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Child personality reconstruction through role adjustment crises during transition to school within a bi-cultural context

Track:
1.2 Children's development and childhood
What:
Paper presentation on PhD Day
When:
10:30 AM, Monday 28 Aug 2017 (30 minutes)
Where:
0134
How:
Discussion:
0
Crises are perceived as a danger which needs to be avoided or cleared to make children’s transition smooth among empirical studies. Practices based on those findings tend to remove both challenges and potentials in child development. It is urgent to overcome such linear understanding and to disclose the true essence of development through crises. Drawing upon cultural-historical concepts of “crises”, “social situation of development”, “perezhivanie”, and “general genetic law of cultural development”, a case study of three second generation Chinese Australian children is conducted, lasting from the last kindergarten term to the end of first school term, involving 72 hours of observation and 8 hours of interview. Unit of analysis and dialectical-interactive approach are adopted. “Role adjustment” and “perezhivanie” are used as the unit to analyse transition process and social situation of development respectively. Data are analysed from different perspectives (i.e. kindergarten, school, family, and child) and three levels (i.e. common sense, situated practice, and thematic). Based on the analysis, a model is presented to explain how child personality is in an ongoing reconstructing process through crises during transition.
Participant
Monash University

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