Early learning and development: Cultural-historical concepts in play

Early Learning and Development: Cultural-Historical Concepts in Play

Volumn , Issue , 2010, Pages 1-243

  Fleer, Marilyn ^a  

^a MONASH UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84929742651     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511844836     Document Type: Book

References (304)

1. Aidarova, L. (1982). Child Development and Education. Moscow: Progress Publishers.
2. Ailwood, J. (2003).Governing early childhood education through play, Contemporary Issues in Early Childhood, 4(3): 286-98.
3. Allen, K.E. & Marotz, L. (1989). Developmental Profiles. Birth to six. New York: Delmar.
4. Alloway, N. (1997). Early childhood education encounters the postmodern: What do we know? What can we count as ‘true’?, Australian Journal of Early Childhood, 22(2): 1-5.
5. Alton-Lee, A (2003). Quality Teaching for Diverse Students in Schooling: Best evidence synthesis. Wellington: Ministry of Education.
6. Anning, A., Cullen, J. & Fleer, M. (eds) (2009). Early Childhood Education: Society and culture (2nd edn). London: Sage.
7. Appleton, K. (2006). Science pedagogical content knowledge and elementary school teachers. In K. Appleton (ed.), Elementary Science Teacher Education. International perspectives on contemporary issues and practice, pp. 31-54. Mahwah: Lawrence Erlbaum.
8. Ball, S., Maguire, M. & Macrae, S. (2000). Choice, pathways and transition post-16: New youth, new economies in the global city. London: Routledge Falmer.
9. Bateson, G. (1976). A theory of play and fantasy. In J.S. Bruner, A. Jolly and K. Sylva (eds). Play-Its Role in Development and Evolution, New York: Basic Books, pp. 119-29.
10. Beatty, J.J. (1990). Observing Development of the Young Child (2nd edn).New York:Merrill.
11. Belfield, C., Nores, M., Barnett, W.S. & Schweinhart, L. (2005). Updating the benefitcost analysis of the High/Scope Perry Preschool Program through age 40. Educational Evaluation and Policy Analysis, 27(3): 245-63.
12. Berezhkovskaya, E. (2009a). About the perception of space by the children of preschool age and primary school pupils. Paper presented at the Golden Key Summer School Program, Belay Kylavita, Russia, 22 June.
13. Berezhkovskaya, E. (2009b).The ideal child. Paper presented at theGoldenKey Summer School Program, Belay Kylavita, Russia, 26 June.
14. Berk, L.E. (1994). Vygotsky's theory: The importance of make-believe play, Young children, 50(1): 30-9.
15. Berezhkovskaya, E. & Winsler, A. (1995). Scaffolding Children's Learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children.
16. Blaise, M. (2009). Revolutionising practice by doing early childhood politically. In S. Edwards and J. Nuttall (eds), Professional Learning in the Early Childhood Settings. Rotterdam: Sense Publishers, pp. 27-48.
17. Bock, J. (2002). Learning, life history, and productivity: Children's lives in the Okavango Delta, Botswana, Human Nature, 13, 161-97.
18. Bodrova, E. (2008). Make-believe play versus academic skills: A Vygotskian approach to today's dilemma of early childhood education. European Early Childhood Education Research Journal, 16(3): 357-69.
19. Bodrova, E. & Leong D.J. (1998). Development of dramatic play in young children and its effects on self-regulation: The Vygotskian approach. Journal of Early Childhood Teacher Education, 19(2): 115-24.
20. Bodrova, E. (2001). Tools of the Mind: A case study of implementing the Vygotskian approach in American early childhood and primary classrooms. Innodata Monographs-7. Geneva: International Bureau of Education, UNESCO.
21. Bogoraz-Tan, N.G. (1934). Chukchi, part 1, Leningrad: n.p.
22. Bretherton, I. (1984). Symbolic Play. The development of social understanding. New York: Academic Press.
23. Brock, A. (2009). Curriculum and pedagogy of play: A multitude of perspectives? In A. Brock, S. Dodds, P. Jarvis and Y. Ousoga (eds), Perspectives on Play. Learning for life. Harlow: Pearson Longman, pp. 67-93.
24. Bruce, T. (1991). Time to Play in Early Childhood Education. London:Hodder&Stoughton.
25. Bruce, T. (1997). Adults and children developing play together, European Early Childhood Education Research Journal, 5(1): 89-99.
26. Bruner, J.S. (1966). Towards a Theory of Instruction. New York: W.W. Norton.
27. Bruner, J.S. (1968). Processes of Cognitive Growth: Infancy. Worcester: Clark University Press.
28. Bruner, J.S. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
29. Bruner, J.S. (1999). Infancy and culture: A story. In S. Chaiklin, M. Hedegaard and U.J. Jensen (eds), Activity Theory and Social Practice. Aarhus: Aarhus University Press, pp. 225-34.
30. Bruner, J.S., Jolly, A. & Sylva, K. (1976). Play-Its Role in Development and Evolution. NewYork: Basic Books.
31. Cannella, G.S. & Bailey, C. (1999). Postmodern research in early childhood education. In S. Reifel (ed.), Advances in Early Education and Day Care, vol. 10. Stamford: JAI Press.
32. Cannella, G.S. & Viruru, R. (2004). Childhood and postcolonization: Power, education and contemporary practice. London: Routledge Falmer.
33. Chaiklin, S. (2003). The zone of proximal development in Vygotsky's analysis of learning and instruction. In A. Kozulin, B. Gindis, V.S. Ageyev and S.M. Miller (eds), Vygotsky's Educational Theory in Cultural Context. New York: Cambridge University Press, pp. 39-64.
34. Chaiklin, S. & Hedegaard, M. (2009). Radical local teaching and learning: A cultural-historical perspective on education an children's development. In M. Fleer, M. Hedegaard and J. Tudge (eds), Constructing Childhood: Global-local policies and practices. World Year Book 2009. New York: Routledge, pp. 254-78.
35. Coghlan, A. (2007). Babies overfed to meet flawed ideal. New Scientist, 28 April, 6-7.
36. Creche and Kindergarten Association (2006). Building Waterfalls. A living and learning curriculum framework for adults and children (birth to school age). Brisbane:Queensland Studies Authority.
37. Cullen, J. (1996). The challenge of TeWhaariki for future developments in early childhood education, Policy and Practice in Education, 48(1).
38. Cullen, J. (2009). The journey towards inclusion-co-constructing professional knowledge. In A. Anning, J. Cullen and M. Fleer (eds), Early Childhood Education: Society and culture. London: Sage.
39. Curriculum Development Council (2006). Guide to the pre-primary curriculum. Recommended for use in pre-primary institutions by the Education and Manpower Bureau, Hong Kong Special Administrative Region.
40. Dahlberg, G., Moss, P. & Pence, A. (1999). Beyond Quality in Early Childhood Education and Care. Postmodern perspectives. London: Falmer Press.
41. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1); retrieved from http://epaa.asu.edu/epaa/v8n1, 20 April 2009.
42. David, T. (1990). Under Five-Under-educated? Buckingham: Open University Press.
43. David, T. (2005). Questions of quality: The contribution of research evidence to definitions of quality in early childhood education and care practice. In H. Schonfeld, S. O’Brien and T.Walsh (eds), conference proceedings, international conference 2004, Questions of Quality, Dublin Castle, 23-24 September, pp. 22-9.
44. Davydov, V.V. (1983). Istoriceskie predposylki ucebnoj dejate’nosti (Historical conditions of learning activity). In V.V.Daydov (ed.), Razvitie Psichiki Skol’nikov v Processe Ucebnoj Dejate’nosti. Moscow: PN.
45. Davydov, V.V. (1988a). Learning activity in the younger school age period. Soviet Education, 30(9): 3-47.
46. Davydov, V.V. (1988b). Problems of developmental teaching. The experience of theoretical and experimental psychological research, Soviet Education, 30(8): 1-97.
47. Davydov, V.V. (1988c). The mental development of younger school children in the process of learning activity, Soviet Education, 30(8): 48-83.
48. Davydov, V.V. (1988d). Learning activity. Multidisciplinary Newsletter for Activity Theory, 1/2, 29-36.
49. Davydov, V.V. (1990 [1972]). Types of generalization in instruction: Logical and psychological problems in the structuring of school curricula. Soviet Studies in Mathematics Education, vol. 2, trans. J. Teller. Reston: National Council of Teachers of Mathematics.
50. Davydov, V.V. (1995). The influence of L.S. Vygotsky on education, theory, research and practice. Educational Researchers, 24(3): 12-21.
51. Davydov, V.V. (1999a). What is real learning activity? In M. Hedeaard and J. Lompscher (eds), Learning Activity and Development. Aarhus: Aarhus University Press pp. 123-38.
52. Davydov, V.V. (1999b). The content and unsolved problems of activity theory. In Y. Engestrom, R. Miettinen and R.-L. Punamaki (eds), Perspectives on Activity Theory, Cambridge, MA: Cambridge University Press, pp. 39-52.
53. Davydov, V.V. (1999c). A new approach to the interpretation of activity structure and content. In S. Chaiklin, M. Hedegaard and U.J. Jensen (eds), Activity Theory and Social Practice, Aarhus: Aarhus University Press, pp. 39-50.
54. Davydov, V.V. (2008). Problems of developmental instruction. A theoretical and experimental psychological study. International Perspectives in Non-classical Psychology. D. Robbins and V. Lektorsky (series eds). New York: Nova Science Publishers.
55. Davydov, V.V. & Zinchenko, V.P. (1986). Vygotsky's contribution to the development of psychology. Sovetskaya Pedagogika, 11: 108-14.
56. Davydov, V.V. & Zinchenko, V.P. (1993). Vygotsky's contribution to the development of psychology. In H. Daniels, Charting the Agenda. Educational activity after Vygotsky. London: Routledge, pp. 93-106.
57. Department of Education and Employment(2000). Curriculum Guidance for the Foundation Stage. London: Department of Education and Employment.
58. Diamond, A., Barnett, W.S., Thomas, J. & Munro, S. (2007). Preschool program improves cognitive control, Science, 318: 1387-8.
59. Dockett, S. & Sumsion, J. (2004). Australian research in early childhood education: Contexts, tensions, challenges and future directions, Australian Educational Researcher, 31(3): 3-18.
60. Duncan, R.M. & Tarulli, D. (2003). Play as the leading activity of the preschool period: Insights from Vygotsky, Leontiev, and Bakhtin, Early Education and Development, 14(3): 171-292.
61. Edwards, A. (2000). Research and practice: Is there a dialogue? In H. Penn, Early Childhood Services. Theory, policy and practice. Buckingham: Open University Press, pp. 184-99.
62. Edwards, D. & Mercer, N. (1987). Common Knowledge. Methuen: London.
63. Edwards, E. (2005). Talking about a revolution. Paradigmatic change in early childhood education: From developmental to sociocultural theory and beyond, Melbourne Studies in Education, 46(1): 1-12.
64. Edwards, S. (2003). New directions: Charting the paths for the role of sociocultural theory in early childhood education and curriculum, Contemporary Issues in Early Childhood, 4(3): 251-66.
65. Edwards, S. (2009). Beyond developmentalism. In S. Edwards and J. Nuttall (eds), Professional Learning in the Early Childhood Settings. Rotterdam: Sense Publishers, pp. 81-96.
66. Einarsdottir, J. (1998). The role of adults in children's dramatic play in Icelandic preschools, European Early Childhood Education Research Journal, 6(2): 87-106.
67. Einarsdottir, J. (2003). Beliefs of early childhood teachers. In O.N. Saracho and B. Spodek (eds). Studying Teachers in Early Childhood Settings. Greenwich: Information Age Publishing, pp. 113-34.
68. Elkonin, D.B. (1978). Psikhologiya Igry (Psychology of Play). Moscow: Pedagogika.
69. Elkonin, D.B. (1993a). The crisis of childhood and foundations for designing forms of child development. Journal of Russian and East European Psychology, 31(3): 56-71.
70. Elkonin, D.B. (1993b). The nature of human action, Journal of Russian and East European Psychology, 31(3): 22-46.
71. Elkonin, D.B. (1999a). Toward the problem of stages in the mental development of children, Journal of Russian and East European Psychology, 37(6): 11-30.
72. Elkonin, D.B. (1999b). How to teach children to read, Journal of Russian and East European Psychology, 37(6): 93-117.
73. Elkonin, D.B. (1999c). On the structure of learning activity, Journal of Russian and East European Psychology, 37(6): 84-92.
74. Elkonin, D.B. (1999d). On the theory of primary education, Journal of Russian and East European Psychology, 37(6): 71-83.
75. Elkonin, D.B. (1999e). The development of play in preschoolers, Journal of Russian and East European Psychology, 37(6): 31-70.
76. Elkonin, D.B. (2005a). On the historical origin of role play, Journal of Russian and East European Psychology, 43(1): 49-89.
77. Elkonin, D.B. (2005b). The psychology of play, Journal of Russian and East European Psychology, 43(1): 11-21.
78. Elkonin, D.B. (2005c). The subject of our research: The developed form of play, Journal of Russian and East European Psychology, 43(1): 22-48.
79. Falmagne, R.J. (1995). The abstract and the concrete. In L.M.W. Martin, K. Helson and E. Tobach (eds), Sociocultural Psychology. Theory and practice of doing and knowing. Cambridge: Cambridge University Press, pp. 205-28.
80. Farquhar, S. (2003). Quality Teaching Early Foundations. Best evidence synthesis.Wellington: Ministry of Education.
81. Fein, G. (1981). Pretend play in childhood: An integrated review. Child Development, 52: 1095-118.
82. Flavell, J.H., Flavell, E.R. & Green, F.L. (1987). Young children's knowledge about the apparent-real and pretend-real distinctions. Developmental Psychology, 23: 16-22.
