Nikolai Veresov

Monash University (Australia) · Faculty of Education

As in Chap. 6, the analytical focus in this chapter is driven by the following question: How might analyses from CA and a cultural-historical methodology of children interacting with adults provide insights into development and change? Our attention is on the classroom as we follow Jaiden, aged 5, on two occasions (Time 1 and Time 2), six months ap...

In this chapter, the analytical focus is on the social and children’s participation in storytelling. Through our analyses, we explore how CA’s data-driven approach and a theory-driven cultural-historical approach, each bring attention to the ways in which children participate in storytelling. Data for analysis will draw on three episodes—two in the...

The aim of the chapter is to first locate cultural-historical theory and methodology as a means of analysing the process of development and to then explain the applications of the theory. The chapter begins with a brief overview of the contemporary research landscape. Next, drawing on Vygotsky’s recently published and previously unavailable work, t...

In this chapter and the next, our analytical focus is driven by the following question: How might analyses from CA and a cultural-historical methodology of children interacting with adults provide insights into development and change? Specifically, the analyses will be concerned to show the ways in which accounts of development must be provided wit...

The final chapter is devoted to drawing together the threads from the analyses and the broader methodological discussions of the earlier chapters in order to reach conclusions about the outcome of the enterprise we set for ourselves. We articulate what we have learned which has enabled us to formulate recommendations, applications and implications...

As the first of the two background chapters, the chapter begins by locating CA in sociology and ethnomethodology through the work of Garfinkel (1967) and Sacks (1992), and by isolating the essential features that are shared and that differentiate the two. A discussion of CA naturally follows. CA is understood as a set of multimodal actions, deploye...

This chapter is devoted to issues in methodology, methods, data and analytical approaches necessary to foreground the analysis to come in Chaps. 5, 6 and 7. In the first part of the chapter, space is given to methodological concerns. Here discussion begins by distilling a necessarily narrow set of concepts we identify as key to the two research per...

In the last decade, global trends and social media have covered almost the entire world, including children population. The toy industry is filled with new items whose popularity has been triggered by viral publications on social networks or by popular animated films. The present experimental study is the first to (i) describe the characteristics o...

Children’s digital competence (DC) is often poorly supported in early childhood education (ECE). Furthermore, common definition of DC is difficult to find. Therefore, the aim of this comparative curriculum study was to better understand how objectives and content of DC are defined in ECE. Australia and Finland curricula were analyzed applying theor...

Role-play in early childhood is associated with development of executive functions (EFs), although study results remain inconsistent. Due to the complex nature of the role-play, the underlying mechanisms of these associations are not obvious. In this article, play is viewed in the framework of the cultural-historical approach as a special social si...

From a Vygotskian perspective, the process of speech development has three main stages: social speech, private speech and inner speech. Social speech happens in interactions of human beings in the form of dialogues. Inner speech is the individual and intrapsychological process. However, there is a significant bridging stage in the process of speech...

This research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teac...

Abstract This chapter will present empirical data from a research project that devel- oped and trialled a new assessment tool, a Planning and Assessment Matrix (PAM), that early childhood teachers can use to study the process of development. PAM takes a different approach to other interpretive assessment models, as it helps teachers iden- tify the...

In this study we aimed to compare the contribution of each play type to the development of different EFs components: shifting, working memory (visuospatial and auditory) and inhibition (two aspects of cognitive inhibition and physical inhibition). Following a preliminary examination of EFs was the intervention, which consisted of 14 play sessions f...

This paper discusses how multimodal creative inquiry might be conceptualised and implemented for children's meaning-making in science. We consider Halliday's (1978) and Vygotsky's (1987, 2016) theoretical ideas for showing how the most important characteristics of social semiotics are connected to imagination, play-based and creative inquiry for ch...

Según VYGOTSKY, el desarrollo del pensamiento del niño va de los complejos dialécticos a los conceptos lógicos formales, que constituyen atributos estables e inmutables de los objetos. PIAGET mostró la centración del pensamiento del niño y concluyó que los niños de preescolar son insensibles a las contradicciones (PIAGET, 1982). En las obras de K....

A body of research that investigates the social, cognitive and emotional effects of digital technologies on the development of children reports that digital technologies are limiting activities that connect children with people. On the other hand, there is a great amount of research on the positive role of digital play. However, digital games per s...

