Abstract
The field of early years education has in recent times received increasing policy and research attention due in part to the growing evidence that investing early in education increases the lifelong chances of children. Emerging from this focus on early education has also been a multidisciplinary approach (e.g. educators, speech therapists, psychologists, social workers) for supporting children and families. Unfortunately, in some situations this has meant that particular theoretical models for interpreting children’s behaviours at school have pathologised their everyday interactions. In this chapter we report on two case examples, where a medical model is used to explain children’s behaviours, resulting in a deficit view of the children. In contrast, we argue for a holistic conception of the child in the context of family and community for interpreting children’s behaviours in school. In drawing upon the concept of perezhivanie , communication, spaces of socialisation, emotions, and forms of subjectivation, we show how an alternative reading of the children in the case studies can be made when different theoretical and research lenses are used. We argue for the need to move away from a traditional medical model for explaining school behaviours where education becomes pathologised and children are othered, and suggest that a cultural–historical methodology allows for the reinterpretation of children who are positioned in deficit as successful learners.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Subjective senses are defined by the unity of emotions and symbolical processes, leading to a new unit on which subjective functioning appears as a new ontological reality in relation to what traditionally has been named as psychological. The last chapter in Session 3 will introduce subjectivity, and it is there that this concept is discussed.
References
Bezerra M. S. (2014) Dificuldades de aprendizagem e subjetividade: Para além das representações hegemônicas do aprender. [Learning difficulties and subjectivity: beyond the hegemonic representation of learning (Dissertação de Mestrado, UnB. Brasília) [Thesis of master degree in education]. Retirado de http://repositorio.unb.br/handle/10482/17772
Bird, J., Colliver, Y., & Edwards, S. (2014). The camera is not a methodology: towards a framework for understanding young children’s use of video cameras. Early Child Development and Care, 184(11), 1741–1756. doi:10.1080/03004430.2013.878711
Bottcher, L. (2012). Using the child’s perspective to support children with severe impairment in becoming active subjects, In M. Hedegaard, K. Aronsson, C. Hojholt & O.S. Ulvik (Eds.), Children, childhood, and everyday life. Children’s perspectives (pp. 161–178). USA: Information Age Publishing.
Bowlby, J. (1958). The nature of child´s tie to his mother. International Journal of Psychoanalysis, 39, 350–373.
Bozhovich, L. I. (1968) Lishnost i ee formirovanie v detskom vozpaste [The personality and its formation in child age]. Moscow: Pedagoguika.
Bozhovich, L. I. (2009). The social situation of child development. Journal of Russian and East European Psychology, 47(4), 59–86.
Burman, E. (2008). Deconstructing developmental psychology (2nd ed.). London: Routledge.
Daniels, H., & Hedegaard, M. (Eds.). (2011). Vygotsky and special needs education. London, UK: Rethinking Support for Children and Schools, Continuum International Publishing Group.
Davydov, V. V. (2002). Novii padjod k pobnimaniyu struktury i soderchaniya deyatelnosti [New approach to comprehension of structury and content of activity]. In: Razvivayushee obrazovanie. Dialog c V.V. Davydoviim [Developmental education. Dialog with V.V. Davydov] (pp. 24–34). Tom. I. Moscow: Academia.
Elkonin, D. B. (1971). Toward the problem of stages in the mental development of the children. Voprocy Psykjology, 4, 6–20.
Emde, R. (1983). The pre-representational self and its affective care. The Psychoanalytic Study of the Child, 38, 165–192.
Fisher, R. (2011). Failing to learn or learning to fail? The case of young writers. In H. Daniels & M. Hedegaard (Eds.), Vygotsky and special needs education. Rethinking support for children and schools (pp. 48–66). London, UK: Continuum International Publishing Group.
Fleer, M. (2008). Interpreting research protocols-the institutional perspective. In M. Hedegaard & M. Fleer (Eds.), Studying children: A cultural-historical approach (pp. 65–87). Maidenhead/New York: Open University Press.
Fleer, M., & Hedegaard, M. (2010). Children’s development as participation in everyday practices across different institutions: A child’s changing relations to reality. Mind, Culture and Activity, 17(2), 149–168.
Fleer, M., & Ridgway, A. (2014) (Eds.). Digital visual methodologies: Theorising researching with children. International Perspectives on Early Childhood Education and Development Series. The Netherlands: Springer.
Gillen, J., Cameron, C. A., Tapanya, S., Pinto, G., Hancock, R., Young, S., et al. (2007). ‘A day in the life’: Advancing a methodology for cultural study of development and learning in early childhood. Early Child Development and Care, 177(2), 207–218.
Gindis, B. (2003). Remediation through education: Socicultural theory and children with special needs. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 200–221). Cambridge, UK: Cambridge University Press.
González Rey, F. (1997). Epistemología Cualitativa y Subjetividad [Qualitative Epistemology and Subjectivity]. Habana: Pueblo y Educación.
