Prof. Konstantinos Ravanis 6th ISCAR Summer University “Cultural-historical psychology: interdisciplinary research perspectives” Moscow, 28 June – 3 July 2016 The Approach of Concepts & Phenomena from Natural Sciences in the Framework of Cultural- Historical Theory: Clouds in Preschoolers Thought Glykeria Fragkiadaki Department of Educational Science & Early Childhood Education University of Patras, Greece  gfragkiadaki@upatras.gr Research Supervisor: Prof. Konstantinos Ravanis

Research Topic The substantial challenges that Cultural- Historical Theory can pose in Early Childhood Science Education Research at a theoretical level at a methodological level

The Early Childhood Science Education Research Over the last tree decades, a distinct research field substantial empirical studies on how young children’s, aged 4 to 6 years old, approach concepts & phenomena from the natural world how they develop scientific thinking & understanding the corresponding educational practices in kindergarten is established in many early childhood education national curricula

The Early Childhood Science Education Research Three basic models of research approaches Based on discrete theoretical traditions of children’s learning & development approaches based on empiricist ideas (Conezio & French, 2002) approaches arising from the piagetian paradigm (Ravanis, 1994) approaches combining both post- piagetian & vygotskian views of learning in a socio-cognitive perspective (Ravanis & Bagakis, 1998)

The Early Childhood Science Education Research However, Little attention on a conceptualization of child as a whole a holistic view of child’ s development bringing together diverse aspects highlighting the interrelations designate complexity & uniqueness of child’s thought Chen, 2015

Is that a problem for Early Childhood Science Education Research? A contemporary crisis projected in the field important results are disregarded a round about procedure a gap between research & educational reality How can we minimize these contradictions in Early Childhood Science Education Research?

Drawing upon Cultural Historical Theory… Why Vygotsky? A dialectical approach Interrelations: personal characteristics & social, cultural & material context/ emotions- actions & consciousness Units of analysis: multi variables, multiple options of the same psychological/ social activity or situation Unity: psychological phenomena in their entirety/ the hole process (Dafermos, 2015a, 2015b; Veresov, 2016; Vygotsky , 1989, 1994, 1998 )

The Paradigm A new research tradition re - organizing the classic research procedures & recording alternative types of results new directions & foundations are laid towards this research orientation to the study of young children in Science Education (O’ Loughlin, 1992; Lemke, 2001; Fleer, 2002, 2011; Fleer et al., 2014; Fleer & Robbins, 2003; Hedegaard & Fleer, 2008; Robbins, 2005; Larsson, 2013; Tu, 2006)

Research Motivation A methodological shifting a linear approach concrete elements/ functions static circumstances autonomous areas isolated incidents research objects generalization educator as external factor a systemic approach study of procedures/ systems flexibility contextual understanding every day reality real life phenomena individual development educator as a “cultural tool” Rather than… From the classical methodologies to a more dynmic

Research Aim To understand how preschool children experience science & develop scientific thinking as they interact with the social, cultural & material world beyond learning dimensions through a systemic view towards specific aspects of the process of development 1.“What psychological process am I going to investigate in my experimental study?”

Research Questions Q1: Which are the dialectical relations between the personal characteristics & the situational characteristics that appear in a collective science experience in kindergarten? Q2: How are children experiencing their science activity? Q3: How are children experiencing their science activity across various social situations?

Research Design Using a developmental research methodology, according to the experimental genetic method… Embryonic stage of the function Interaction of real & ideal form Developmental tools Qualitative changes Category (Veresov, 2010, 2014; Vygotsky, 1997) Principles The criteria that are posed Initial representations ≠ scientific thinking “invitations for development” towards a precursor model transitions towards a neoformations facing drama, at an inter- mental level Educators invite children to develop their thought through their questions collision= they do not have any explanation

Research Design A collective science experience in kindergarten Approach of clouds Phases Combinations nature formation movement correlations with every day activity Phase 1 one child & the educator Phase 2 a pair of children & the educator Phase 3 a pair of children, in different combination, & the educator a four children team & the educator Perret- Clermont: Experimental micro- historical context

Data Collection a professional development program of an educators’ network in Greece basic concepts & principles of C- H Approach initial sample 101 children => case studies (criteria: dramatic events & development) video- recorded conversations field notes & drawings NVivo qualitative data analysis software

Analytical Tools Concept Method of analysis Perezhivanie child & environment as a unity unity of intellect, affect & act Historicity developmental trajectories Precursor Models phases of scientific concept formation Perezhivanie conceptualized as a prism…

