The concept of Perezhivanie to study the complexity of interactions betwee the child and his her socio-cultural environment
Interacting with children in their make-believe play to promote their learning and development is a complex and sensitive teaching practice (Wood, 2007). It raises many questions for early childhood teachers (Bouchard et al., 2021; Pyle and Alaca, 2018), including maintaining the child's perspective during these interactions (Clerc-Georgy et al., 2021). An original way of finding answers to these questions would be to involve a concept from the cultural-historical approach, namely perezhivanie. The aim of this theoretical article is to present perezhivanie in the context of Vygotski's writings and to explain the relevance of its use in educational research. In his early writings, Vygotski (1994) gives a phenomenological meaning to perezhivanie. It refers to the consideration of any lived experience and how it is lived by intertwining affective and cognitive dimensions (Veresov, 2017). With the advancement of his cultural-historical theory, Vygotski circumscribed perezhivanie as a theoretical concept (Veresov, 2016). From this perspective, the concept of perezhivanie allows us to understand the influence of the environment on the child's developmental process (Vygotski, 1994). Although fraught with theoretical and methodological challenges (Brennan, 2014), perezhivanie is a relevant framework to consider for future educational research, since it would make it possible, in particular, to study the dynamics of the interactions in the early childhood education classroom, such as between the teacher and the child in a make-believe play situation.