Russian Psychological Issues PsyJournals.ru
OPEN ACCESS JOURNALS
JournalsTopicsAuthorsEditor's Choice For AuthorsAbout PsyJournals.ruContact Us

  Previous issue (2019. Vol. 15, no. 2)

Included in Web of Science СС (ESCI)

Included in Scopus

CrossRef

Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Genetic Research Methodology Meets Early Childhood Science Education Research: A Cultural-Historical Study of Child’s Scientific Thinking Development 1743

Fragkiadaki G., Department of Educational Science and Early Childhood Education, University of Patras, gfragkiadaki@upatras.gr
Ravanis K., Department of Educational Science and Early Childhood Education, University of Patras, ravanis@upatras.gr
Abstract
The study reported in this paper aims to structure a cultural-historical understanding on how early childhood children experience science and how they develop scientific thinking as they interact with the social, cultural and material world. Moving beyond the cognitive dimensions of learning by interrelating different aspects of the process of children’s scientific thinking development constitutes a research prior- ity for the study. From a wide range of collected data, in the present article one qualitative empirical case study is presented. The detailed single example that is analyzed refers to a kindergarten female student, aged 5.2 years old, from an urban area of Greece. A developmental research methodology as specified from the requirements of cultural-historical theory framework is used. Following four of the main principles of the experimental genetic method, this study creates a fecund ground for a cultural-historical exploration and interpretation of the very processes of the child’s development. The collection of the data was achieved through expanded, open-type conversations conducted at three concrete phases between the case study child, two of her peers and the educator. Drawing upon the system of theoretical concepts of cultural- historical theory the analysis is mainly based on the concept of perezhivanie as analytical tool as well as the concept of the developmental trajectories. The concept of the conceptualization of a precursor model as a theoretical tool that derives from the field of Science Education is also used. The analysis gives insights into how a certain social situation between children and educators in kindergarten settings becomes the unique social situation of a child’s development. Using as a base the dialectic perspective that Vygotsky posed in the analysis of human psyche, the study in this paper offers a creative insight in order to elaborate on a broad and dynamic understanding of the child’s development instead of an individualistic and static in- terpretation on her cognitive evolution. This cultural-historical reading is essential in capturing the child’s thinking in all its complexity as well as the uniqueness of the child. Summarizing the above, in this paper, new directions are laid for a more fruitful and dynamic support of young children’s learning and development in science through cultural- based educational practices and settings in kindergarten.

Keywords: cultural-historical theory, scientific thinking, development, early childhood, science education, perezhivanie, drama, genetic research methodology

