Vivencia Perezhivanie in the everyday life of children
2017-02-28T04:14:34Z (GMT) by
This thesis uses cultural – historical framework to research the everyday life of children in an urban and a rural community in Monterrey, Nuevo León, México. A wholeness approach was used to investigate preschool and family institutional practices and activities. The different practices and activities identified were play, mealtimes and homework and were analysed focusing on the emotional experiences children lived with others. The focus of this thesis was to examine children’s emotional, intense and dramatic experiences theorized in cultural-historical theory as perezhivanie in Russian and vivencia in Spanish. The literature review focused on analysing how emotions were researched. A common theme in these studies indicates researchers focused exclusively on the child when studying their emotions removing the child from the social and cultural context. Therefore, the research question in thesis focuses on the role that emotions play in the child’s social situation of development and in their everyday life experiences and how can emotions be researched to ascertain the significance of Mexican children’s learning and development. The review of the literature highlights the importance of researching emotions using innovative research methodologies. Much of the literature found argues that in order to investigate a complex topic such as emotions multiple approaches were needed. The focus of this thesis was to pay attention to multiple perspectives of children and the educators using visual methodologies. Visual methodologies allowed visually interpreting and discussing how children learned and made sense of their emotions in the social situations they occurred. A new methodological tool ‘Visual Vivencias’ is theorized and used to capture children’s moments of emotional intensity where they learn and develop across their participation in preschool and family institutions. Adding to cultural- historical scholarship models are proposed to study vivencia perezhivanie in everyday life of children and in play. These models argue that in order to study children’s emotions and affects, it needs to be studied in unity with intellect (cognition).This thesis discusses how children’s vivencias perezhivanie as their everyday emotional, intense and dramatic experiences needs to be recognized by educators as they enable children to learn and develop in their own cultural communities.