Data analysis The case of D. R.: How can clouds come up from the rain (Κ. expressed earlier that explanatory scheme)? Have you ever thought about it? Κ.: No, you don’ t … D.: I have!! Κ.: Tell me! Tell me now… D.: Alright! I’ ll sign… I’ll sign you a song which is about clouds! R.: Yes… We would love to hear it… D.: (sings to the beat of a traditional counting-out game) Once upon a time… clouds came out amid the dust, the round dust... (gesturing her hands round). And sky comes out when it drizzle… When it drizzle then comes the rainbow, and when the rainbow comes here comes the cloud, too... (afterwards, they illustrate together the story) The extract At the beginning she thought that clouds come up from magical dust in a box

Child’s Characteristics (Q1a) The case of D. Emerged Categories Data Examples Representations clouds as a round dust correlated with sky, rain, rainbows (phenomenism) Sources a traditional counting-out game Experiences rotation of rain- good weather Abilities singing, gesturing, illustrating use of a model of alternations in nature Such as

Environmental Characteristics (Q1b) The case of D. Basic Categories Emerged Social Interactions drama collaboration cooperation Material Interactions use of drawing materials a piece of wood to hold the rhythm Q1b

Q1c: Which are the dialectical relations Q1c: Which are the dialectical relations? The Characteristics in a Unity, The case of D. invitation for development R.: How can clouds come up from the rain (Κ. expressed earlier that explanatory scheme)? Have you ever thought about it? Κ.: No (you don’ t) … D.: I have!! Κ.: Tell me! Tell me now… D.: Alright! I’ ll sing… I’ll sing you a song which is about clouds! R.: Yes… We would love to hear it… D.: (sings to the beat of a traditional counting-out game) «Once upon a time… clouds came out amid the dust, the round dust... (gesturing her hands round). And sky comes out when it drizzle… When it drizzle then comes the rainbow, and when the rainbow comes here comes the cloud, too ... “ (afterwards they illustrate together the story) an improvised song as a mean drama: a collision invitation for development towards a qualitative change: sky, rain, rainbow The process HOW SOCIAL BECOMES AN INDIVIDUAL Challenged by her fellow collaboration (song) cooperation (illustration) illustration as a mean

Child’s Characteristics (Q1) The case of D. Drawing

Q2:How do children experience their science activity? The case of D. Basic Categories Emerged Categories Intellect thinking, understanding, awareness, imagination, creativity Affect attitude, intentions, expectations, emotional state, memories, will Act regulations, gestures, body movement Chen, 2015

Q2:How do children experience their science activity? The case of D. R.: How can clouds come up from the rain (Κ. expressed earlier that explanatory scheme)? Have you ever thought about it? Κ.: No, you don’ t … D.: I have!! Κ.: Tell me! Tell me now… D.: Alright! I’ ll sing… I’ll sing you a song which is about clouds! R.: Yes… We would love to hear it… D.: (sings to the beat of a traditional counting-out game) Once upon a time… clouds came out amid the dust, the round dust... (gesturing her hands round). And sky comes out when it drizzle… When it drizzle then comes the rainbow, and when the rainbow comes here comes the cloud, too... (afterwards, they illustrate together the story) intention & will to struggle with the idea thinking about how to come closer to an explanation imagination, creativity & concept formation The extract At the beginning she thought that clouds come up from magical dust in a box thinking about how to combine the elements gestures & body movement

Q3:How do children experience their science activity across various phases? Developmental trajectory, The case of D. Qualitative changes towards a explanatory model more compatible with the scientific one (explanatory scheme based on imagination) Magical dust from gold jewelries in a box (explanatory scheme based on a phenomenism) Dust correlated with sky & air as a moving force (explanatory scheme based on natural causality) Correlation with sky, rain, rainbows

Towards a new insight… Classical methodologies are not one-way option in the field of Early Childhood Science Education Research Drawing upon a dialectical approach CHT functional methodological models a better understanding of the uniqueness & complexity of children's scientific thought A re- conceptualization, a new theorization of Early Childhood Science Education Open issues Provide our selves