83. Fleer, M. (1999). Universal fantasy: The domination ofWestern theories of play. In E. Dau (ed.), Child's Play. Sydney: MacLennan and Petty, pp. 67-80.
84. Fleer, M. (2002). Sociocultural assessment in early years education-Myth or reality? International Journal of Early Years Education, 10(2): 105-20.
85. Fleer, M. (2005).Developmental fossils-unearthing the artefacts of early childhood education: The reification of ‘child development’, Australian Journal of Early Childhood, 30(2): 2-7.
86. Fleer, M. (2006). Potentive assessment in early childhood education. In M. Fleer, S. Edwards, M.Hammer, A. Ridgway and J. Surman (eds), Early Childhood Learning Communities. Sociocultural research in practice, Sydney: Pearson Education, pp. 161-73.
87. Fleer, M. (2008a). The significance of practice traditions in schools for shaping activities and generating motives in children's development. Paper presented at the ISCAR preconference workshop, Cultural-historical approaches to children's development section meeting. 8 September, San Diego; retrieved from www.iscar.org/section/chacdoc.
88. Fleer, M. (2008b). Using digital video observations and computer technologies in a cultural-historical approach. In M.Hedegaard and M. Fleer (eds), StudyingChildren: A cultural-historical approach. Berkshire: Open University Press, pp. 104-17.
89. Fleer, M. (2009a).Understanding the dialectical relations between everyday concepts and scientific concepts within play-based programs, Research in Science Education. 39(2): 281-306.
90. Fleer, M. (2009b). Supporting conceptual consciousness or learning in a roundabout way, International Journal of Science Education, 31(8): 1069-90.
91. Fleer, M. & Hedegaard, M. (forthcoming). Development as participation in everyday activities across different institutions: A child's changing relations to reality. Mind, Culture and Activity.
92. Fleer, M. & Tudge, J. (eds) (2009).Constructing childhood:Global-local policies and practices. World Year Book 2009, New York: Routledge, pp. 254-78.
93. Fleer, M. & Raban, B. (2006). A cultural-historical analysis of concept formation in early education settings: Conceptual consciousness for the child or only the adult?, European Early Childhood Education Research Journal, 14(2): 69-80.
94. Fleer, M. & Raban, B. (2007a). Early Childhood Literacy and Numeracy: Building good practice. Canberra: Commonwealth of Australia.
95. Fleer, M. & Raban, B. (2007b). Constructing cultural-historical tools for supporting young children's concept formation in early literacy and numeracy, Early Years, 27(2): 103-18.
96. Fleer, M. & Richardson, C. (2003). Collective mediated assessment: Moving towards a sociocultural approach to assessing children's learning, Journal of Australian Research in Early Childhood Education, 10(1): 41-55.
97. Fleer, M. & Richardson, C. (2004a). Observing and Planning in Early Childhood Settings: Using a sociocultural approach. Canberra: Early Childhood Australia.
98. Fleer, M. & Richardson, C. (2004b). Moving from a constructivist-developmental framework for planning to a sociocultural approach: Foregrounding the tension between individual and community, Journal of Australian Research in Early Childhood Education, 11(2), 70-87.
99. Fleer, M. & Richardson, C. (2009). Cultural-historical assessment: Mapping the transformation of understanding. In A. Anning, J. Cullen and M. Fleer (eds), Early Childhood Education Society (2nd edn). London: Sage.
100. Fleer, M. & Robbins, J. (2004a). Yeah, that's what they teach you at uni, it's just rubbish: The participatory appropriation of new cultural tools as early childhood student teachers move from a developmental to a sociocultural framework for observing and planning, Journal of Australian Research in Early Childhood Education, 11(1): 47-62.
101. Fleer, M. & Robbins, J. (2004b). Beyond ticking the boxes: From individual developmental domains to a sociocultural framework for observing young children, New Zealand Research in Early Childhood Education, 7, 23-39.
102. Freud, S. (1959 [1908]). Creative writers and daydreaming. In J. Strachey (ed.). The Standard Edition of the Complete PsychologicalWorks of Sigmund Freud, vol. IX.London: Hogarth Press.
103. Frye, N. (1957). Anatomy of criticism: Four essays. Princeton: Princeton University Press.
104. Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers’ confidence and competence, Research in Science Education, 33, 467-81.
105. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F. & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers, American Educational Research Journal, 38(4): 915-45.
106. Garvey, C. (1977). Play. Cambridge, MA: Harvard University Press.
107. Gaskins, S. (1999). Children's daily lives in a Mayan village: A case study of culturally constructed roles and activities. In A. Göncü (ed.), Children's Engagement in the World: Sociocultural perspectives. Cambridge: Cambridge University Press, pp. 25-61.
108. Gaskins, S. (2007). The cultural relativity of Vygotsky's theory of play. Paper presented at the Invited Symposium on Play and Culture. Seville: International Society of Cultural Activity Research.
109. Gaskins, S. & Göncü, A. (1992). Cultural variation in play: A challenge to Piaget and Vygotsky, Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 14(2): 31-5.
110. Gaskins, S., Haight, W. & Lancy, D.F. (2007). The cultural construction of play. In A. Göncü and S. Gaskins (eds), Play and Development. Evolutionary, sociocultural, and functional perspectives. New York: Lawrence Erlbaum, pp. 179-202.
111. Gaskins, S. & Miller, P.J. (2008). The cultural roles of emotions in pretend play. Paper presented at the International Society for Culture and Activity Research, San Diego, September.
112. Gesell, A. (1933). Maturation and the patterning of behavior. In C. Murchison (ed.). A Handbook of Child Psychology. Worcester: Clark University Press, pp. 209-35.
113. Gess-Newsome, J & Lederman, N.G. (eds) (1999). Examining Pedagogical Content Knowledge. Dordrecht: Kluwer Academic, pp. 21-50.
114. Gibson, J.J. (1979). The Ecological Approach to Visual Perception. Boston:HoughtonMifflin.
115. Glick, J. (1997). Prologue. In L.S. Vygotsky, The Collected works of L.S. Vygotsky, vol. 4, The History of the Development of Higher Mental Functions (ed. R.W. Rieber), trans. M.J. Hall. New York: Plenum Press, pp. v-xvi.
116. Goldman, L. (1998). Child's Play: Myth, mimesis, and make-believe. New York: Berg.
117. Göncü, A. (ed.) (1999). Children's Engagement in the World. Sociocultural perspectives. Cambridge, MA: Cambridge University Press.
118. Göncü, A. & Gaskins, S. (eds) (2007). Play and Development. Evolutionary, sociocultural, and functional perspectives. New York: Lawrence Erlbaum.
