‘Re-living’ in play: a cultural-historical study of the child’s repetitiveness through the concept of ‘perezhivanie’ as a unit of consciousness (La recreación infantil en el juego: un estudio histórico-cultural de la repetitividad infantil mediante el concepto ‘perezhivanie’ como unidad de conciencia)

References / Referencias

• Bruce, T. (2005). Play, the universe and everything! In J. Moyles (Ed.), The excellence of play (2nd) ed., pp. 255–267). Open University Press.
   Google Scholar
• Elkonin, D. B. (2005a). The psychology of play. Journal of Russian and East European Psychology, 43(1), 11–21. https://doi.org/10.1080/10610405.2005.11059245
   Google Scholar
• Elkonin, D. B. (2005b). The subject of our research: The developed form of play. Journal of Russian and East European Psychology, 43(1), 22–48. https://doi.org/10.1080/10610405.2005.11059242
   Google Scholar
• El’koninova, L. I. (2002). The object orientation of children’s play in the context of understanding imaginary space-time in play and in stories. Journal of Russian and East European Psychology, 39(2), 30–51. https://doi.org/10.2753/RPO1061-0405390230
   Google Scholar
• Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Cambridge University Press.
   Google Scholar
• Fleer, M. (2013). Affective imagination in science education: Determining the emotional nature of scientific and technological learning of young children. Research of Science Education, 43(5), 2085–2106. https://doi.org/10.1007/s11165-012-9344-8
   Web of Science ®Google Scholar
• Fleer, M. (2014). Theorising play in the early years. Cambridge University Press.
   Google Scholar
• Fleer, M. (2016). An everyday and theoretical reading of perezhivanie for informing research in early childhood education. International Research in Early Childhood Education, 7(1), 98–113. https://doi.org/10.4225/03/580ff7241af2c
   Google Scholar
• Fromberg, D. P., & Bergen, D. (2006). Play from birth to twelve. Contexts, perspectives, and meanings (2nd ed.). Routledge.
   Google Scholar
• Hakkarainen, P. (2010). Cultural-historical methodology of the study of human development in transitions. Cultural-Historical Psychology, 4, 75–81.
   Google Scholar
• Hedegaard, M. (2012). Analyzing children’s learning and development in everyday settings from a cultural-historical wholeness approach. Mind, Culture, and Activity, 19(2), 127–138. http://dx.doi.org/10.1080/10749039.2012.665560
   Web of Science ®Google Scholar
• Hedegaard, M., & Fleer, M. (Eds.). (2008). Studying children: A cultural-historical approach. Open University Press.
   Google Scholar
• Kennedy, A., & Barblett, L. (2010). Learning and teaching through play: Supporting the early years learning framework. Research in Practice Series, 17(3), 1–16.
   Google Scholar
• Kravtsova, E. (2008, December 15). Play and the arts. [Paper presentation] Vygotsky symposium, Monash University, Peninsula Campus.
   Google Scholar
• Lyle, J. (2003). Stimulated recall: A report on its use in naturalistic research. British Educational Research Journal, 29(6), 861–878. https://doi.org/10.1080/0141192032000137349
   Web of Science ®Google Scholar
• Moyles, J. (2005). Introduction, and J. Moyles (Ed.), The excellence of play (2nd ed., pp. 1–12). Open University Press.
   Google Scholar
• Roopnarine, J. L. (2011). Cultural variations in belief about play, parent–child play, and children’s play: Meaning for childhood development. In A. D. Pellegrini (Ed.), The Oxford handbook of the development of play (pp. 19–37). Oxford University Press.
   Google Scholar
• Schinkel, A. (2018). Wonder and moral education. Educational Theory, 68(1), 31–48. https://doi.org/10.1111/edth.12287
   Web of Science ®Google Scholar
• Schinkel, A. (2020). Education as mediation between child and world: The role of wonder. Studies in Philosophy and Education, 39(5), 479–492. https://doi.org/10.1007/s11217-019-09687-8
   Web of Science ®Google Scholar
• Veresov, N. (2015). Duality of categories or dialectical concepts? Integrative Psychology and Behavioral Science, 50(2), 244–256. https://doi.org/10.1007/s12124-015-9327-1
   Web of Science ®Google Scholar
• Veresov, N., & Fleer, M. (2016). Perezhivanie as a theoretical concept for researching young children’s development. Mind, Culture, and Activity, 23(4), 325–335. https://doi.org/10.1080/10749039.2016.1186198
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1984). Sobranie sochinenii [Collected works] (Vol. 4). Pedagogika.
   Google Scholar
• Vygotsky, L. S. (1989). Concrete human psychology. Soviet Psychology, 27(2), 53–77. https://doi.org/10.2753/RPO1061-0405270253
   Google Scholar
• Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7–97. https://doi.org/10.1080/10610405.2004.11059210
   Google Scholar
• Vygotsky, L. S. (2005). Appendix. Journal of Russian and East European Psychology, 43(2), 90–97. https://doi.org/10.1080/10610405.2005.11059247
   Google Scholar
• Vygotsky, L. S. (2016). Play and its role in the mental development of the child. Voprosy Psikhologii [Problems of Psychology], 12(6), 62–76. Translated by Myra Barrs (UK) and Nikolai Veresov (Australia). https://doi.org/10.4225/03/584e715f7e831
   Google Scholar
• Vygotsky, L. S. (2019). L. S. Vygotsky’s pedological works Volume 1: Foundations of pedology. Springer.
   Google Scholar
• Vygotsky, L. S. (1997a). Consciousness as a problem for the psychology of behavior. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky Vol. 3: Problem of the theory and history of psychology (pp. 63–79). Plenum Press.
   Google Scholar
• Vygotsky, L. S. (1997b). Genesis of higher mental functions. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky Vol. 4: The history of the development of higher mental functions (pp. 97–119). Plenum Press.
   Google Scholar
• Vygotsky, L. S. (1994). The problem of the environment. In R. V. Veer, & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Blackwell.
   Google Scholar
• Wood, E., & Attfield, J. (2005). Play, learning and the early childhood curriculum (2nd ed.). Paul Chapman.
   Google Scholar
• Zaporozhets, A. V. (2002). Toward the question of the genesis, function, and structure of emotional processes in the child. Journal of Russian and East European Psychology, 40(2), 45–66.
   Google Scholar