Perezhivanie as a source of children’s development: case of emotional development intervention through visual arts
Frontiers in Psychology,
Год журнала:
2025,
Номер
15
Опубликована: Янв. 8, 2025
Recent
theoretical
ideas
emphasise
the
non-direct
environmental
influences
on
child
development.
Environmental
factors
affect
development
by
principle
of
refraction
rather
than
reflection
:
any
condition
is
refracted
in
a
child’s
mind
unique
ways
depending
his
or
her
actual
abilities
and
personal
attitude
to
situation.
Complexity
multidimensionality
relationship
between
environment
psychological
prosseses
poses
great
challenge
researchers.
This
paper
provides
analysis
justification
prospective
use
concept
‘perezhivanie’,
as
tool
for
analyses
practical
phenomenon
that
allows
explore
how
interprets
emotionally
relates
certain
events
moments
environment.
Perezhivanie
considered
unit
consciousness
cultural-historical
theory.
A
case
study
an
intervention
emotional
through
visual
arts
presented
illustration
using
‘perezhivanie’
design
sessions
with
children
analyse
way
which
their
minds
work
learning
processes.
The
findings
suggest
perezhivanie
purposes
promising,
this
can
provide
rich
data
particular
event
moment
Язык: Английский
Pretend play-based training improves some socio-emotional competences in 5–6-year-old children: A large-scale study assessing implementation
Acta Psychologica,
Год журнала:
2023,
Номер
238, С. 103961 - 103961
Опубликована: Июнь 19, 2023
The
purpose
of
this
study
is
to
evaluate
the
effect
a
pretend
play-based
training
in
5-6-year-old
children
large
scale
school
context
on
emotion
comprehension,
regulation,
prosocial
behaviour
and
their
play
competences.
analysis
implementation
variables
was
carried
out
order
ensure
program
quality
experimental
group.
Results
show
an
improvement
comprehension
decrease
aggressive
behavioural
responses
group
(n
=
101)
compared
those
control
79).
Findings
are
discussed
regard
outcomes
influence
form
these
variables.
Язык: Английский
Toward lifelong learning and play
Learning and Instruction,
Год журнала:
2024,
Номер
93, С. 101940 - 101940
Опубликована: Май 28, 2024
Язык: Английский
Análisis de las teorías de Rubinstein, Leontiev y Galperin: una historia de contradicciones que abre nuevas avenidas de desarrollo
DIVULGARE Boletín Científico de la Escuela Superior de Actopan,
Год журнала:
2024,
Номер
11(21), С. 14 - 23
Опубликована: Янв. 5, 2024
El
presente
trabajo
se
inserta
dentro
de
los
trabajos
contemporáneos
que
tratan
diferenciar
momentos
y
contradicciones
en
las
obras
teóricos
la
teoría
Histórico-Cultural
Actividad,
así
como
diferentes
autores
su
obra.
En
concreto,
centra
teorías
Rubinstein,
Leonntiev
Galperin
para
ver
cómo
diferencian
sus
bases
filosóficas,
esto
repercute
comprensión
del
objeto
estudio
psicología,
el
proceso
internalización,
dominio
pedagógico.
análisis
nos
lleva
a
comprender
complicadas
relaciones
obra
estos
autores,
plantear
algunas
nuevas
avenidas
desarrollo
culturales-históricas.
Pretend Play and Project-Based Learning as Factors in the Development of Preschool Children
RUDN Journal of Psychology and Pedagogics,
Год журнала:
2023,
Номер
20(3), С. 431 - 445
Опубликована: Дек. 6, 2023
In
psychology,
playing
is
traditionally
considered
the
most
developing
form
of
preschool
children’s
activity.
Nowadays,
despite
large
amount
research
demonstrating
significant
impact
pretend
play
on
psychological
development
preschoolers,
project-based
learning
widespread
in
kindergartens.
Therefore,
purpose
this
work
to
determine
whether
it
enough
for
successful
children
include
them
or
important
use
other
educational
technologies
as
well.
According
cultural-historical
and
activity-based
approaches
key
features
are
identified
fundamental
preschoolers.
Based
features,
authors
conduct
a
comparative
analysis
order
their
differences.
The
results
show
that
these
types
activities
have
own
developmental
tools:
an
imaginary
situation
(in
play)
space
realization
(for
activity).
It
also
demonstrated
inclusion
involves
process
orientation
caused
by
underdevelopment
operational
sphere
while
result-oriented
activity
aimed
at
creating
socially
product.
Finally,
essential
point
associated
with
role
adult.
play,
child
independent,
being
subject
project
activities,
author
idea,
adult
child’s
interpreter.
shows
differences
between
which
should
be
taken
into
account
when
working
age.
Язык: Английский
The influence of pretend play on the cognitive and emotional development of children 3-4 years old
Perspectives of science and education,
Год журнала:
2024,
Номер
67(1), С. 456 - 469
Опубликована: Март 1, 2024
Introduction.
Play
is
the
leading
activity
of
preschool
age,
and
play
with
an
imaginary
situation
(pretend
play)
considered
as
most
significant
type
for
children’s
mental
development,
which
allows
this
to
be
used
in
educational
process
a
means
teaching
developing
children.
The
purpose
article
was
assess
impact
pretend
on
cognitive
emotional
development
children
3-4
years
old.