119. Göncü, A., Jain, J. & Tuermer, U. (2007). Children's play as cultural interpretation. In A. Göncü and S. Gaskins (eds), Play and Development. Evolutionary, sociocultural, and functional perspectives. New York: Lawrence Erlbaum, pp. 155-78.
120. Göncü, A., Mistry, J. & Mosier, C. (2000). Cultural variations in the play of toddlers, International Journal of Behavioral Development, 24(3): 321-9.
121. Gonzalez Rey, F.L. (2008). Subjectivity, and development in cultural-historical psychology. In B. van Oers, W. Wardekker, E. Elbers and R. van der Veer (eds), The Transformation of Learning. Advances in cultural-historical activity theory. New York: Cambridge University Press, pp. 137-56.
122. Goodfellow, J. & Sumsion, J. (2003). Transformative pathways in becoming an early childhood teacher. In O.N. Saracho and B. Spodek (eds), Studying Teachers in Early Childhood Settings. Charlotte: Information Age Publishing, pp. 59-78.
123. Groos, K. (1898). The Play of Animals. New York: Appleton.
124. Groos, K. (1901). The Play of Man. New York: Appleton.
125. Gulick, L.H. (1898). A Philosophy of Play. New York: Charles Scribner's Sons.
126. Haight, W. & Miller, P. (1993). Pretending at Home: Development in sociocultural context. Albany: State University of New York Press.
127. Hakkarainen, P. (2006). Learning and development in play. In J. Einarsdottir and J.T. Wagner (eds), Nordic Childhoods and Early Education. Philosophy, research, policy, and practice in Denmark, Finland, Iceland, Norway and Sweden. Charlotte: Information Age Publishing, pp. 183-222.
128. Hakkarainen, P. & Veresov, N. (1999). D.B. Elkonin and the evolution of developmental psychology (editors’ introduction), Journal of Russian and East European Psychology, 37(6): 3-10.
129. Heckman, J.J. & Masterov, D.V. (2007). The productivity argument for investing in young children. Discussion paper 2725. Bonn: Institute for Labour Study.
130. Hedegaard, M. (1990). The zone of proximal development as basis for instruction. In L.C. Moll (ed.), Vygotsky and Education. Instructional implications and applications of sociohistorcal psychology, Cambridge: Cambridge University Press, pp. 349-71.
131. Hedegaard, M. (1992). Beskrivelse af Sm°abørn (Observing Children). Aarhus: Aarhus University Press.
132. Hedegaard, M. (2002). Learning and Child Development: A cultural-historical study. Aarhus: Aarhus University Press.
133. Hedegaard, M. (1995). The qualitative analysis of the development of a child's theoretical knowledge and thinking. In L.M.W. Martin, K. Nelson and E. Tobach (eds), Sociocultural Psychology. Theory and practice of doing and knowing. Cambridge, MA: Cambridge University Press, pp. 293-325.
134. Hedegaard, M. (1999). The influence of societal knowledge traditions on children's thinking and conceptual development. In M. Hedeaard and J. Lompscher (eds), Learning Activity and Development. Aarhus: Aarhus University Press, pp. 21-50
135. Hedegaard, M. (1998). Situated learning and cognition: Theoretical learning of cognition, Mind, Culture and Activity, 5 (2): 114-26.
136. Hedegaard, M. (2004). A cultural-historical approach to learning in classrooms. Paper presented at the International Society for Cultural and Activity Research, Regional Conference, University of Wollongong, 12-13 July.
137. Hedegaard, M. (2005a). Child development from a cultural-historical approach: Children's activity in everyday local settings as foundation for their development. Paper presented at the triennial conference of the International Society for Culture and Activity Research, Seville.
138. Hedegaard, M. (2005b). Strategies for dealing with conflicts in value positions between home and school: Influences on ethnic minority students’ development of motives and identity, Culture and Psychology, 11, 187-205.
139. Hedegaard, M. (2007). The development of children's conceptual relations to the world, with a focus on concept formation in preschool children's activity. In H. Daniels, M. Cole, J.V. Wertsch (eds), The Cambridge Companion to Vygotsky. Cambridge, MA: Cambridge University Press, pp. 246-75.
140. Hedegaard, M. (2008a) Developing a dialectic approach to researching children's development. In M. Hedegaard and M. Fleer (eds), Studying Children: A cultural-historical approach. Berkshire: Open University Press, pp. 30-45.
141. Hedegaard, M. (2008b). A cultural-historical theory of children's development. In M. Hedegaard and M. Fleer (eds), Studying children: A cultural-historical approach. Berkshire: Open University Press, pp. 10-29.
142. Hedegaard, M. (2009). Children's development from a cultural-historical approach: Children's activity in everyday local settings as foundation for their development, Mind, Culture and Activity, 16, 64-81.
143. Hedegaard, M. & Fleer, M. (2009). Family practices and how children are positioned as active agents. In M. Fleer, M. Hedegaard and J. Tudge (eds), Constructing Childhood: Global-local policies and practices. World Year Book 2009, New York and London: Routledge, pp. 254-78.
144. Hedegaard, M. (eds) (2008). Studying Children: A cultural-historical approach. Berkshire: Open University Press.
145. Hedegaard, M. & Chaiklin, S. (2005). Radical-local Teaching and Learning: A cultural-historical approach. Aarhus: Aarhus University Press.
146. Hedges, M. & Cullen, J. (2005). Subject knowledge in early childhood curriculum and pedagogy: Beliefs and practices, Contemporary Issues in Early Childhood, 6(1): 66-79.
147. Hetherington, E.M. & McIntyre, C.W. (1975).Developmental psychology, Annual Review of Psychology, 26: 97-136.
148. Higgins, J. & Nairn, K. (2006). ‘In transition’: Choice and the children of New Zealand's economic reforms, British Journal of Sociology in Education, 27(2): 207-20.
149. Holloway, S.D. & Yamamoto, Y. (2003). Sensei: Early childhood education teachers in Japan. In O.N. Saracho and B. Spodek (eds), Studying Teachers in Early Childhood Settings. Charlotte: Information Age Publishing, pp. 181-208.
150. Holzman, L. (1997). Schools for Growth. Radical alternatives to current educational models. Mahwah: Lawrence Erlbaum.
151. Holzman, L. (2009).Vygotsky at Work and Play. London: Routledge.
152. Hutt, S.J., Tyler, S., Hutt, C. & Christopherson, H. (1989). Play, Exploration and Learning. A natural history of the preschool. New York: Routledge.
153. Janson, U. (2008). Togetherness and diversity in pre-school play. In E. Wood (ed.), The Routledge Reader in Early Childhood Education. New York: Routledge, pp. 109-19.
154. Kaplan, H.S., Lancaster, J.B., Hill, K. & Hurtado, A.M. (2000). A theory of human life history evolution: Diet, intelligence and longevity, Evolutionary Anthropology, 9: 156-83.
