Policy and pedagogy with under-three year olds,
Journal Year:
2021,
Volume and Issue:
unknown, P. 95 - 112
Published: Jan. 1, 2021
The
aim
of
this
chapter
is
to
discuss
an
affective
pedagogy
closeness.
Closeness
brings
attention
relational
and
pedagogies
created
by
educators.
A
case
example
feeding
a
baby
as
activity
setting
discussed.
focus
educator,
Peta
identifies
respectful
mindful
approach
infant-toddlers.
provides
the
question
how
close
too
close?
This
was
further
extended
notion
closeness
in
Collaborative
forum.
educators'
expansive
discussions
extend
pedagogy.
For
example,
educators
commented
on
Peta's
creation
social
environment
during
feeding.
special
moment
intimate
relationship
between
educator
infant.
Studies in Self-Access Learning Journal,
Journal Year:
2023,
Volume and Issue:
14(3), P. 287 - 305
Published: Sept. 19, 2023
This
study
analyzes
the
perezhivanie
of
one
second-language
learner
(Chinese
L1)
who
studied
Japanese
as
a
second
language
and
engaged
in
her
learning
experience
cultural
setting
through
yearlong
advisory
sessions.
Perezhivanie,
Russian
term,
Vygotskian
concept,
is
employed
to
observe
L2
development
capture
bidirectional
influences
characteristics
agency
environment.
The
data
analyzed
come
from
two
sources:
(a)
our
written
correspondence,
including
email
exchanges,
before
was
conducted
(b)
audio-recorded
six
face-to-face/
online
sessions
on
bimonthly
basis
with
particular
focus
perezhivanie.
By
applying
unit
analysis
that
avoids
cognition-or-emotion
person-or-context
dichotomies,
findings
revealed
developmental
processes
focused
how
both
advisor
advisee
mutually
transform
specific
social
situation
into
collectividual
Notably,
participant
evaluated
original
negatively
at
first,
but
eventually,
she
learned
value
failure
reinterpreted
initial
experience.
significance
contribute
describing
detailed
case
entrance
exams
East
Asian
sociocultural
settings.
PARADIGMA,
Journal Year:
2020,
Volume and Issue:
unknown, P. 1 - 29
Published: June 30, 2020
Desde
su
formulación
original
hasta
el
presente
enfoque
histórico-cultural
asociado
con
trabajo
seminal
de
L.S.
Vygotski
sobre
origen
y
desarrollo
las
funciones
metales
superiores
ha
guardado
una
estrecha
relación
la
educación.
El
propósito
este
escrito
es
examinar
estado
actual
esa
en
función
un
movimiento
revisionista
que
actualmente
hace
énfasis
aspectos
ignorados
o
minimizados
interpretaciones
dominantes
obra
Vygotski.
Entre
estos
destacan
rol
emociones,
subjetividad,
situación
social
del
desarrollo,
vivencia
conciencia
los
procesos
educativos.
Mediante
análisis
textos
se
inscriben
ese
documenta
éste
impulsado
reflexión
crítica
torno
a
algunos
conceptos
vygotskianos
claves
área
educativa,
como
caso
zona
próximo.
Se
también
propiciado
propuestas
prácticas
innovadoras
fondos
conocimiento
identidad.
Tras
discusión
estas
nuevas
consideraciones
prácticas,
examina
pertinencia
para
educación
contemporánea
formación
docente.
concluye
desarrollos
contemporáneos
pueden
contribuir
responda
más
efectivamente
demandas
transformaciones
históricas,
sociales
culturales
actuales
han
impuesto
ella.
Palabras
clave:
Enfoque
histórico-cultural.
Educación.
Revolución
revisionista.AbstractFrom
its
formulation
to
the
present,
cultural-historical
approach
associated
with
work
of
Vygotsky
on
origin
and
development
higher
metal
functions
has
been
closely
related
education.
The
purpose
this
writing
is
examine
current
state
relationship
in
function
revisionist
movement
that
currently
emphasizes
ignored
or
minimized
aspects
dominant
interpretations
Vygotsky's
work.
Among
these
aspects,
role
emotions,
subjectivity,
situation
development,
experience
awareness
educational
processes
stand
out.
Through
analysis
texts
subscribe
movement,
it
documented
promoted
critical
reflection
about
some
key
Vygotskian
concepts
area,
such
as
zone
proximal
development.