References Conezio, K., & French, L. (2002). Science in the preschool classroom: Capitalizing on children's fascination with the everyday world to foster language and literacy development. Young Children, 57(5). 12-18. Chen, F. (2015). Parents' perezhivanie supports children's development of emotion regulation: a holistic view. Early Child Development and Care, 185(6), 851-867. Dafermos, M. (2015a). Critical reflection on the reception of Vygotsky’s theory in the international academic communities. In B. Selau & R. Fonseca de Castro (Eds.), Cultural-Historical Theory: Educational Research in Different Contexts (pp.19-38). Porto Alegre: EDIPUCRS. Dafermos, M. (2015b). Reflection on the Relationship between Cultural-historical Theory and Dialectics. Психологическая наука и образование, 20(3). Fleer, M., Gomes, J., & March, S. (2014). Science learning affordances in preschool environments. Australasian Journal of Early Childhood (39)1, 38-48. Fleer, Μ., & Robbins, J. (2003). “Hit and Run Research” with “Hit and Miss Results in Early Childhood Science Education. Research in Science Education, 33, 405- 431. Fleer, M. (2002). Sociocultural assessment in early childhood education- Myth or reality? International Journal of Early years Education, 10(2), 105-120. Fleer, M. (2011). Kindergarten in Cognitive Times: Imagination as a Dialectical Relation between Play and Learning. International Journal of Childhood, 43(3), 245- 259.

References Hedegaard, M. & Fleer, M. (2008). Studying children- A cultural historical approach. Glasgow: Open University Press. Larsson, J. (2013). Contextual and Conceptual Intersubjectivity and Opportunities for Emergent Science Knowledge. International Journal of Early Childhood, 45, 101- 122. Lemeignan, G. & Weil-Barais, A. (1993). Construire des concepts en Physique. Paris: Hachette. Lemke, J. L. (2001). Articulation communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296- 316. O’ Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29 (8), 291- 320. Ravanis, K., & Bagakis, G. (1998). Science Education in kindergarten: sociocognitive perspective. International Journal of Early Years Education, 6(3), 315-327. Ravanis, K. (1994). The discovery of elementary magnetic properties in pre-school age. A qualitative and quantitative research within a piagetian framework. European Early Childhood Education Research Journal, 2(2), 79-91. Robbins, J. (2005). “Brown packages”? A sociocultural Perspective on Young Children’s Ideas in Science. Research in Science Education, 35, 151- 172.

References Tu, T. (2006). Preschool science environment: What is available in a preschool classroom? Early Childhood Education Journal, 33(4), 245–251. Veresov, N. (2010). Introducing cultural historical theory: main concepts and principles of genetic research methodology. Cultural-Historical Psychology, 4, 83-90. Veresov, N. (2014). Refocusing the Lens on Development: Towards Genetic Research Methodology. In M. Fleer & A. Ridgway (Eds.). Visual Methodologies and Digital Tools for Researching with Young Children. Springer, pp. 129-149. Veresov, N. (2016). Duality of categories or dialectical concepts?. Integrative Psychological and Behavioral Science, 50(2), 244-256. Vygotsky, L. S. (1989). Concrete human psychology. Soviet Psychology, 27(2), 53–77. Vygotsky, L. S. (1994). The problem of environment. In R. V. D. Veer & J. Valsiner (Eds.), The Vygotsky reader. Oxford: Blackwell. Vygotsky, L. S. (1997). Collected Works of L. S. Vygotsky (Vol.4, The History of the Development of Higher Mental Functions). Vygotsky, L. S. (1998). The collected works (Vol. 5). New York: Plenum.

Thank you for your attention Glykeria Fragkiadaki Department of Educational Science & Early Childhood Education University of Patras, Greece  gfragkiadaki@upatras.gr

Analytical Tool/ Unit of Analysis Research Questions Method of Analysis Analytical Tool/ Unit of Analysis Data Q1   a Which are the personal characteristics that a preschool child can bring to a collective science experience in kindergarten? Aspect 1: Identification, description & interpretation of the interrelations between child & environment child’s characteristics Representations Sources Experiences Abilities Perezhivanie All the individuals All the phases b Which are the situational characteristics that can appear in a collective science experience in kindergarten? environmental characteristics Social interactions Material interactions Couples Teams Phase b, c c Which are the dialectical relations between these characteristics that lead to qualitative changes in children’s thought? the characteristics in a unity Processes Types New structures Q2 How do children experience their science activity? Aspect 2: the “prism” that gives the child’ s aspect intellect- affect- act in a dual independence Scientific Thinking Emotions Actions All the individuals All the phases Q3 How do children experience their science activity across various phases? The developmental perspective Developmental trajectories Phase a, b, c Historicity

The theoretical concept of “perezhivanie” personal characteristics social environment perezhivanie material environment Ρώσικη σχολή unit, unity, non- dualism (Adams & March, 2014)

Precursor Models They are therefore educational constructions designed to help students access the scientific models include a number of characteristic elements of the scientific models precursors to individual cognitive development (ontogenesis) & not in a historical perspective (ylogenesis) (Lemeigman et Weil-Barais, 1993) They are therefore