Role-play is a natural and dominant form of early childhood activity. While playing, a child masters new forms of behavior, learns to interact with others, and develops imagination and self-regulation skills. The existing methods of play assessment are based on different theoretical approaches that variously define both the criteria for play and th...

There is a consensus that the crises children encounter during the transition period might impact negatively on children's learning and development. However, from cultural-historical perspective, qualitative leap in development can hardly be achieved without crises. This paper, drawing upon cultural-historical theory as the framework and by using '...

This paper is grounded on what I refer to as the new reality of Vygotsky’s legacy (Veresov, 2020, 2021). I shall shortly introduce this new reality, arguing that it offers possible ways to reconstruct how the dialectical relations of higher and lower psy- chological functions in the process of cultural development are explored in cultural- histor...

The cultural-historical approach provides the deep theoretical grounds for the analysis of children’s play. Vygotsky suggested three critical features of play: switching to an imaginary situation, taking on a play role, and acting according to a set of rules defined by the role. Collaboration, finding ideas and materials for creating an imaginary s...

The concept of the zone of proximal development (ZPD) emerged in the cultural-historical theory of Vygotsky as a result of the broader quest for a new psychology and forms of education in the post-revolutionary Soviet Union. The project of unprecedented socioeconomic transformations created a political demand for education that would build intellec...

González Rey’s significant contribution is rethinking Vygotsky’s theoretical legacy through re-examining the most important defining moments of Vygotsky’s work, their contemporary relevance, significance and implications. González Rey called these stages “defining moments”. In Hegel (and in Vygotsky) the concept of “moment” has a special meaning an...

Research has shown that exposing children to rich literacy practices gives children a strong start that will influence lifelong success in learning, wellbeing and participation in civic life. Yet there is a lack of theoretical rigor in the vociferous debate about how best to teach reading. In this paper we address this issue as we explore how teach...

Contemporary educational policies both at international and national levels acknowledge the educational rights of all children and their inclusion in mainstream educational practices. Like other children at risk, children with disabilities have opportunities to access mainstream education but their participation is not always realised in practice....

This research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teac...

Includes bibliographical references and index. Identifiers: LCCN 2019028825 | ISBN 978-1-4331-7038-6 (hardback) ISBN 978-1-4331-7250-2 (paperback) | ISBN 978-1-4331-7042-3 (ebook pdf) ISBN 978-1-4331-7043-0 (epub) | ISBN 978-1-4331-7044-7 (mobi) Subjects: LCSH: Vygotsky, L. S. (Lev Semenovich), 1896-1934. | Social change. Classification: LCC BF109....

Expectations for increased conceptual outcomes in the early childhood education sector have foregrounded a need for more evidenced-based practice in support of children’s play. One such avenue for researching models of play practices that support cognitive outcomes is to study the implementation of Playworlds. Grounded in cultural-historical theory...

The purpose of this article is to analyze the state of modern research on children’s play, approaches to its study, as well as existing methods of its evaluation. The relevance of the topic is due to the leading role of the play in preschool childhood and the complexity of this phenomenon. Play is actively studied, and play interventions are often...

This paper is an attempt to show possible ways to unpack the theoretical content of the concept of perezhivanie by clarifying the place and role of this concept within cultural-historical theory and examining the connections of this concept with other concepts, principles, and laws of the theory. There is an important distinction between the two me...

This paper presents the findings of a study conducted with preschool teachers trialling an intervention in which executive function activities are embedded in teachers' daily practices and imaginary play is used to build meaningful problem situations that children solve using executive functions. The participants were 227 preschool children (53% ma...

This paper provides a theorisation of developmental conditions to support executive functions (working memory, inhibition and shifting) in children in playworlds settings, where children and teachers play together in collectively created imaginary situations. Vygotsky’s general law of development of psychological functions constitutes the general f...

The paper explores contemporary state of arts in the perception of cultural-historical theory (CHT) by the international scholarly community. On one hand, we do have a great number of publications exploring and advancing Vygotsky’s legacy in many ways and directions. On the other hand, paradoxically, there is still no agreement about what CHT is as...

This chapter explores possible ways of connecting subjectivity and perezhivanie on both an empirical and a theoretical/methodological level of anal- ysis. It begins with elaborating two meanings of perezhivanie which exist in the original texts of Vygotsky—perezhivanie as a psychological phenomenon (P1) and perezhivanie as a concept in cultural-his...

