Mariane Hedegaard – författare

The World Yearbook of Education 2009 volume: Childhood Studies and the Impact of Globalization examines the concept of 'childhood' and 'childhood development and learning' from educational, sociological and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been an increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of 'childhood' and 'development' across the North-South boundaries show vast differences in how 'childhood' is constructed and how 'development' is theorized.

The World Yearbook of Education 2009: Childhood Studies and the Impact of Globalization: Policies and Practices at Global and Local Levels examines the concept of childhood and childhood development and learning from educational, sociological, and psychological perspectives. This contributed volume seeks to explicitly provide a series of windows into the construction of childhood around the world, as a means to conceptualizing and more sharply defining the emerging field of global and local childhood studies. At the global level there has been increasing discontent with how children have been reified and measured. Prevailing Eurocentric and North-American notions of childhood and development across the North-South boundaries show vast differences in how childhood is constructed and how development is theorized. The World Yearbook of Education 2009 volume provides comprehensive research from Asia-Pacific, the Americas, the African region and European communities and is presented with a special focus on education. It examines childhood from birth to twelve years of age, across institutional contexts and within both poor majority and rich minority countries. Cultural-historical theory has been used as the framework for investigating and providing insights into how childhood is theorized, politicized, enacted, and lived across these communities. A range of theoretical orientations informs this book, including cultural-historical theory, ecological theory, and cross-cultural research.The World Yearbook of Education 2009 volume is organized into 3 sections:Section 1: Examines the global construction of childhood development and learning Section 2: Discusses the local conditions and global imperatives that arise from a broadly based analysis of the studies presented within this section Section 3: Draws upon cultural-historical theory and ecological theory and brings together the themes explored throughout the preceding two sections.The World Yearbook of Education 2009 volume seeks to make visible the cultural-historical construction of childhood and development across the north-south regions and scrutinizes the policy imperatives that have maintained the global colonization of families.

Early Learning and Development provides a unique synthesis of cultural-historical theory from Vygotsky, Elkonin and Leontiev in the twentieth century to the ground-breaking research of scholars such as Siraj-Blatchford, Kratsova and Hedegaard today. It demonstrates how development and learning are culturally embedded and institutionally defined, and it reflects specifically upon the implications for the early childhood profession. Divided into parts, with succinct chapters that build upon knowledge progressively, the everyday lives of children at home, in the community, at pre-school and at school are discussed in the context of child development and pedagogy. The book explicitly problematises the foundations of early childhood education, inviting postgraduates, researchers and academics to drill down into specific areas of international discourse, and extending upper-level undergraduates beyond the fundamental underpinnings of their learning. Ultimately Early Learning and Development offers new models of 'conceptual play' practice and theory within a globally resonant, cultural-historical framework.

The contributors to this collection employ the analytic resources of cultural-historical theory to examine the relationship between childhood and children's development under different societal conditions. In particular they attend to relationships between development, emotions, motives and identities, and the social practices in which children and young people may be learners. These practices are knowledge-laden, imbued with cultural values and emotionally freighted by those who already act in them. The book first discusses the organising principles that underpin a cultural-historical understanding of motives, development and learning. The second section foregrounds children's lives to exemplify the implications of these ideas as they are played out - examining how children are positioned as learners in pre-school, primary school and play environments. The final section uses the core ideas to look at the implementation of policy aimed at enhancing children's engagement with opportunities for learning, by discussing motives in the organisations that shape children's development.

This book explores the dynamics in children's everyday lives as they move between school and the family, with particular consideration of how children's motives change in response to new challenges. Professors Mariane Hedegaard and Marilyn Fleer follow four children, two from Australia and two from Denmark, over a twelve-month period. Using these case studies, they show how children's everyday activities, play, and the demands of both family and educational contexts influence their learning and development. The authors contribute to a sociocultural theory formulation that includes the child's perspective in cultural historical contexts. Their approach yields insights that transcend specific nationalities, cultures, and socioeconomic situations. The analysis shows not just how children's family life shapes their experiences in school, but how schools influence and shape their lives at home.

