Nikolay Veraksa is Leading Scientific Researcher at the Russian Academy of Education, Professor of Moscow State Pedagogical University and Leading Scientific Researcher at Moscow City University, Russia.Sonja Sheridan is Professor of Education at the Department of Education, Communication and Learning, University of Gothenburg, Sweden.

• Foreword Part I: An introduction to Vygotsky's legacy Chapter 1: Overview of the book and a statement of its aims and objectives Chapter 2: Vygotsky in two perspectives: Russian and Western understandings Part II: Children’s cognitive learning and development Chapter 3: Dialectical thinking research in early years Chapter 4: Narratives as tools for expressing structure and creativity with preschool children in two cultures Chapter 5: Executive functions development in early years Chapter 6: Theory of other’s minds, children’s dialectical thinking and abilities to reflect and communicate on new opportunities Chapter 7: Vygotsky in Harlem: Amplification of preschoolers’ development in Vygotskian Early Childhood Education Program (VECEP) Chapter 8: Vygotsky’s conception of preschool development: play with orientation and narration Part III: Interaction and communication Chapter 9: The interaction between parents with their preschool children during leisure time: key features Chapter 10: Preschool children's collaboration and learning together Chapter 11: Early literacy in preschool Part IV: Play and physical activities Chapter 12: Technological modern toys in the early child development Chapter 13: Learning through digital play in the Australian context of early childhood education and care Chapter 14: The Vygotskian approach in physical education for early years Part V: An environment for learning and development Chapter 15: Preschool quality and conditions for children’s learning in preschool in Russia and Sweden Conclusion

Nikolay Veraksa is Leading Scientific Researcher at the Russian Academy of Education, Professor of Moscow State Pedagogical University and Leading Scientific Researcher at Moscow City University, Russia.Sonja Sheridan is Professor of Education at the Department of Education, Communication and Learning, University of Gothenburg, Sweden.

• Foreword Part I: An introduction to Vygotsky's legacy Chapter 1: Overview of the book and a statement of its aims and objectives Chapter 2: Vygotsky in two perspectives: Russian and Western understandings Part II: Children’s cognitive learning and development Chapter 3: Dialectical thinking research in early years Chapter 4: Narratives as tools for expressing structure and creativity with preschool children in two cultures Chapter 5: Executive functions development in early years Chapter 6: Theory of other’s minds, children’s dialectical thinking and abilities to reflect and communicate on new opportunities Chapter 7: Vygotsky in Harlem: Amplification of preschoolers’ development in Vygotskian Early Childhood Education Program (VECEP) Chapter 8: Vygotsky’s conception of preschool development: play with orientation and narration Part III: Interaction and communication Chapter 9: The interaction between parents with their preschool children during leisure time: key features Chapter 10: Preschool children's collaboration and learning together Chapter 11: Early literacy in preschool Part IV: Play and physical activities Chapter 12: Technological modern toys in the early child development Chapter 13: Learning through digital play in the Australian context of early childhood education and care Chapter 14: The Vygotskian approach in physical education for early years Part V: An environment for learning and development Chapter 15: Preschool quality and conditions for children’s learning in preschool in Russia and Sweden Conclusion

Nikolay Veraksa is Leading Scientific Researcher at the Russian Academy of Education, Professor of Moscow State Pedagogical University and Leading Scientific Researcher at Moscow City University, Russia.Sonja Sheridan is Professor of Education at the Department of Education, Communication and Learning, University of Gothenburg, Sweden.

• Foreword Part I: An introduction to Vygotsky's legacy Chapter 1: Overview of the book and a statement of its aims and objectives Chapter 2: Vygotsky in two perspectives: Russian and Western understandings Part II: Children’s cognitive learning and development Chapter 3: Dialectical thinking research in early years Chapter 4: Narratives as tools for expressing structure and creativity with preschool children in two cultures Chapter 5: Executive functions development in early years Chapter 6: Theory of other’s minds, children’s dialectical thinking and abilities to reflect and communicate on new opportunities Chapter 7: Vygotsky in Harlem: Amplification of preschoolers’ development in Vygotskian Early Childhood Education Program (VECEP) Chapter 8: Vygotsky’s conception of preschool development: play with orientation and narration Part III: Interaction and communication Chapter 9: The interaction between parents with their preschool children during leisure time: key features Chapter 10: Preschool children's collaboration and learning together Chapter 11: Early literacy in preschool Part IV: Play and physical activities Chapter 12: Technological modern toys in the early child development Chapter 13: Learning through digital play in the Australian context of early childhood education and care Chapter 14: The Vygotskian approach in physical education for early years Part V: An environment for learning and development Chapter 15: Preschool quality and conditions for children’s learning in preschool in Russia and Sweden Conclusion