155. Karpov, Y.V. (2005). The Neo-Vygotskian Approach to Child Development. New York: Cambridge University Press.
156. Karpov, Y.V. (2003).Vygotsky's doctrine of scientific concepts. Its role for contemporary education. In A. Kozulin, B. Gindis, V.S. Ageyev and S.M. Miller (eds), Vygotsky's Educational Theory in Cultural Context. New York: Cambridge University Press, pp. 65-82.
157. Kosven, M.O. (1927). Oskolok Pervobytnogo Chelovechestva. Moscow: n.p.
158. Kozulin, A. (1998). Psychological Tools. A sociocultural approach to education. Cambridge, MA: Harvard University Press.
159. Kozulin, A. (2003). Psychological tools and mediated learning. In A. Kozulin, B. Gindis, V.S. Ageyev and S.M. Miller (eds), Vygotksy's Educational Theory in Cultural Context. New York: Cambridge University Press, pp. 15-38.
160. Kravtsov, G.G. (2006). A cultural-historical approach to imagination and will. Journal of Russian and East European Psychology, 44(6): 19-36.
161. Kravtsov, G.G. (2008a). A cultural-historical view of play. Paper presented at the Vygtosky Symposium, Monash University, Peninsula campus, 12 December.
162. Kravtsov, G.G. (2008b) Periodization. Paper presented at Vygotsky symposium, Monash University, Peninsula campus, 16 December.
163. Kravtsov, G.G. (2008c). Cultural-historical theory and the theorization underpinning the Golden Key Schools in Russia. Paper presented at the Vygtosky Symposium, Monash University, Peninsula campus, 11 December.
164. Kravtsov, G.G. (2009a) Periods of psychic development. Paper presented at the Golden Key Summer School Program. Belay Kylavita, Moscow, 26 June.
165. Kravtsov, G.G. (2009b). Cultural-historical basis of the ‘Golden Key’ program. Paper presented at the Golden Key Summer School Program. Belay Kylavita, Moscow, 23 June.
166. Kravtsov, G.G. & Kravtsova, E.E. (2009).Cultural-historical psychology in the practice of education. In M. Fleer, M. Hedegaard and Jonathan Tudge (eds), Childhood Studies and the Impact of Globalization: Policies and practices at global and local levels.World Yearbook of Education. New York: Routledge, pp. 202-12.
167. Kravtsova, E.E. (2005). The concept of age novel formation in modern developmental psychology, Cultural-historical psychology, 1(2): 23-4.
168. Kravtsova, E.E. (2006). The concept of age-specific new psychological formations in contemporary developmental psychology, Journal of Russian and East European Psychology, 44(6): 6-18.
169. Kravtsova, E.E. (2008a). Play and the arts. Paper presented at Vygotsky symposium, Monash University, Peninsula campus, 15 December.
170. Kravtsova, E.E. (2008b). Using play for teaching and learning. Paper presented at Vygotsky symposium, Monash University, Peninsula campus, 15 December.
171. Kravtsova, E.E. (2008c). Cultural-historical theory and preschool education. Paper presented at Vygotsky symposium, Monash University, Peninsula campus, 16 December.
172. Kravtsova, E.E. (2008d). The problems and practices of communication. Subject positioning within the Golden Key program, Paper presented at Vygotsky symposium, Monash University, Peninsula campus, 17 December.
173. Kravtsova, E.E. (2008e). Zone of Potential development and subject positioning. Paper presented at Vygotsky symposium, Monash University, Peninsula campus, 17 December.
174. Kravtsova, E.E. (2008f). Experimental psychological theatre. Paper presented at Vygotsky symposium, Monash University, Peninsula campus, 12 December.
175. Kravtsova, E.E. (2009a). On the formation of skills for seeing various materials and to understand and differentiate their properties. Paper presented at the Golden Key Summer School Program. Belay Kylavita, Russia, 24 June.
176. Kravtsova, E.E. (2009b). The main principles of the Golden Key Program. Paper presented at the Golden Key Summer School Program, Belay Kylavita, Russia, 22 June.
177. Kravtsova, E.E. (2009c). On the formation of the perception of time in the psyche of pre-schoolers and primary school students. Paper presented at the Golden Key Summer School Program, Belay Kylavita, Russia, 23 June.
178. Kravtsova, E.E. (2009d). On the formation of the ability of preschoolers and junior schoolers to analyse their own and other people's activity (reflections). Paper presented at the Golden Key Summer School Program, Belay Kylavita, Russia, 25 June.
179. Kravtsova, E.E. (2009e). Psychological problems of primary education. Paper presented at the Golden Key Summer School Program, Belay Kylavita, Russia, 21 June.
180. Kravtsova, E.E., Berezhkovskaya, E., Shopina, Z., Novikova, T., Khovrina, G., Perelyghina, I. & Gorlova, E. (2009). Diagnostics and correction of psychic (mental) development. Paper presented at the Golden Key Summer School Program, Belay Kylavita, Russia, 24 June.
181. Kravtsova, E.E. & Rubashkina, E.N. (2009). Golden Key Program. Summer School Program, Belay Kylavita, Russia, 21 June.
182. Lather, P. (2007). Getting Lost. Feminists’ efforts towards a double(d) science. Albany: State University of New York Press.
183. Latour, B. (2003). Do you believe in reality? News from the trenches in the science wars. In R.C. Scharff and V. Dusek (eds), Philosophy of Technology. The technological condition. An anthology. Oxford: Blackwell, pp. 126-37.
184. Lazarus, M. (1883). Die Reize des Spiels. Berlin: Ferd, Dummlers Verlagsbuchhandlung.
185. Lektorsky, V.A. (1999a). Activity theory in a new era. In Y. Engestrom, R. Miettinen and R.-L. Punamaki (eds), Perspectives on Activity Theory. Cambridge: Cambridge University Press, pp. 65-9.
186. Lektorsky, V.A. (1999b).Historical change of the notion of activity: Philosophical presuppositions. In S. Chaiklin, M. Hedegaard and U.J. Jensen (eds), Activity Theory and Social Practice, Aarhus: Aarhus University Press, pp. 100-13.
187. Leontiev, A.N. (1978). Activity, Consciousness and Personality, trans. M.J. Hall. Englewood Cliffs: Prentice Hall.
188. Leontiev, A.N. (1978). Activity, consciousness, and personality, trans. M.J. Hall; retrieved from www.marxist.org/archives.htm, 9 June 2008.
189. Leontiev, A.N. (1981). Activity, Consciousness, and Personality, Englewood Cliffs: Prentice Hall.
190. Leontiev, A.N. (1997). The Psychology of Social Interaction, Moscow: Smysl; retrieved from www.marxist.org/archives.htm, 6 June 2006.
191. Leontiev, A.N. (2005a). Study of the environment in the pedagogical works of L.S. Vygotsky. A critical study. Journal of Russian and Eastern European Psychology, 43(4): 8-28.