The paper focuses on some issues concerning the future perspectives of cultural-historical theory development in the context of general methodological problems.

Celebrating the 70th Birthday of V.V. Rubtsov

The development of Vygotsky’s cultural-historical theory was in response to the lack of a theoretical and methodological language specific to the study of the uniquely human cultural development of higher mental functions. In the period from 1928 to 1931, when Vygotsky focused his efforts on understanding the sociogenesis of higher mental function...

На материале физики, лингвистики, физиологии, психологии и философии в статье рассматривается проблема неопределенности как фундаментального и необходимого условия свободного человеческого действия. Ключевые слова: неопределенность, свобода, сингулярность, Multiverse

The development of children's thinking according to the concept of Vygotsky has the following direction: from dualistic complexes to formal logical concepts, which stand stable, unchanging attributes of objects. Piaget showed the centration of a child's thinking and concluded that children at preschool age are insensitive to contradictions (Piaget,...

Abstract There are many theories that have informed early childhood education, including cultural-historical and activity theories. In this chapter, we present a dis-cussion of cultural-historical and activity theories, beginning with the foundational logic that has informed both these theories – dialectical logic. We focus our discus-sion specific...

Abstract: There are many ways to frame research, and there is a plethora of ways that researchers have theorised and discussed their study designs. In this methodology chapter, we present an overview of researching in early childhood education from a cultural-historical perspective. We specifically discuss aspects of a cultural- historical methodo...

EVIDENCE FOR THE PREDICTIVE effect of Executive Functions (EF) on school readiness and later school achievement has been noted. However, some studies show that EF activities are not sustained beyond the study period due to limited engagement by teachers and children. In light of this problem, this paper presents the pedagogical outcomes of a pilot...

The paper considers some problems of understanding the content of the theoretical notion of zone of proximal development in the English-language literature, related to unavailability of sources and some inaccuracies in translations. It is shown that, as a result of such inaccuracies, the notion of zone of proximal development (ZPD) turns out to be...

This chapter captures and explores three key themes relevant to the concepts of emotions, perezhivanie and subjectivity. In analysing and transcending how these concepts have been primarily discussed is the past, this chapter goes beyond social determinism and theorises how a cultural-historical perspective on these concepts has led to new understa...

This final chapter brings together the outcomes of a dynamic dialogue on the concepts of emotions, perezhivanie and subjectivity. In drawing upon the content of the three sections in this book, the editors theorise the relations between the concepts introduced, building new theoretical insights, but also explicitly introducing methodological challe...

This chapter, advancing Vygotsky’s original definitions, makes an important distinction between the two meanings of perezhivanie—perezhivanie as a psychological phenomena/process which can be empirically observed and studied (P1) and perezhivanie as a concept, a theoretical tool for analysis of the process of development (P2). The chapter is an att...

This paper presents the outcomes of a study into how some early childhood teachers conceptualized the process of creating the conditions for the development of higher forms of cultural activity, often referred to in the general literature as Executive Functions (EF). EF are usually defined as those interrelated processes or functions that manage an...

This book draws upon Vygotsky’s idea of perezhivanie, emotions and imagination, and introduces the concepts of subjective sense and subjective configuration. These concepts are crucial for explaining and understanding children’s development from a cultural-historical perspective. A book which theorises the relations between the social and the indiv...

This article describes the responses of academic researchers and teachers to Vygotsky's paper on play, published in Russian in 1966 and, in a new translation, in the present issue of this journal. That paper has had a major influence on research in play both in Russia and in the West. Its cultural-historical view of the development of play, and its...

This paper is an attempt to show possible ways to unpack the theoretical content of the concept of perezhivanie by clarifying the place and role of this concept within cultural-historical theory and examining the connections of this concept with other concepts, principles, and laws of the theory. There is an important distinction between the two me...

This paper presents a picture of the current theoretical positions and methods used to assess children’s development. A maturational understanding of development is seen to be predominately used to inform the assessment tools which track how children develop across the 0—5 age group. This paper proposes that with the movement towards a cultural-his...

This paper is an attempt to show possible ways to unpack the theoretical content of the concept of per-ezhivanie by clarifying the place and role of this concept within cultural-historical theory and examining the connections of this concept with other concepts, principles, and laws of the theory. There is an important distinction between the two m...

