scholarly journals Perezhivanie and Its Application within Early Childhood Science Education Research

2021 ◽  
Vol 11 (12) ◽  
pp. 813
Author(s):  
Nikolaos Christodoulakis ◽  
Clara Vidal Carulla ◽  
Karina Adbo
Keyword(s):  
Early Years ◽  
Self Awareness ◽  
Learning And Development ◽  
Educational Methods ◽  
Personalised Learning ◽  
Early Childhood Science ◽  
Early Childhood Science Education ◽  
Theoretical Perspectives ◽  
Emotional Aspects ◽  
New Challenges

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.

scholarly journals Early Childhood Science Education from 0 to 6: A Literature Review

2021 ◽  
Vol 11 (4) ◽  
pp. 178
Author(s):  
Gillian O’Connor ◽  
Glykeria Fragkiadaki ◽  
Marilyn Fleer ◽  
Prabhat Rai
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Concept Formation ◽  
Science Learning ◽  
Early Years ◽  
Science Concept ◽  
Early Childhood Science ◽  
Early Childhood Science Education ◽  
Birth To Three ◽  
Understanding Of Science

Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We do not know enough about how scientific thinking develops across the first years of life. Identifying what we do know about science experiences for our youngest learners within the birth to three period specifically, is critical. This paper reviews the literature, and for the first time includes children in the birth to three period. The results are contextualised through a broader review of early childhood science education for children aged from birth to six years. Findings illustrated that the empirical research on science concept formation in the early years, has focused primarily, on children aged three to six years. The tendency of research to examine the process of concept formation in the birth to three period is also highlighted. A lack of empirical understanding of science concept formation in children from birth to three is evident. The eminent need for research in science in infancy–toddlerhood is highlighted.

scholarly journals Applied Pediatric Integrative Medicine: What We Can Learn from the Ancient Teachings of Sebastian Kneipp in a Kindergarten Setting

Children ◽  
2018 ◽  
Vol 5 (8) ◽  
pp. 102 ◽  
Author(s):  
Marion Eckert ◽  
Melanie Anheyer
Keyword(s):  
Integrative Medicine ◽  
Effective Means ◽  
Early Years ◽  
Health Programs ◽  
Treatment Modalities ◽  
Self Awareness ◽  
Whole Child ◽  
Lifestyle Medicine ◽  
Prevention Education ◽  
Treatment And Prevention

Pediatric integrative medicine focuses on the whole child and the environment in which the child grows up during the treatment of a child’s illness. Nowadays, many different treatment modalities are applied even in children, and doctors need to know about them and, ideally, be able to apply different approaches in the process of treating a child themselves. The program Pediatric Integrative Medicine in Residency (PIMR) already provides residents with several tools to provide this kind of service for the child. In our PIMR pilot program in Germany, we chose to diversify our knowledge about treatment and prevention options by visiting a Kneipp-certified kindergarten in Germany. The philosophy of Sebastian Kneipp focuses on five pillars of health, which incorporate aspects of prevention, self-awareness, self-responsibility, and consciousness of health by means of hydrotherapy, herbal medicine, exercise, nutrition, and lifestyle-medicine. These are being taught to the children during the early years they spend in kindergarten, and represent integral parts of integrative medicine. Integration of Kneipp-based health programs within a kindergarten setting can work well and provides an effective means of early prevention education in childhood.

scholarly journals SELF-EVALUATION OF PROSPECTIVE SPECIAL EDUCATORS’ COMPETENCIES FROM THE STANDPOINT OF PERSONALISED LEARNING PARADIGM

2016 ◽  
Vol 1 (34) ◽  
Author(s):  
Stefanija Ališauskienė ◽  
Irena Kafemanienė ◽  
Algirdas Ališauskas
Keyword(s):  
Special Educators ◽  
Self Awareness ◽  
Self Directed Learning ◽  
Social Competencies ◽  
Self Evaluation ◽  
Personalised Learning ◽  
Quantitative And Qualitative Research ◽  
Directed Learning ◽  
Study Process ◽  
Personal Changes

The article analyses how self-evaluation of prospective special educators’ acquired<br />competencies helps them to identify their needs and study expectations from the<br />standpoint of personalised learning and opens up ways for teachers to start a dialogue with students, better understand learners and, considering their professional interests, improve study quality. The study was aimed to disclose theoretical links between personalised learning and students’ active participation in the study process, to determine how future special educators self-evaluate acquired competencies and disclose their learning interests, interpret self-evaluation results of prospective special educators’ competencies, based on the theoretical methodological model of personalised learning. Seeking the research aim, mixed methodology was employed: quantitative and qualitative research and data processing methods were combined. The study was attended by 78 I-IV year students of the first study cycle of special education. The study demonstrated that personal and social competencies were an integral part of professional competencies; therefore, in students’ opinion, these competencies should be given particularly much attention educating future special educators. Prospective special educators emphasise the influence of studies on changes in and maturity of their values, self-awareness, personal changes. Less expressed characteristics of personalised learning are self-directed learning, implementation of experiential abilities and purposefulness

scholarly journals FAZER TEOLOGIA DESDE A AMÉRICA LATINA

2010 ◽  
Vol 38 (105) ◽  
pp. 211
Author(s):  
Agenor Brighenti
Keyword(s):  
Religious Pluralism ◽  
Local Level ◽  
Self Awareness ◽  
The Poor ◽  
The World ◽  
New Challenges ◽  
America Latina ◽  
Point Of Departure ◽  
Semantic Scope