192. Leontiev, A.N. (2005b). Paper presented at the all-union institute of experimental medicine, Journal of Russian and Eastern European Psychology, 43(4): 48-57.
193. Leontiev, A.N. (2005c). Language and consciousness, Journal of Russian and Eastern European Psychology, 43(5): 5-13.
194. Leontiev, A.N. (2005d). The structure of consciousness. Sensory fabric, meaning, personal sense, Journal of Russian and Eastern European Psychology, 43(5): 14-24.
195. Leontiev, A.N. & Luria, A.R. (2005e). The problem of the development of the intellect and learning in human psychology, Journal of Russian and East European Psychology, 43(4): 34-47.
196. Levykh, M.G. (2008). The affective establishment and maintenance of Vygotsky's zone of proximal development. Educational Theory, 58(10): 83-102.
197. Lillard, A. (1996). Body or mind: Children's categorizing of pretense, Child Development, 17: 17-34.
198. Maguire, S., Ball, S. & Macrae, S. (2001). Post-adolescence, dependence and the refusal of adulthood, Discourse: Studies in the Cultural Politics of Education, 22(2): 197-211.
199. Martin-Korpi, B (2005). The Foundation for Lifelong Learning in Children in Europe, 9 September, Edinburgh.
200. Matthews, W. (1977). Mode of transformation in the initiation of fantasy play, Developmental Psychology, 13, 212-16.
201. McCain, M. & Mustard, F. (1999). Early Years Study. Final report. Reversing the real brain drain. Toronto: Founders Network.
202. McCain, M. & Mustard, F. (2002). Early Years Study. 3 years later. Toronto: Founders Network.
203. Ministry of Education (1996). Te Whaariki, Early Childhood Curriculum.Wellington: New Zealand Ministry of Education.
204. Ministry of Education (1999). The National Kindergarten Curriculum, trans. K.S. Lee and E. Park. Report commissioned by the Ministry of Education. Seoul: Ministry of Education.
205. Ministry of Education (2006). The Kindergarten Program. Revised. Toronto: Ministry of Education; retrieved from www.edu.gov.on.ca, February 2009.
206. Ministry of Education (2007). Nurturing Early Learners. A framework for a kindergarten curriculum in Singapore. Singapore: Pre-school Education Unit.
207. Ministry of Gender and Community Services (2003). Parents’ and Caregivers’ Guide for Households and Communities. Child development practices. Lilongwe: Government of the Republic of Malawi.
208. Mitchell, L., Wylie, C. & Carr, M. (2008).Outcomes of EarlyChildhood Education: Literature review. Report to the Ministry of Education. Wellington: Ministry of Education.
209. Nairn, K. & Higgins, J. (2009) ‘In transition’: How the children of the economic reforms articulate identities at the child-adult border, Childrenz Issues, 13(1): 30-4.
210. Nairn, K. & Higgins, J. & Ormond, A. (2007). Post school horizons: New Zealand's neo-liberal generation in transition, International Studies in Sociology of Education, 17(4), 349-66.
211. National Agency for Education (2006). Lpfo 98 (Curriculum for preschool), Stockholm: National Agency for Education.
212. National Research Council (2001). Eager to learn: Educating our preschoolers. Committee on Early Childhood Pedagogy. In B.T. Bowman, M.S. Donovan and M.S. Burns (eds), Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
213. National Research Council and Institute of Medicine (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development. In J.P. Shonkoff and D.A Phillips (eds), Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
214. Nelson, K. (1995). From spontaneous to scientific concepts: Continuities and discontinuities from childhood to adulthood. In L.M.W. Martin, K. Helson and E. Tobach (eds), Sociocultural Psychology. Theory and practice of doing and knowing. Cambridge: Cambridge University Press, pp. 229-49.
215. Nicolson, S. & Shipstead, S. (2002). Through the Looking Glass: Observations in the early childhood classroom (3rd edn). Upper Saddle River: Prentice Hall.
216. Nixon, D. & Aldwinkle, M. (2003). Exploring Child Development from Three to Six Years (2nd edn). Tuggerah: Social Science Press.
217. Nsamenang, A.B. & Lamb, M.E. (1998). Socialization of Nso children in the Bamenda Grassfields of Northwest Cameroon. In M. Woodhead, D. Faulkner and K. Littleton (eds), Cultural worlds of early childhood. London: Routledge, pp. 250-60.
218. OECD (2001). Starting Strong. Early childhood education and care. Paris: Organisation for Economic Co-operation and Development.
219. OECD (2006). Starting Strong II. Early childhood education and care. Paris: Organisation for Economic Co-operation and Development.
220. Parten, M. (1932). Social participation among preschool children, Journal of Abnormal and Social Psychology, 27: 243-69.
221. OECD (1933). Social play among preschool children, Journal of Abnormal and Social Psychology, 28: 136-47.
222. Patrick, G.T.W. (1916). The psychology of relaxation. Boston: Houghton-Mifflin.
223. Patterson, C. & Fleet, A. (2003). Meaningful planning. Rethinking teaching and learning partnerships, Research in Practice Series, 10(1), n. pp. Canberra: Early Childhood Australia.
224. Peak, L. (1991). Learning to go to School in Japan: The transition from home to preschool life. Berkeley: University of California Press.
225. Peak, L. (1986). Training learning skills and attitudes in Japanese early educational settings. In W. Fowler (ed.), Early Experience and Development of Competence. San Francisco: Jossey-Bass, pp. 111-23.
226. Peers, C. (2008). A post-developmental framework for the visual arts in early childhood? How art and cognition intersect in early childhood educational discourse, Journal of Australian Research in Early Childhood Education, 15(2): 87-98.
227. Peers, C. (2009). Twenty-first century bastards. Neo-liberalism, phallacracy and the Australian Early Development Index, unpublished position paper. Melbourne: Monash University.
228. Petrova, A. (1925). Deti-primitivy. Psikhologicheskij analiz (Child-primitives. A psychological analysis). In M. Gurevich (ed.), Voprosy Pedologii I Detskoj Psikhonevrologii (Questions of Pedology and Psychoneurology), Moscow: Zhizn’I Znanie, pp. 60-92.
229. Piaget, J. (1945). Play, Dreams, and Imitation in Childhood. New York: W.W. Norton.
230. Power, T.G. (2000). Play and Exploration in Children and Animals. Mahwah: Lawrence Erlbaum.
231. Raban, B. & Ure, C. (2000). Literacy in the preschool: An Australian case study. In J. Hayden (ed.), Landscapes in Early Childhood Education: Cross-national perspectives on empowerment-a guide for the new millennium. New York: Peter Lang. pp. 375-92.
232. Raban, B., Nolan, A., Waniganayake, M., Ure, C., Brown, R. & Deans, J. (2007). Building Capacity. Strategic professional development for early childhood practitioners.Melbourne: Social Science Press.
