Vygotsky's Contributions to Understandings of Emotional Development through Early Childhood Play

Autor/inn/en	Colliver, Yeshe; Veraksa, Nikolay
Titel	Vygotsky's Contributions to Understandings of Emotional Development through Early Childhood Play
Quelle	In: Early Child Development and Care, 191 (2021) 7-8, S.1026-1040 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colliver, Yeshe) ORCID (Veraksa, Nikolay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.1887166
Schlagwörter	Learning Theories; Child Development; Emotional Development; Play; Preschool Children; Role; Sociocultural Patterns; Teacher Student Relationship; Adults; Teaching Methods; Early Childhood Education; Child Care; Cultural Influences; Scaffolding (Teaching Technique); Self Control; Imagination; Preschool Teachers; Learning Processes + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Kindesentwicklung; Gefühlsbildung; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rollen; Soziokulturelle Theorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Cultural influence; Kultureinfluss; Selbstbeherrschung; Erzieher; Erzieherin; Kindergärtnerin; Learning process; Lernprozess
Abstract	As societies become more aware of the importance of early socio-emotional skills for children's later success, teachers report that they are ill-equipped to support and enhance these skills within their 'traditional' teacher role. This paper turns to the contributions that Russian psychologist Lev Vygotsky and his adherents have made to our understanding of emotional development in early childhood. Following several main ways that his developmental theory described development through play, it proposes an extra social-individual dialectical relationship to explain emotional development specifically. The model supposes a special role that educators must assume to enhance emotional development through play: allowing children to understand and experience their "perezhivanie" at an individual level such that it is not relegated to only the social, as is the case in many cultures (e.g. when anger is admonished). This role adds to the recently proliferating literature on the adult's active role in pedagogical play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01