Column: Young Researchers in Cultural-Historical Psychology

DOI: http://dx.doi.org/10.17759/chp.2016120319

For Reference

References
  1. Adams M., March S. Perezhivanie and classroom dis- course: a cultural-historical perspective on “Discourse of de- sign based science classroom activities”. Cultural Studies of Science Education, 2014. Vol. 10 (2), pp 317—327. doi:10.1007/ s11422-014-9574-3
  2. Appleton K. Student teachers’  confidence  to teach science: Is more science knowledge necessary to improve self—confidence? International Journal of Sci- ence Education, 1995. Vol. 17 (3), pp. 357—369. doi: 10.1080/0950069950170307
  3. Baillargeon R. “La connaissance du monde physique par le bébé. Héritages piagétiennes.” In Houdé O. and Meljac (eds.) Lesprit piagétien. Paris: PUF, 2000, pp. 53—87.
  4. Blunden A. Notes on perezhivanie [Electronic docu- ment]. URL: http://www.ethicalpolitics.org/seminars/per- ezhivanie.htm (Accessed 22.04.2015).
  5. Bozhovich L.I. The social situation of child develop- ment (N.S. Favorov, Trans.). Journal of Russian and East Euro- pean Psychology, 2009. Vol. 47 (4), pp. 59—86.
  6. Brennan M. Perezhivanie: what have we missed about infant care? Contemporary Issues in Early Childhood, 2014. Vol. 15 (3), pp. 284—292. doi: 10.2304/ciec.2014.15.3.284
  7. Chen F. Parents’ perezhivanie supports children’s de- velopment of emotion regulation: a holistic view. Early Child Development and Care, 2015. Vol. 185 (6), pp. 851—867. doi: 10.1080/03004430.2014.961445
  8. Christidou V., Hatzinikita V. “Preschool Children’s Explanations of Plant Growth and Rain Formation: A Com- parative Analysis.” Research in Science Education, 2006. Vol. 36 (3), pp. 187—210. doi:10.1007/s11165-005-9006-1
  9. Conezio K., French L. Science in the preschool class- room: Capitalizing on children’s fascination with the everyday world to foster language and literacy development. Young Chil- dren, 2002. Vol. 57 (5), pp. 12—18.
  10. Dafermos M. Critical reflection on the reception of Vy- gotsky’s theory in the international academic communities. In Selau B. and Fonseca de Castro R. (eds.). Cultural-historical theory: Educational research in different contexts. Porto Alegre: Edipucrs, 2015, pp. 19—38.
  11. Dafermos M. Reflection on the Relationship between Cultural-historical Theory and Dialectics. Psychological sci- ence and education, 2015. Vol. 20 (3), pp. 16—22.
  12. Daniels H. Vygotsky and Dialogic Pedagogy. Cultural- Historical Psychology, 2014. Vol. 10 (3), pp. 19—29.
  13. Eckhoff A., Urbach J. Understanding imaginative thinking during childhood: Sociocultural conceptions of cre- ativity and imaginative thought. Early Childhood Education Journal, 2008. Vol. 36 (2), pp. 179—185. doi:10.1007/s10643- 008-0261-4
  14. Edwards K., Loveridge J. The inside story: Looking into early childhood teachers’ support of children’s scientific learn- ing. Australasian Journal of Early Childhood, 2011. Vol. 36. (2), pp. 28—35.
  15. Ferholt B. A synthetic—analytic method for the study of perezhivanie: Vygotsky’s literary analysis applied to play- worlds. In Connery M.C., John-Steiner V., and Marjanovic- Shane A. (eds.) Vygotsky and creativity. A cultural-historical approach to play, meaning making and the arts. New York: Peter Lang, 2010, pp. 163—180.
  16. Fleer M., Adams M., Gunstone R., Hao Y. Studying the landscape of families and children’s emotional engagement in science across cultural contexts. International Research in Early Childhood Education, 2016. Vol. 7 (1), pp. 183—201.
  17. Fleer M., Gomes J., March S. Science learning affor- dances in preschool environments. Australasian Journal of Early Childhood, 2014. Vol. 39 (1), pp. 38—48.
  18. Fleer M., Hammer M. Emotions in imaginative situ- ations: The valued place of fairytales for supporting emotion regulation. Mind, Culture, and Activity, 2013.  Vol.  20  (3), pp. 240—259. doi.org/10.1080/10749039.2013.781652
