The author confirms sole responsibility for the study conception, design, analysis and interpretation, and manuscript preparation. 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. 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. The Modern Language Journal, 99(3), 470484. According to Vygotsky (1994), the same event may mobilise different personal characteristics across individuals, thus causing differential perezhivanijaFootnote 3 (emotional experiences). Culture & Psychology, 21(1), 3758. Roughly speaking, these theories can be categorized as emotional, cognitive and moral. Moral Theory Of . Vygotsky stated that children should be taught in the ZPD, which occurs when they can perform a task with assistance, but not quite yet on their own. Mindfulness Interventions. 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. Three approaches to qualitative content analysis. Drawing on previous experimental findings of other psychologists, he establishes that emotions are complex, dynamic and transitional in nature and once unfinished, they can continue to exist in a covert form or be transformed into another emotion. The lowest structural validity was found for the AEPS:E Structural validity of play-based assessments of cognitive skills was generally lower than that of play-based assessments of motor skills. Springer. https://doi.org/10.1177/0959354320955235. A content analysis approach (Hsieh & Shannon, 2005; Merriam & Tisdell, 2016) was adopted to analyse the selected texts of Vygotsky with the support of NVivo. Veresov, N. (2017). How individuals emotionally experience and are influenced by an event is thus subject to their cognition, the way they understand, interpret and generalise its significance (Vygotsky, 1994). https://doi.org/10.1093/clipsy.bph077, Borg, S. (2003). Vygotsky, L. S. (1998). Vygotsky (1998) discusses how a child at the age of seven starts to acquire the meaning of his affective experiences: Experiences acquire meaning (an angry child understands that he is angry), and because of this, the child develops new relations to himself that were impossible before the generalization of experiences (p. 291). 225250). Cultural-historical psychology. In other words, when a person experiences changes in their emotional life, it suggests the presence of new psychological progress. https://doi.org/10.1038/nrn2317. The next subsection discusses mindfulness as another approach to emotion regulation and the contribution of Vygotskys perspective on emotion to explaining the underlying mechanism. Although VST offers a holistic framework that takes into consideration the role of affect in education, emotion per se has neither been examined nor theorised systemically within the theory (Gonzlez Rey, 2016; Smagorinsky, 2011).
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