivanie has been used as the unit of analysis. However, conceptually it doesn’t go far enough to explain what is seen in the data and therefore it was necessary to advance the concept of perezhivanie. Findings suggest that the concept of a scientific perezhivanie begins to explain children’s scientific conceptual development that takes into account their wonder, curiosity and imagination. This study contributes to a more subtle understating of this under-researched area of young children, and contributes to filling the gap in the area of teacher education, play pedagogy and early years science learning.
Monash University
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