  19. Fleer M., Quiñones G. An assessment perezhivanie: building an assessment pedagogy for, with and of early child- hood science learning. In Corrigan D., Gunstone R.F. and Jones A. (eds) Valuing assessment in science education: Peda- gogy, curriculum, policy. Netherlands: Springer, 2013, pp. 231— 247.
  20. Fleer M., Pramling N. A Cultural-Historical Study of Children Learning Science. Dordrecht and New York: Spring- er, 2014. 213 p.
  21. Fleer Μ., Robbins J. “Hit and Run Research” with “Hit and Miss Results in Early Childhood Science Education. Research in Science Education, 2003. Vol. 33, pp. 405—431. doi:10.1023/B:RISE.0000005249.45909.93
  22. Fleer M. A cross-cultural study of rural Australian aboriginal children’s understandings of night and day. Re- search in Science Education, 1997. Vol. 27 (1), pp. 101—116. doi:10.1007/BF02463035
  23. Fleer M. Sociocultural theory: rebuilding the theoreti- cal foundations of early childhood education. Policy and Prac- tice in Education, 2002. Vol. 54 (1), pp. 105—120.
  24. Fleer M. Meaning-making science’: Exploring the so- ciocultural dimensions of early childhood teacher education. In Appleton K. (Ed.) Elementary science teacher education. Interna- tional perspectives on contemporary issues and practice. Mahwah, NJ: Lawrence Erlbaum Associates, 2006, pp. 107—124.
  25. Fleer M. Early learning and development: Cultural- historical concepts in play. NY: Cambridge University Press, 2010. 237 p.
  26. Fleer M. Kindergarten in Cognitive Times: Imagina- tion as a Dialectical Relation between Play and Learning. In- ternational Journal of Childhood, 2011. Vol. 43 (3), pp. 245— 259.  doi:10.1007/s13158-011-0044-8
  27. Fleer M. Imagination and Its Contributions to Learn- ing in Science. In Fleer M. and Pramling N. (eds.) A Cultural- Historical Study of Children Learning Science: Foregrounding affective imagination in play-based settings. Dordrecht and New York: Springer, 2014, pp. 39—57.
  28. Fragkiadaki G., Ravanis K. Mapping the interactions between young children while approaching the natural phe- nomenon of clouds creation. Educational Journal of the Univer- sity of Patras UNESCO Chair, 2014. Vol. 1. (2), pp. 112—122.
  29. Fragkiadaki G., Ravanis K. Preschool children’s mental representations of clouds. Journal of Baltic Science Education, 2015. Vol. 14 (2), pp. 267—274.
  30. Garbett D. Science education in early childhood teacher education: Putting forward a case to enhance stu- dent teachers’ confidence and competence. Research in Sci- ence Education, 2003. Vol. 33 (4), pp. 467—481. doi:10.1023/ B:RISE.0000005251.20085.62
  31. Gonzales R.F. Historical relevance of Vygotsky’s work: Its significance for a new approach to the problem of subjec- tivity in psychology. Outlines. Critical Practice Studies, 2009. Vol. 11 (1), pp. 59—73.
  32. Gonzales R.F. Perezhivanie: A concept in transition. Monash University— University of Brasília Symposium on the concept of Perezhivanie, 2014.
  33. Hadzigeorgiou Y., Schulz R. Romanticism and roman- tic science: Their contribution to science education. Science & Education, 2014. Vol. 23 (10), pp. 1963—2006. doi:10.1007/ s11191—014—9711—0
  34. Hadzigeorgiou Y. Romantic understanding and science education. Teaching Education, 2005. Vol. 16 (1), pp. 23—32. doi.org/10.1080/1047621052000341590
  35. Hedegaard M., Fleer M. Studying children- A cultural historical approach. Glasgow: Open University Press, 2008. 221 p.
  36. Hedegaard M. A culturalhistorical theory of children’s development. In Hedegaard M. and Fleer M. (eds.) Studying Children- A cultural-historical Approach. Glasgow: McGrow- Hill, 2008, pp. 10—29.