233. Reber, A.S. & Reber, E.S. (2001). Dictionary of Psychology (3rd edn), Harmondsworth: Penguin.
234. Rodriguez, R. & Moro, Ch. (1999). ElMagico Numero Tres: Cuando los ninos aun no hablan (The Magical Number Three: When children do not yet speak). Barcelona: Paidos.
235. Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford: Oxford University Press.
236. Rubin, K.H., Fein, G.G. & Vandenberg, B. (1983). Play. In P.H. Mussen (ed.), Handbook of Child Psychology (4th edn), vol. IV. New York: Wiley, pp. 693-774.
237. Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B. and Elliot, K. (2002). Technical Paper 8a-Measuring the impact of pre-school on children's cognitive progress over the pre-school period. London: London Institute of Education.
238. Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford I., Taggart, B., Grabbe, Y. & Barreau, S. (2007). Effective pre-school and primary education 3-11 project (EPPE 3-11). A longitudinal study funded by the DfEs (2003-08). Influences on Children's Attainment and Progress in Key Stage 2: Cognitive outcomes in Year 5. London: Institute of Education; retrieved from www.ioe.ac.uk/projects/eppe, December 2008.
239. Sawyers, J.K. & Carrick, N. (2008). Symbolic play through the eyes and worlds of children. In E. Wood (ed.). The Routledge Reader in Early Childhood Education. New York: Routledge, pp. 136-59.
240. Schieffelin, B. B. & Ochs, E. (1998). A cultural perspective on the transition from prelinguistic to linguistic communication. In M. Woodhead, D. Faulkner and K. Littleton (eds), Cultural Worlds of Early Childhood. London: Routledge, pp. 48-63.
241. Schultze, U., Rennecker, J. (2007). Reframing online games. Synthetic worlds as media for organizational communication, International Federation for Information Processing, vol. 236. In K. Crowston, S. Sieber and E. Wynn (eds), Virtuality and virtualization. Boston: Springer, pp. 334-51.
242. Schweinhart, L.J. & Weikart, D.P. (1997). The High/Scope Perry Preschool Curriculum comparison study through age 23, Early Childhood Research Quarterly, 12, 117-43.
243. Schweinhart, L.J. & Weikart, D.P. (1998). Why curriculum matters in early childhood education, Educational Leadership, 55(6): 57-60.
244. Schweinhart, L.J. & Weikart, D.P. (1999). The advantages of High/Scope: Helping children lead successful lives, Educational Leadership, 57(1): 76-8.
245. Schweinhart, L.J. & Weikart, D.P. & Larner, M.B. (1986). Consequences of three preschool curriculum models through age 15, Early Childhood Research Quarterly, 1(1): 15-46.
246. Shore, R. (1997). Rethinking the brain. New insights into early development. New York: Families and Work Institute.
247. Siraj-Blatchford, I. (1999). Early childhood pedagogy: practice and principles. In P.Mortimore (ed.), Understanding Pedagogy and its Impact on Learning. London: Paul Chapman, pp. 20-45.
248. Siraj-Blatchford, I (2004). Educational Disadvantage in the Early Years: How do we overcome it? Some lessons from research, European Early Childhood Education Research Journal, 12(2): 5-20.
249. Siraj-Blatchford, I (2007).Creativity, communication and collaboration: The identification of pedagogic progression in sustained shared thinking, Asia Pacific Journal of Research in Early Childhood Education, 1(2): 3-23.
250. Siraj-Blatchford, I (2009). Quality teaching in the early years. In A. Anning, J. Cullen and M. Fleer (eds), Early Childhood Education. Society and culture. London: Sage, pp. 137-48.
251. Siraj-Blatchford, I & Manni, L. (2008) ‘Would you like to tidy up now?’ An analysis of adult questioning in the English foundation stage, Early Years, 28(1): 5-22.
252. Siraj-Blatchford, I & Sylva, K. (2004). Researching pedagogy in English pre-schools, British Educational Research Journal, 30(5): 713-30.
253. Siraj-Blatchford, I & Sylva, K., Mutxtock, S., Gilden, R. & Bell, D. (2002). Researching Effective Pedagogy in the Early Years, research report no. 356, London: Department of Education and Skills, HMSO.
254. Siraj-Blatchford, I., Sylva, K., Taggart, B., Mehuish, E., Sammons, P. & Elliot, K. (2004). The effective provision of preschool education (EPPE) Project (1997-2003).Technical paper 10. IntensiveCase Studies of Practice Across the Foundation Stage. London: Institute of Education, University of London.
255. Smilansky, S. (1968). The Effects of Sociodramatic Play on Disadvantaged Pre-School Children. New York: Wiley.
256. Smith, P.K. (2007). Evolutionary foundations and functions of play: An overview. In A. G¨onc¨u and S. Gaskins (eds), Play and Development. Evolutionary, sociocultural, and functional perspectives. New York: Lawrence Erlbaum, pp. 21-50.
257. Smith, P.K. & Connolly, K.J. (1980). The Ecology of Preschool Behaviour. Cambridge: Cambridge University Press.
258. Spencer, H. (1873). Principles of Psychology (3rd edn), vol. 2. New York: Appleton.
259. Stebnitskii, S. N. (1930). Koriatskie deti. Sovetskii Sever, 4.
260. Stetsenko, A. & Arievitch, I.M. (2004). The self in cultural-historical activity theory. Reclaiming the unity of social and individual dimensions of human development, Theory and Psychology, 14(4): 475-503.
261. Sutton-Smith, B & Brice-Heath, S. (1981). Paradigms of pretense, Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 3(3): 41-5.
262. Sylva, K., Melhuish, E.C., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2000). The Effective Provision of Pre-school Education (EPPE) Project. A longitudinal study funded by the DfEE (1997-2003). The EPPE Symposium at the British Educational Research Association (BERA), annual conference, Cardiff University, 7-9 September.
263. Sylva, K., Melhuish, E.C., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2004). The Final Report: Effective preschool education. Technical paper 12. London: Institute of Education, University of London.
264. Tobin, J.J., Wu, D.Y.H. & Davidson, D.H. (1989). Preschool in Three Cultures: Japan, China and the United States. New Haven: Yale University Press.
265. Sylva, K., Melhuish, E.C., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (1998). Komatsudani: A Japanese preschool. In M. Woodhead, D. Faulkner and K. Littleton (eds), Cultural Worlds of Early Childhood. London: Routledge, pp. 261-78.
266. Tolman, E.C. (1932). Purposive Behavior in Animals and Men. New York: Century.
267. Traianou, A. (2006). Teachers’ adequacy of subject knowledge in primary science: Assessing constructivist approaches from a sociocultural perspective, International Journal of Science Education, 28(8): 827-42.
268. Ugaste, A. (2005). The child's play world at home and the mother's role in the play. Jyvaskyla Studies in Education, Psychology and Social Research 259, Finland: University of Jyvaskyla.