We
assumed
that
(1)
can
influence
executive
functions,
imagination
understanding
emotions
old,
(2)
different
depending
developmental
mechanisms
it
contains
more
involved.
Materials
methods.
To
test
hypotheses,
training
controlled
experiment
design
developed.
As
experimental
intervention
series
sessions
adult
were
conducted.
Before
after
intervention,
level
assessed.
39
aged
took
part
sessions.
video
recorded
later
analysis.
Results.
data
obtained
analyzed
two
stages.
First,
results
pre-
post-test
control
groups
compared.
At
second
stage,
analysis
recordings
carried
out
order
child's
ability
stay
context.
Thus,
same
before
participating
(Student's
paired
t-test)
Significant
differences
identified
indicator
“Understanding
external
causes
emotions”
Test
Emotion
Comprehension
“Elaboration”
imagination.
Analysis
variance
hot
self-regulation
at
time
participation
confirmed
exposure
factor
affecting
understand
(F(1.36)
=
3.87,
p
0.030,
n2
0.035).
showed
both
playing
conditions
large
extent
involved
and,
expected,
their
there
emphasis
meanings
human
activity,
relationship
between
characters
feelings.
conducted
whole
low
effectiveness
even
active
adult.
Conclusion.
age
initial
stage
formation
itself,
such
functions
imagination,
emotions.
generally
experimenter
play.
conclude
when
planning
use
purposes,
important
take
into
account
individual
zone
proximal
available
child.
This
will
allow
what
format
adult’s
interventions
effective.
Язык: Английский
The Development of Executive Functions in Play Contexts
Опубликована: Янв. 1, 2024
This
chapter
presents
an
experimental
study
of
the
development
executive
functions
(EF)
in
young
children
play
contexts
by
two
groups
researchers
Australia
and
Russia.
Both
studies
had
a
common
purpose—to
investigate
EF
specific
contexts—the
Playworlds
first
research
project
sociodramatic
context
second.
projects
took
cultural-historical
approach
to
psychological
child
as
theoretical
basis
and,
were
based
on
vision
nature
their
development.
Despite
approach,
was
considered
more
imbedded
social
practices,
whereas
second
research,
analysis
built
general
analytic-genetical
model
(Veresov
Subjectivity
within
approach:
Theory,
methodology
research.
Springer
Singapore,
pp.
61–83,
2019).
In
addition,
focused
process
using
concepts
situation
development,
perezhivanie
drama.
Язык: Английский
Bringing All Together: Play, Learning, and Development in Contexts
Опубликована: Янв. 1, 2024
This
chapter
summarises
the
book.
In
this
book,
we
offer
a
theorisation
of
social
contexts,
drawing
on
theoretical
and
experimental
tradition
Vygotsky's
cultural-historical
psychology
further
development
genetic-analytical
model
(Vygotsky,
1997,
Vygotsky,
in
pedological
works:
Foundations
pedology.
Volume
1.
Springer,
2019).
We
also
show
through
several
examples
case
studies
research
how
approach
can
inform
into
contexts
children's
play,
learning
different
contexts.
The
related
strategies
presented
book
have
two
characteristics
which
are:
(1)
development-centred
(2)
child-centred.
Examples
from
variety
that
provides
opportunities
to
explore
role
child
greater
depth.
At
end
chapter,
provide
recommendations
for
application
new
interdisciplinary
development.
Future
early
childhood
education
should
re-look
ways
environment
situation
is
source
where
lives,
grows,
learns,
thrive
within
child.
Язык: Английский
Le concept de perezhivanie pour étudier la complexité des interactions entre l'enfant et l'environnement socioculturel
Revue internationale du CRIRES innover dans la tradition de Vygotsky,
Год журнала:
2023,
Номер
7(1), С. 11 - 23
Опубликована: Июнь 19, 2023
Interagir
avec
l’enfant
dans
son
jeu
de
faire-semblant
pour
favoriser
ses
apprentissages
et
développement
est
une
pratique
enseignante
complexe
sensible
(Wood,
2007).
Elle
suscite
nombreux
questionnements
chez
les
enseignantes
(Bouchard
al.,
2021;
Pyle
Alaca,
2018),
dont
celui
conserver
la
perspective
lors
ces
interactions
(Clerc-Georgy
2021).
Une
manière
originale
faire
émerger
des
pistes
réponse
à
serait
mobiliser
un
concept
issu
l’approche
historico-culturelle,
soit
perezhivanie.
Cet
article
théorique
a
objectif
présenter
perezhivanie
le
contexte
écrits
Vygotski
d’exposer
pertinence
utilisation
cadre
recherche
en
éducation.
Dans
premiers
écrits,
(1994)
donne
sens
phénoménologique
se
rapporte
alors
considération
toute
expérience
vécue
elle
l’est
entrelaçant
affectif
cognitif
(Veresov,
2017).
Avec
l’avancement
sa
théorie
circonscrit
comme
2016).
De
cet
angle
vue,
permet
comprendre
l’influence
l’environnement
sur
processus
(Vygotski,
1994).
Bien
qu’empreinte
défis
théoriques
méthodologiques
(Brennan,
2014),
pertinent
considérer
recherches
éducation,
notamment
l’éducation
préscolaire,
permettant,
par
exemple,
d’étudier
dynamique
classe
entre
l’enseignante
situation
faire-semblant.