An everyday and theoretical reading of perezhivanie for informing research in early childhood education
journal contributionposted on 26.10.2016, 00:21 by Fleer, Marilyn
The concept of perezhivanie has received increasing attention in recent years. However, a clear understanding of this term has not yet been established. Mostly what is highlighted is the need for more informed theoretical discussion. In this paper, discussions centre on what perezhivanie means for research in early childhood education. Perezhivanie as a phenomenon is discussed in relation to perezhivanie as the unity of emotions and cognition, perezhivanie as a prism (Veresov, 2014), perezhivanie as a unit of analysis (Bozhovich, 2009), and perezhivanie as a double subjectivity in play/art (Davis et al., 2015). The latter theoretical reading re-introduces one of Vygotsky's (1925/1971) earliest conceptions of art and play from The Psychology of Art. Through an analysis of how others have discussed the concept from the perspective of an everyday reading and a theoretical analysis, this paper takes up the challenge of conceptualising perezhivanie in relation to research. Four design principles underpinning a research method to investigate children in early childhood settings are introduced: the child's perspective, an indivisible unit of relations, differing perezhivanie, and levels of consciousness. Together, these principles for research provide a more nuanced reading of this concept, and contribute to the current discussions found in the literature where some clarification is needed.
International Research in Early Childhood Education, vol. 7, no. 1, p. 34-49