  37. Kampeza M. Preschool Children’s Ideas about the Earth as a Cosmic Body and the Day/ Night Cycle. Journal of Science Education, 2006. Vol. 7 (2), pp.
  38. Karmiloff-Smith A. Beyond Modularity. A Develop- mental Perspective on Cognitive Science. Cambridge: MIT Press, 1992. 239 p.
  39. Koliopoulos D., Tantaros S., Papandreou M., Rav- anis K. Preschool children’s ideas about floating: A qualita- tive approach. Journal of Science Education, 2004. Vol. 5 (1), pp. 21—24.
  40. 40. Laurandeau M., Pinard A. La pensée causale. Paris: Presses Universitaire de France, 1972. 225p.
  41. Lemeignan G., Weil—Barais A. Construire des con- cepts en Physique. Paris: Hachette, 1993. 222p.
  42. Lemke J.L. Articulation communities: Sociocultural perspectives on science education. Journal of Research in Sci- ence Teaching, 2001. Vol. 38 (3), pp. 296—316.
  43. Lijnse P.L. “Developmental research” as a way to an empirically based “didactical structure” of science. Science education, 1995. Vol. 79 (2), pp. 189—199. doi.org/10.1002/ sce.3730790205
  44. O’ Loughlin M. Rethinking science education: Be- yond Piagetian constructivism toward a sociocultural mod- el of teaching and learning. Journal of Research in Science Teaching, 1992. Vol. 29 (8), pp. 791—820. doi.org/10.1002/ tea.3660290805
  45. Pavlidis P. Critical thinking as dialectics: a Hegelian Marxist Approach. Journal for Critical Education Policy Stud- ies, 2010. Vol. 8 (2), pp. 74—102.
  46. Ravanis K., Bagakis G. Science Education in kinder- garten: sociocognitive perspective. International Journal of Early Years Education, 1998. Vol. 6 (3), pp. 315—327. doi. org/10.1080/0966976980060306
  47. Ravanis K., Christidou V., Hatzinikita V. Enhancing conceptual change in preschool children’s representations of light: A sociocognitive approach. Research in Science Educa- tion, 2013. Vol. 43 (6), pp. 2257—2276. doi:10.1007/s11165- 013-9356-z
  48. Ravanis K. The discovery of elementary magnetic prop- erties in preschool age: qualitative and quantitative research within a piagetian framework. European Early Childhood Education Research Journal, 1994. Vol. 2 (2), pp. 79—91. doi. org/10.1080/13502939485207621
  49. Ravanis K. Représentations des élèves de l’école mater- nelle: le concept de lumière. International Journal of Early Child- hood, 1999. Vol. 31 (1), pp. 48—53. doi:10.1007/BF03166731
  50. Ravanis K. Les Sciences Physiques à lécole mater- nelle: éléments théoriques d’un cadre sociocognitif pour la construction des connaissances et/ou le développement des activités didactiques. International Review of Education, 2005. Vol. 51 (2—3), pp. 201—217. doi:10.1007/s11159-005-1885-x
  51. Ravanis K. Représentations, Modèles Précurseurs, Objectifs-Obstacles et Médiation-Tutelle : concepts—clés pour la construction des connaissances du monde physique à lâge de 5—7 ans. Revista Electrónica de Investigación en Edu- cación en Ciencias, 2010. Vol. 5 (2), pp. 48—53. doi:10.1007/ BF03166731
  52. Robbins J. “Brown packages”? A sociocultural Perspec- tive on Young Children’s Ideas in Science. Research in Science Education, 2005. Vol. 35 (2—3), pp. 151—172. doi:10.1007/ s11165-005-0092-x
  53. Rogoff B. Cognition as a collaborative process. In Da- mon W. (Chief Ed.), Kuhn D. and Siegler R.S. (Volume eds.) Cognition, perceptions and language. Handbook of child philoso- phy. New York: Wiley and Sons, Inc., 1998, pp. 679—744.
  54. Rubinshtein S.L. Osnovy obshchei psikhologii [Fun- damentals of general psychology]. Saint—Petersburg: Piter, 2002. 720 p.
  55. Schmidt J.A., Lyutykh E., Shumow L. A study of teach- ers’ speech and students’ perezhivanie in high school physics classrooms. Paper presented at the annual meetings of the American Educational Research Association. Vancouver: BC, 2012.
