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Perezhivanie and Its Application within Early Childhood Science Education Research

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Title: Perezhivanie and Its Application within Early Childhood Science Education Research
Authors: Christodoulakis, Nikolaos (ORCID 0000-0002-3166-3208), Carulla, Clara Vidal, Adbo, Karina
Source: Education Sciences. 2021 11.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 11
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Science Education, Educational Research, Early Childhood Education, Metacognition, Educational Theories, Learning Processes, Psychotherapy, Teacher Education, Drama, Sociocultural Patterns, Emotional Response, Outcomes of Education, Teaching Methods, Fantasy, Executive Function, Interpersonal Relationship, Faculty Development, Scientific Concepts, Research Reports
ISSN: 2227-7102
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1322701
Database: ERIC
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  Data: Perezhivanie and Its Application within Early Childhood Science Education Research
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  Data: <searchLink fieldCode="AR" term="%22Christodoulakis%2C+Nikolaos%22">Christodoulakis, Nikolaos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3166-3208">0000-0002-3166-3208</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carulla%2C+Clara+Vidal%22">Carulla, Clara Vidal</searchLink><br /><searchLink fieldCode="AR" term="%22Adbo%2C+Karina%22">Adbo, Karina</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2021 11.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Theories%22">Educational Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Psychotherapy%22">Psychotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Drama%22">Drama</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+Patterns%22">Sociocultural Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Fantasy%22">Fantasy</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink>
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  Data: 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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        PageCount: 11
    Subjects:
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Early Childhood Education
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      – SubjectFull: Metacognition
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      – SubjectFull: Educational Theories
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      – SubjectFull: Learning Processes
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      – SubjectFull: Teacher Education
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      – SubjectFull: Drama
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      – SubjectFull: Sociocultural Patterns
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      – SubjectFull: Emotional Response
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Fantasy
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