0 до 5 лет применяется преимущественно биологический подход. Настоящая статья показы-вает, что понимание развития с позиции культурно-исторической теории позволит разработать новый инструмент оценки. Дано теоретическое обоснование того, почему понятие зоны ближай-шего развития может быть использовано для выявления индикаторов актуального и потенци-...

1) и понятия «переживание» как теоретического инструмента анализа процесса развития (П2). Такое различение может стать важным шагом на пути к углублению понимания теоретического содержания понятия «переживание» в культурно-исторической теории Выготского. В теоретическом содержании поня-тии «переживание» нет никакой феноменологии о том, как конкретн...

Since the later decades of the 20 th century, Brazilian psychologists have been questioning a theoretical and interventional model in educational contexts, which consider psychological phenomena apart from their cultural contexts, in order to develop an approach based on a contextualized viewpoint. Despite progress having been made in educationa...

Since the later decades of the 20th century, Brazilian psychologists have been questioning a theoretical and interventional model in educational contexts, which consider psychological phenomena apart from their cultural contexts, in order to develop an approach based on a contextualized viewpoint. Despite progress having been made in educational ps...

The phenomenon of perezhivanie has received increasing attention in recent years; however, an understanding of perezhivanie as a concept remains elusive. This article discusses perezhivanie as a theoretical concept from within a cultural-historical framework; through this, the article aims to foreground the significance of this concept for studying...

The paper explores that CHT contains at least three dialectical concepts and principles; (1) development as drama (dialectical contradiction) and the principle of dramatic construction of the personality, (2) the concept of mediating activity and the principle of qualitative transition and reorganisation and (3) the concept of perezhivanie and the...

In contemporary Western research, collaboration is held in high esteem. This developing practice is challenging particularly for researchers who follow varying theoretical approaches. However although a challenging endeavour, when viewing the one data set with different lenses, there are various lessons that can be shared. A key aspect of this pape...

Sharada Gade, in drawing on her long association with a mathematics teacher in Sweden, theorises the complexities of the teacher-researcher collaboration as an expansive learning activity that has developed over time. In this paper, an alternate reading of the teacher-researcher collaboration is offered, one that adds to the analysis provided by Ga...

Vygotsky's works provide a number of general ideas that form the methodological base of experimental-genetic method. However, more specific principles of organizing and constructing the experimental exploration of the higher mental functions development for the most part remain unclear and undefined. This paper attempts to fill this methodological...

This chapter discusses issues related to the methodology of developmental research from the perspective of cultural-historical theory (Vygotsky). The target question is how the video recording as a research instrument can become a valid and efficient part of genetic research methodology. Experimental-genetical method is based on understanding devel...

This concluding chapter discusses issues related to the contemporary tendency of rethinking the research methodology both in psychology and in early childhood studies. Such a rethinking is not only about limitations of statistical methods, measurements and validity issues, it is about searching for new ways in research and therefore a new methodolo...

1. Психология сознания и исследовательский метод: методология и недоометодология 1.1. Психология сознания в начале ХХI века: 100 years gone astray? Размышляя о том, как назвать эту часть статьи, я не случайно остановил свой выбор на том, чтобы пее рефразировать название одной из недавно вышедд ших книг [14]. Но почему не шестьдесят лет, а все сто?...

To be truly literate, children need to learn to create, comprehend and use written, visual, aural and multimodal texts. When they start school, they are usually able to create spoken and visual texts (drawings) but have limited skills in written text creation (writing). Our study investigated what would happen if teachers encouraged children, in th...

Generation "as-if" is analysed as a cultural and psychological phenomenon

It was not only Marxism which influenced Vygotsky. He was a child of the Silver Age of Russian culture and philosophy and the influence of this should not be underestimated. Some traits in Vygotsky’s theory, traditionally considered as Marxist – such as the concept of the social origins of mind or sign as psychological tool have deeper and wider ro...

Published at: Ostern, A. & Heila-Ylikallio, R. (Eds.). (2004). Sprak som kultur – brytningar I tid och rum. – Language as culture – tensions in time and space. Vol. 1, pp. 13-30, Vasa. For contacts and comments: nikolai.veressov@oulu.fi The term zone of proximal development is probably one of the most widely recognized and well-known ideas associat...

The editors have pursued at least two purposes in presenting to the reader this and the following issue of the Journal of Russian and East European Psychology.

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