  56. Sikder S., Fleer M. Small Science: Infants and Toddlers Experiencing Science in Everyday Family Life. Research in Sci- ence Education, 2014. Vol. 45. (3), pp. 445—464. doi:10.1007/ s11165—014—9431—0
  57. Smagorinsky P. Vygotsky’s stage theory: the psychol- ogy of art and the actor under the direction of perezhivanie. Mind, Culture, and Activity, 2011. Vol. 18 (4), pp. 319—341. doi:  10.1080/10749039.2010.518300
  58. Taber K.S. Alternative Conceptions/Frameworks/ Misconceptions. In Gunstone R. (ed.) Encyclopedia of Science Education. Dordrecht: Springer, 2015, pp. 37—41.
  59. Tartas V., Baucal A., Perret-Clermont A.-N. Can you think with me? The social and cognitive conditions and the fruits of learning. In Howe C. and Littletown K. (eds) Edu- cational Dialogues: Understanding and Promoting Productive Interaction. London, New York: Routledge, 2010, pp. 64—82.
  60. Tartas V., Perret-Clermont A.N. Socio-cognitive dynamics in dyadic interaction: How do you work to- gether to solve Kohs cubes? European Journal of De- velopmental Psychology, 2008. Vol. 5 (5), pp. 561—584. doi:10.1080/17405620701859522
  61. Tu T. Preschool science environment: What is avail- able in a preschool classroom? Early Childhood Education Jour- nal, 2006. Vol. 33 (4), pp. 245—251. doi:10.1007/s10643-005- 0049-8
  62. Van der Veer R., Valsiner J. Understanding Vygotsky: A quest for synthesis. Oxford: Blackwell, 1991. 450 p.
  63. Vasilyuk F. The psychology of experiencing. Harvester Wheatsheaf, 1991. 259 p.
  64. Veresov N., Fleer M. Perezhivanie as a theoretical con- cept for researching young children’s development. Mind, Cul- ture, and Activity, 2016. Vol. 1, pp. 1—11. doi.org/10.1080/107 49039.2016.1186198
  65. Veresov N. Introducing cultural historical theory: main concepts and principles of genetic research methodology. Cul- tural-Historical Psychology, 2010. Vol. 4, pp. 83—90.
  66. Veresov N. Refocusing the Lens on Development: Towards Genetic Research Methodology. In Fleer M. & Ridgway A. (eds.) Visual Methodologies and Digital Tools for Researching with Young Children: Transforming Visuality. Swit- zerland: Springer, 2014, pp. 129—149.
  67. Veresov N. Duality of Categories or Dialectical Con- cepts? Integrative Psychological and Behavioral Science, 2015. Vol. 50 (2), pp. 244—256. doi:10.1007/s12124-015-9327-1
  68. Veresov N. Perezhivanie in cultural—historical theory: The concept and its content. Key—note lecture at Australia- Brazil ISCAR Symposium on Perezhivanie, Monash Univer- sity, Peninsula Campus, 2015.
  69. Vygotsky L.S. The collected works of L.S. Vygotsky: Problems of general psychology. (Vol. 1). New York: Plenum Press, 1987. 396 p.
  70. Vygotsky L.S. Concrete human psychology. Soviet Psy- chology, 1989. Vol. 27 (2), pp. 53—77.
  71. Vygotsky L.S. The problem of environment. In van der Veer R. & Valsiner J. (eds.). The Vygotsky reader. Oxford: Blackwell, 1994, pp. 338—350.
  72. Vygotsky L.S. The collected Works of L.S. Vygotsky: Problems of the Theory and History of Psychology. (Vol. 3). New York: Plenum Press, 1997. 426 p.
  73. Vygotsky L.S. The collected Works of L.S. Vygotsky: The History of the Development of Higher Mental Functions (Vol. 4). New York: Plenum Press, 1997. 294 p.
  74. Vygotsky L.S. The collected Works of L.S. Vygotsky: Child Psychology (Vol. 5). New York: Plenum Press, 1998. 362 p.
  75. Vygotsky L.S. The collected Works of L.S. Vygotsky: Sci- entific Legacy (Vol. 6). New York: Plenum Press, 1999. 334 p.
  76. Vygotsky L.S. Imagination and creativity in child- hood. Journal of Russian and east European psychology. 2004. Vol. 42 (1), pp. 7—97.
comments powered by Disqus
 
About PsyJournals.ru

© 2007–2019 Portal of Russian Psychological Publications. All rights reserved

PsyJournals.ru in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License

RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube Яндекс.Метрика