Num contexto de crise da modernidade, novos desafios se impõem – a nova racionalidade, o mundo da insignificância e o pluralismo cultural e religioso, com implicações para a semântica e a sintática da teologia. Ainda que tenham adquirido amplitude mundial, nem por isso se manifestam com a mesma intensidade e da mesma maneira em âmbito local. No âmbito da semântica da teologia, os novos desafios obrigam a um alargamento do conceito de teologia, a uma relação inter e transdisciplinar com as demais ciências, a ser uma prática teórica relevante para os pobres e a autocompreender-se desde a pluriculturalidade e a plurirreligiosidade. No âmbito da sintática da teologia, os novos desafios exigem um novo paradigma teológico, que permita integrar em seu discurso as novas perguntas emergentes, no horizonte de uma ‘terceira ilustração’, que tem no pluralismo, não um ponto de partida, mas um pressuposto.ABSTRACT: In the crisis context of modernity, new challenges are imposed – the new rationality, the world of insignificance and the cultural and religious pluralism, with implications for the semantic and the syntactic dimensions of theology. Although these challenges have acquired world amplitude, they are not so evident with the same intensity and in the same manner at the local level. In the semantic scope of theology, the new challenges compel a widening of the concept of theology to an interdisciplinary and transdisciplinary relation with other sciences to be a theoretically relevant practice for the poor and to self awareness from the multicultural and multireligious dimensions. In the syntactic scope of theology, the new challenges require a new theological paradigm that allows the integration of new emerging questions in its discourse, on the horizon of a ‘third illustration’, that has in pluralism, not a point of departure but rather a presupposition. 

scholarly journals A Cultural and Artistic Approach to Early Childhood Science Education: Shadow Play

2021 ◽  
Vol 16 (3) ◽  
pp. 209-244
Author(s):  
Erdinç Öcal ◽  
◽  
Abdulhamit Karademir ◽  
Özkan Saatçioğlu ◽  
Hatice Büşra Yılmaz ◽  
...  
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Science ◽  
Early Childhood Science Education ◽  
Shadow Play

Risky Play and Growing Up: How to Understand the Overprotection of the Next Generation

Pseudoscience ◽  
2018 ◽  
Author(s):  
Leif Edward Ottesen Kennair ◽  
Ellen Beate Hansen Sandseter ◽  
David Ball
Keyword(s):  
Young Adults ◽  
Life Experience ◽  
Real Life ◽  
Early Years ◽  
Illustrative Case ◽  
Self Awareness ◽  
Growing Up ◽  
Change Perceptions ◽  
Current Spread ◽  
Risky Play

Much of the development of children, young people, and young adults is determined by opportunities for play and “real life” experience in their early years. This is not, as some believe, an optional or frivolous luxury, but an essential life experience for development of character, skills, self-awareness, and competence. Yet in recent years, evidence shows that opportunities for this at all ages have diminished in both quality and quantity in many countries. The reasons for this are multiple and complex, but one factor has been a drive to create a low risk or even risk-free society via the application of newly developed techniques of risk assessment and science-based methods of risk control. However, the health benefits of these public safety initiatives might have much less effect than people might believe and could, overall, be harmful through their prohibitions. We conclude that more research into the nature of risky play and risk exposure through teenage years and into adulthood is necessary, but tentatively propose that we need to also consider the possible effects of irrational overprotection. In addition to the conventional play setting, the current spread of trigger warning and safety rooms will be considered as an illustrative case affecting young adults. Rather than avoidance and consolidation of negative metacognitions about lack of control and vulnerability one needs to convey how science suggests that exposure or interventions to change perceptions of vulnerability may be more beneficial.

State approaches to non-state interactions

2020 ◽  
Author(s):  
Olga Y. Adams
Keyword(s):  
Early Years ◽  
Linguistic Features ◽  
Cross Border ◽  
Challenges And Opportunities ◽  
New Challenges ◽  
Multiple Challenges ◽  
The Republic ◽  
Xinjiang Uyghur Autonomous Region ◽  
Almost All ◽  
And Control

The chapter focuses on cross-border relations between the Republic of Kazakhstan and Xinjiang-Uyghur Autonomous Region of China, examining the attempts of respective states to intervene in and/or co-opt long-established traditions of transborder flows. Despite having existed on opposite sides of closely guarded borders for most of the 20th century, the two adjoining regions managed to keep alive long-established traditions of cross-border interactions thanks to shared ethnic, cultural, and linguistic features. The frontier societies there today have lived through multiple challenges – the indiscriminate border policy of the Soviet era on Kazakhstan’s side and the tumultuous early years of socialist China engendered exoduses of people across semi-controlled borders. Almost all official interactions stopped until the 1990s when new challenges and opportunities presented themselves and, with them, the revival of informal cross-border exchanges and states’ attempts to co-opt and control them.

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