Early Learning and Development: Cultural-historical Concepts in Play

252 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Pedagogical positioning in play – teachers being inside and outside of children's imaginary play (2015, background): “have to present and model higher forms of play’ (Hakkarainen et al., 2013, p. 216). This is consistent with research in New Zealand where it is argued that ‘it is vital to have teachers who position themselves within play-based teaching and learning interactions’ (Hedges, 2014, p. 198). This is a ve”
‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education (2011, background): “Linked to this is a view of child development which concentrates upon the kinds of leading activities that children engage in order to participate within their social and cultural communities (Elkonin, 1993; Hedegaard, 2002, 2008, 2009; Karpov, 2005; Kravtsova, 2005, 2006; Fleer, 2010).”
Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach (2012, background): “This development is not inborn but is related to Western industrialised societal traditions of supporting preschool children’s exploration and play activity (see Fleer, 2009; Rogoff, 2003).”