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- Christodoulakis, Nikolaos, et al.
(author)
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Perezhivanie and its application within early childhood science education research
- 2021
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In: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:12
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Journal article (peer-reviewed)abstract
- Perezhivanie is a concept that was originally defined by Vygotsky, but it did not become a part of educational theory until recently. Today the concept has been revived, and it is now used as a way to include emotional aspects into education and educational research. The concept also provides a rationale for describing and forming personalised learning. The present study provides a literature review with the aim of covering the variety in definitions of the concept, as well as the different perspectives that the concept lends to research in general, and to research with focus on early years education in particular. Results show that the concept has been applied within the most common theoretical perspectives in use today (such as social, cultural and subjective perspectives) with an interesting array of outcomes, such as design of educational methods, analysis of different modes of experiencing and development of self-awareness. The use of this concept becomes a shift toward more emotional perspectives of learning and development that may not be altogether positive, as perezhivanie holds the risk of blurring the border between psychotherapy and education, which is something that would provide new challenges for education in general and especially for teacher education.
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| 2. |
- Vidal Carulla, Clara, 1985-, et al.
(author)
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Development of Preschool Children's Executive Functions throughout a Play-Based Learning Approach That Embeds Science Concepts
- 2021
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In: International Journal of Environmental Research and Public Health. - : MDPI. - 1661-7827 .- 1660-4601. ; 18:2
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Journal article (peer-reviewed)abstract
- This study focuses on the development of executive functions in preschool children during a series of science activities. A longitudinal play-based learning intervention was designed and implemented following the design of an educational experiment. Data were collected through visual ethnography in hot situations with adult supervision. Results show how entwined the concepts of inhibitory control and cognitive flexibility are within young children's development. The development of cognitive flexibility or attention shifting readily occurred when there were fictive characters (such as the king and his royal family), but changing perspective toward a nonfictive environment (i.e., taking other children's perspectives) was a more difficult and time-consuming process. This process began in an individual perspective and expanded to acknowledging others' perspectives, then moved toward creating common perspectives or alternative narratives. Results show that science activities can be a bridge for preschool children to transfer their use of executive functions, from fairytales and games toward everyday tasks.
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| 3. |
- Vidal Carulla, Clara, 1985-, et al.
(author)
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Emergent chemistry : The development of abstract thinking in preschool science education
- 2021
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In: Research Features. ; :August 26
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Journal article (pop. science, debate, etc.)abstract
- Sweden’s preschool curriculum promotes scientific literacy of young children, with a focus on natural sciences. But how can preschool children best gain an understanding of physical phenomena and basic chemical processes? Dr Clara Vidal Carulla (Gothenburg University) and Dr Karina Adbo (Linnaeus University) use cultural-historical theory to explore how abstract thinking can be developed in preschool children to support science education. The focus of their research is on sub-microscopic particles in chemistry, but the findings are useful for learners of all levels.
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