It
also
fostered
innovative
proposals
practices
knowledge
funds
identity
funds.
After
discussion
new
considerations
practices,
their
relevance
contemporary
education
teacher
training
examined.
concluded
developments
can
contribute
an
responds
more
effectively
demands
historical,
cultural
transformations
have
imposed
it.Keywords:
Cultural-Historical
Approach.
Vygotsky.
Education.
Revisionist
Revolution.ResumoDesde
sua
formulação
até
presente,
abordagem
associada
ao
trabalho
origem
e
desenvolvimento
das
funções
mentais
tem
intimamente
relacionada
à
educação.
O
objetivo
deste
é
atual
dessa
relação
em
termos
um
movimento
atualmente
enfatiza
ou
nas
interpretações
do
Estes
incluem
papel
emoções,
da
subjetividade,
situação
desenvolvimento,
experiência
consciência
nos
processos
Através
análise
dos
fazem
parte
desse
revisionista,
documenta-se
ele
promovido
uma
reflexão
alguns
conceitos
chave
na
educacional,
Também
está
documentado
fomentado
propostas
práticas
inovadoras,
fundos
conhecimento
identidade.
Após
discussão
destas
novas
considerações
práticas,
examina-se
relevância
educação
contemporânea
formação
professores.
estudo
conclui
evolução
pode
mais
efetivamente
às
transformações
sociais
culturais
atuais
lhe
impuseram.Palavras-chave:
Abordagem
Educação.
Revolução
Revisionista.
Mind Culture and Activity,
Journal Year:
2023,
Volume and Issue:
30(1), P. 57 - 71
Published: Jan. 2, 2023
As
a
critical
developmental
goal,
emotion
regulation
(ER)
for
young
children
in
orphanages
has
yet
to
be
fully
understood.
This
paper
explores
how
co-experiencing
of
dramatic
interactions
playworlds
supports
child's
resolution
and
emotions
an
institutional
care
setting
China.
49
hours
video
data
were
analysed
with
the
cultural-historical
concepts
catharsis
perezhivanie.
Findings
show
that
as
crucial
aspect
ER
development
takes
form
triadic
relationship
between
emotions,
imagination,
drama.
Together
they
create
conditions
child
reorganize
person-environment
unity,
which
helps
shape
further
development.
Culture & Psychology,
Journal Year:
2021,
Volume and Issue:
27(1), P. 152 - 171
Published: March 1, 2021
This
article
discusses
a
theoretical-methodological
approach
aimed
at
overcoming
some
limitations
of
Marxism
and
cultural-historical
psychology.
The
concepts
“ideology”
proposed
by
Lukács
the
“meaning-sense”
Vygotsky
have
been
crisscrossed.
concept
ideology
refers
to
ideas
that
social
function
intervening
in
conflicts
determining
praxes
individuals
their
daily
lives.
Hence,
adopts
language
as
tool
for
its
operationalization
discourse.
For
Vygotsky,
smallest
subdivision
is
word
and,
more
specifically,
meaning.
It
transforms
human
thoughts
into
speech
communication
guidance
praxis.
appropriate
meanings,
present
discourses,
generate
process
re-elaboration
sense
through
experience
(
perezhivanie).
possible
both
theoretical
considering
meanings
are
elements
transmit
ideologies
from
sphere
individuals’
consciousness
influence
understanding
has
methodological
consequences
allows
use
meaning-senses
empirical
analysis
life
individuals.
contributes
discourse
recognizes
dialectical
feature
individual–ideology
relation.
Policy and pedagogy with under-three year olds,
Journal Year:
2021,
Volume and Issue:
unknown, P. 95 - 112
Published: Jan. 1, 2021
The
aim
of
this
chapter
is
to
discuss
an
affective
pedagogy
closeness.
Closeness
brings
attention
relational
and
pedagogies
created
by
educators.
A
case
example
feeding
a
baby
as
activity
setting
discussed.
focus
educator,
Peta
identifies
respectful
mindful
approach
infant-toddlers.
provides
the
question
how
close
too
close?
This
was
further
extended
notion
closeness
in
Collaborative
forum.
educators'
expansive
discussions
extend
pedagogy.
For
example,
educators
commented
on
Peta's
creation
social
environment
during
feeding.
special
moment
intimate
relationship
between
educator
infant.
