Learning and child development : a cultural-historical study

87 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.

Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach (2012, background): “They learn and develop through the tasks and demands they meet participating in everyday practice at home, in kindergarten, and in school (Hedegaard, 2002, 2009).”
The Cambridge Companion to Vygotsky (2007, methodology): “…and used in other types of institutions as is the case for empirical, narrative, and theoretical knowledge, I have called this societal knowledge (Hedegaard, 2002)6 Davydov’s distinction between empirical and theoretical knowledge forms can then be seen as different forms of societal knowledge.”
‘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).”