269. Urban, M. (2005). Quality, autonomy and the profession. In H. Schonfeld, S. O’Brien and T. Walsh (eds), conference proceedings from Questions of Quality, international conference, Dublin Castle, 23-24 September 2004, pp. 30-47.
270. Van Der Veers, R. (2008). Multiple readings of Vygotsky. In B. van Oers, W. Wardekker, E. Elbers and R. van der Veer (eds), The Transformation of Learning. Advances in cultural-historical activity theory. New York: Cambridge University Press, pp. 20-37.
271. van Oers, B. (1999). Teaching opportunities in play. In M. Hedegaard and J. Lompscher (eds), Learning, Activity and Development. Aarhus: Aarhus University Press, pp. 268-89.
272. van Oers, B. (2008). Inscripting predicates: Dealing with meanings in play. In B. van Oers, W. Wardekker, E. Elbers, R. van der Veer (eds), The Transformation of Learning. Advances in cultural-historical activity theory. New York: Cambridge University Press, pp. 370-79.
273. van Oers, B. (2009) Developmental education. Improving participation in cultural practices. In M. Fleer, M. Hedegaard and J. Tudge (eds), Childhood Studies and the Impact of Globalization: Policies and practices at global and local levels. World Yearbook of Education, New York: Routledge, pp. 213-29.
274. Veresov, N. (2006). Leading activity in developmental psychology. Concept and principle, Journal of Russian and East European Psychology, 44(5): 7-25.
275. von Schiller, F. (1954). On the Aesthetic Education of Man. New Haven: Yale University Press.
276. Vygotskaya, G. (1999). On Vygotsky's research and life. In M. Hedegaard, S. Chaiklin and U.J. Jensen (eds), Activity, Theory and Social Practice. Aarhus: Aarhus University Press.
277. Vygotsky, L.S. (1991). The Psychology of Art. Cambridge: MIT Press.
278. Vygotsky L.S. (1929) The problem of the cultural development of the child II. Journal of Genetic Psychology, 36: 415-432; retrieved from www.marxist.org/archive/vygotsky/works/1929/cultural_development.htm, 27 January 2009, pp. 1-13.
279. Vygotsky L.S. (1930). Imagination and Creativity in Childhood. Abridged translation in unpublished manuscript by F. Smolucha. Chicago: Department of Education, University of Chicago.
280. Vygotsky L.S. (1933). The teaching about emotions: Historical-psychological studies. In The Collected Works of L.S. Vygotsky, vol. 6. New York: Plenum Press, pp. 69-235.
281. Vygotsky L.S. (1966). Play and its role in the mental development of the child. Voprosy Psikhologii (Psychology Issues), 12(6): 62-76.
282. Vygotsky L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
283. Vygotsky L.S. (1981). The instrumental method in psychology. In J.V. Wertsch (ed.), The Concept of Activity in Soviet Psychology. Armonk: Sharpe, pp. 134-43.
284. Vygotsky L.S. (1982). Problems in the Theory and History of Psychology. Collected works, vol. 1, Moscow: Izdatel'stvo Pedagogika.
285. Vygotsky L.S. (1987a). Thinking and speech. In L.S. Vygotsky, The CollectedWorks of L.S. Vygotsky, vol. 1, Problems of general psychology, R.W. Rieber and A.S. Carton (eds), trans. N. Minick. New York: Plenum Press, pp. 39-285.
286. Vygotsky L.S. (1987b). Lecturers in psychology, In L.S. Vygotsky, The CollectedWorks of L.S. Vygotsky, vol. 1, Problems of general psychology, R.W. Rieber & A.S. Carton (eds), trans. N. Minick. New York: Plenum Press, pp. 289-358.
287. Vygotsky L.S. (1987c). Imagination and its development in childhood. In L.S. Vygotsky, The Collected Works of L.S. Vygotsky, vol. 1, Problems of general psychology, R.W. Rieber & A.S. Carton (eds), trans. N. Minick. New York: Plenum Press, pp. 339-50.
288. Vygotsky L.S. (1997a). Problems of the theory and history of psychology. In L.S. Vygotsky, The Collected Works of L.S. Vygotsky, vol. 3, R.W. Rieber and J. Wollock (eds English translation), trans. R. van der Veer. New York: Plenum Press.
289. Vygotsky L.S. (1997b).The history of the development of higher mental functions. In L.S.Vygotsky, The Collected Works of L.S. Vygotsky, vol. 4, R.W. Rieber (ed.), trans. M.H Hall. New York: Plenum Press
290. Vygotsky L.S. (1998). Child Psychology. In L.S. Vygotsky, The Collected Works of L.S. Vygotsky, vol. 5, Robert W. Rieber (ed. English translation), trans. M.J. Hall. New York: Kluwer Academic and Plenum Publishers.
291. Vygotsky L.S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1): 7-97.
292. Vygotsky L.S. & Luria, A. (1994). Tool and symbol in child development. In R. Van Der Veer & J. Valsiner (eds), The Vygotsky Reader. Oxford: Blackwell, pp. 99-174.
293. Wagner, J.T. & Einarsdottir, P. (2006). Nordic ideals as reflected in Nordic childhoods and early education. In J. Einarsdottir and J.T. Wagner (eds), Nordic Childhoods and Early Education. Philosophy, research, policy, and practice in Denmark, Finland, Iceland, Norway and Sweden. Charlotte: Information Age Publishing, pp. 1-12.
294. Webber, B. (compiler) (2002). Teachers Make a Difference: What is the research evidence? Conference proceedings. Wellington:New Zealand Council for Educational Research.
295. Wertsch, J.V. (1998). Mind as Action. New York: Oxford University Press.
296. Willis, S. (2002). Crossing borders. Learning to count. Australian Educational Researcher, 29(2): 115-29.
297. Wilson, E.O. (1978). Sociobiology: The new synthesis, Cambridge, MA: Harvard University Press.
298. Wood, E. (2008).Contestation, transformation and re-conceptualisation in early childhood education. In E.Wood (ed.), The Routledge Reader in Early Childhood Education, New York: Routledge, pp. 1-18.
299. Wood, E. & Attfield, J. (2005). Play, Learning and the Early Childhood Curriculum (2nd edn). London: Paul Chapman.
300. Wood, D., Bruner, J. & Ross, S. (1976). The role of tutoring in problem solving. British Journal of Psychology, 66: 181-91.
301. Wylie, C., Hodgen, E., Ferral, H. & Thompson, J. (2006). Contributions of Early Childhood Education to Age-14 performance. Wellington: New Zealand Council for Educational Research.
302. Wylie, C. & Thompson, J. (2003). The long-term contribution of early childhood education to children's performance-evidence from New Zealand, International Journal of Early Years Education, 11(1): 69-78.
303. Wyn, J. & Dwyer, P. (1999). New directions in research on youth in transition, Journal of Youth Studies, 21(1): 5-21.
304. Wyn, J. & Dwyer, P. (2000). New patterns of youth transition in education, International Social Science Journal, 5(164): 147-59.