González Rey, F. (2005). Pesquisa Qualitativa em Psicologia: Caminhos e desafios [Qualitative Research in Psychology: Path and challenges]. São Paulo: Thomson.
Hedegaard, M. (2008a). A dialectical approach to researching children’s development. In M. Hedegaard & M. Fleer (Eds.), Studying children: A cultural-historical approach (pp. 30–45). Berkshire: Open University Press.
Hedegaard, M. (2008b). The role of the researcher. In M. Hedegaard & M. Fleer (Eds.), Studying children: A cultural–historical approach (pp. 202–216). Berkshire: Open University Press.
Hedegaard, M. (2009). Child development from a cultural-historical approach: Children’s activity in everyday local settings as foundation for their development. Mind, Culture and Activity, 6, 64–81.
Hedegaard, M., Aronsson, K., Hojholt, C., & Ulvik, O. S. (2012). Introduction. In M. Hedegaard, K. Aronsson, C. Hojholt & O. S. Ulvik (Eds.), Children, childhood, and everyday life. Children’s perspectives (pp. vii–xiii). USA: Information Age Publishing.
Hedegaard, M., & Fleer, M. (2013). Play, leaning and children’s development: Everyday life in families and transition to school. New York: Cambridge University Press.
Portes, R., & Vandeboncoeur, J. (2003). Mediation in cognitive socialization: The influence of socioeconomic status. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 371–392). Cambridge, UK: Cambridge University Press.
Quiñones, G. (2014). A visual and tactile path: Affective positioning of researcher using a cultural-historical visual methodology. In M. Fleer & A. Ridgway (Eds.), Visual methodologies and digital tools for researching with young children. International Perspectives on Early Childhood Education and Development Series (pp. 111–128). The Netherlands: Springer.
Quiñones, G., & Fleer, M. (2011). ‘Visual Vivencias’: A cultural-historical theorisation of researching with very young children. In E. Johansson & J. White (Eds.), Educational research with our youngest: Voices of infants and toddlers (pp. 107–129). Dordrecht, The Netherlands: Springer.
Ridgway, A. (2014). The past-present dialectic: A new methodological tool for seeing the historical dynamic in cultural-historical research, In M. Fleer & A. Ridgway (Eds.), Visual methodologies and digital tools for researching with young children. International Perspectives on Early Childhood Education and Development (pp. 55–73). The Netherlands: Springer.
Smirnov, C. (1993). Ovshepsikjologisheskaya teoria deyatelnosti: Perspektivy I ogranisheniya: K 90 letiu so dinya razhdeniya A.N. Leontiev. [The general psychological activity theory: perspectives and constrains. On the 90th anniversary of the birth of A.N. Leontiev]. Voprocy Psykjology, [Questions of Psykjologii], 4, 94–101.
Smirnova, E. (1996). Problema obsheniya revionka i vzroslovo v ravotax L. S. Vygotsky i M. I. Lisinoi [The problem of the communication of the child and adult in the works of L. S. Vygotsky and M. I. Lisina]. Vorpocy Psykjologii [Questions of Psychology] 6, 76–93.
Spitz, R. (1945). Hospitalism: An inquiry into the genesis of psychiatric conditions in early childhood. Psychoanalitic Study of the child, 1, 53–74.
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. International Perspectives on Early Childhood Education and Development Series (pp. 129–149). The Netherlands: Springer.
Vygotsky, L. S. (1994). The problem of the environment. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Oxford: Blackwell.
Vygotsky, L. S. (1997). The history of the development of higher mental functions (M. J. Hall, Trans.). In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky (vol. 4). New York: Plenum Press.
Vygotsky, L. S. (1998). The collected works of of L. S. Vygotsky. In R. W. Rieber (Ed.), Child psychology (vol. 5). New York: Springer.
Zaporozhets, A. V. (1995). Problems in the psychology of activity. Journal of Russian and Eastern European Psychology, 33, 12–17.
Zinchenko, V. P. (2009). Consciousness as the subject matter and task of psychology. Journal of Russian and East European Psychology, 47(5), 44–75.
Acknowledgements
We would like to acknowledge Marilia dos Santos Bezerra, a research assistant and doctoral student, for her research work with Kevin, and Gloria Quiñones as the research assistant for the case study of Andrew.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Fleer, M., González Rey, F. (2017). Beyond Pathologizing Education: Advancing a Cultural Historical Methodology for the Re-positioning of Children as Successful Learners. In: Fleer, M., González Rey, F., Veresov, N. (eds) Perezhivanie, Emotions and Subjectivity. Perspectives in Cultural-Historical Research, vol 1. Springer, Singapore. https://doi.org/10.1007/978-981-10-4534-9_8
Download citation
DOI: https://doi.org/10.1007/978-981-10-4534-9_8
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-4532-5
Online ISBN: 978-981-10-4534-9
eBook Packages: EducationEducation (R0)