1. Prof. Konstantinos Ravanis
6th ISCAR Summer University “Cultural-historical psychology: interdisciplinary research perspectives” Moscow, 28 June – 3 July 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 
Research Supervisor:
Prof. Konstantinos Ravanis

2. 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

3. 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

4. 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)

5. 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

6. 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?

7. 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 )

8. 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)

9. 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

10. 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?”

11. 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?

12. 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

13. 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

14. 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

15. 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…

16. 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

17. 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

18. 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

19. 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

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

21. 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

22. 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

23. 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

24. 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

25. 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)
Chen, F. (2015). Parents' perezhivanie supports children's development of emotion regulation: a holistic view. Early Child Development and Care, 185(6),
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,
Fleer, Μ., & Robbins, J. (2003). “Hit and Run Research” with “Hit and Miss Results in Early Childhood Science Education. Research in Science Education, 33,
Fleer, M. (2002). Sociocultural assessment in early childhood education- Myth or reality? International Journal of Early years Education, 10(2),
Fleer, M. (2011). Kindergarten in Cognitive Times: Imagination as a Dialectical Relation between Play and Learning. International Journal of Childhood, 43(3),

26. 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, 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), 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), Ravanis, K., & Bagakis, G. (1998). Science Education in kindergarten: sociocognitive perspective. International Journal of Early Years Education, 6(3), 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), Robbins, J. (2005). “Brown packages”? A sociocultural Perspective on Young Children’s Ideas in Science. Research in Science Education, 35,

27. 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,
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
Veresov, N. (2016). Duality of categories or dialectical concepts?. Integrative Psychological and Behavioral Science, 50(2),
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.

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

29. 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

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

31. 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