This book explores the dynamics in children's everyday lives as they move between school and the family, with particular consideration of how children's motives change in response to new challenges. Professors Mariane Hedegaard and Marilyn Fleer follow four children, two from Australia and two from Denmark, over a twelve-month period. Using these case studies, they show how children's everyday activities, play, and the demands of both family and educational contexts influence their learning and development. The authors contribute to a sociocultural theory formulation that includes the child's perspective in cultural historical contexts. Their approach yields insights that transcend specific nationalities, cultures, and socioeconomic situations. The analysis shows not just how children's family life shapes their experiences in school, but how schools influence and shape their lives at home.

The contributors to this collection employ the analytic resources of cultural-historical theory to examine the relationship between childhood and children's development under different societal conditions. In particular they attend to relationships between development, emotions, motives and identities, and the social practices in which children and young people may be learners. These practices are knowledge-laden, imbued with cultural values and emotionally freighted by those who already act in them. The book first discusses the organising principles that underpin a cultural-historical understanding of motives, development and learning. The second section foregrounds children's lives to exemplify the implications of these ideas as they are played out - examining how children are positioned as learners in pre-school, primary school and play environments. The final section uses the core ideas to look at the implementation of policy aimed at enhancing children's engagement with opportunities for learning, by discussing motives in the organisations that shape children's development.

Children and young people are active agents with motives and intentions who can contribute to their social worlds. Taking children seriously involves both accessing their perspectives as they make sense of the world and working relationally with them to guide their motive orientations. In this book, Hedegaard and Edwards draw upon their own and others' research on children from birth to school leaving age to advocate for relational support for learners and to emphasise the caring aspects of this support. The authors provide a scholarly account of the cultural-historical underpinnings of their caring relational approach, while bringing these ideas to life through examples of practices in families and in more formal settings. Written for those who work with children and young people in varied capacities, this book reveals the knowledge and skills required for the subtle and reciprocal work of supporting the learning and development of children and young people.

Children and young people are active agents with motives and intentions who can contribute to their social worlds. Taking children seriously involves both accessing their perspectives as they make sense of the world and working relationally with them to guide their motive orientations. In this book, Hedegaard and Edwards draw upon their own and others' research on children from birth to school leaving age to advocate for relational support for learners and to emphasise the caring aspects of this support. The authors provide a scholarly account of the cultural-historical underpinnings of their caring relational approach, while bringing these ideas to life through examples of practices in families and in more formal settings. Written for those who work with children and young people in varied capacities, this book reveals the knowledge and skills required for the subtle and reciprocal work of supporting the learning and development of children and young people.

Written by a team of international contributors and featuring case studies from a range of educational settings in Australia, Denmark, Spain, Sweden, and the USA, this edited book is the first in the field of early childhood and youth studies to draw on Vygotsky's cultural-historical theory to give insights into transitions in childhood, what they are and how they are differently experienced. Transitions are explored holistically so the chapters not only focus on the person transitioning but also the institutions in which the person is transitioning from and to, with a focus on schools and daycare. The contributors look at how societal values and policies impact these transitions and comparison are drawn between international settings. The book includes chapters on expatriate families, immigrant children, home-school transitions, the role of play and communities. Through interviews, case studies and the analysis of empirical material from fieldwork, Children’s Transitions in Everyday Life and Institutions reflects on the best ways to engage children so that they may emerge as competent actors in their new settings and transition well.

The international contributors to Supporting Difficult Transitions discuss examples of transitions that are problematic for children, young people and their carers. Focusing on vulnerable children and young people, the transitions include: starting school, changing schools, starting work, entering a new culture or a culture that has been changed to focusing on vulnerable children and young people. The book will be useful to practitioners involved in supporting children and their carers as they make these moves; students and course tutors in the caring professions; researchers; and policy makers and those who implement policy for children and young people. The different case examples are given coherence by drawing on cultural-historical approaches to how people move between practices. Particular attention is paid to how practitioners can build shared understandings of what matters for children and young people and for the institutions they are entering. These understandings become a resource to strengthen collaborations between practitioners or between practitioners and the children and their carers, as they support entry into new practices.

This book is about young people and their transitions throughout their first year of high school, deepening our understanding of how it is to be young and enter new institutional settings, and how to understand the developmental dynamics of youth life. It explores the everyday life of six young people as they enter high school and follows them closely as they encounter and try to make sense of the different standards, values, and demands that are built into the institutional setting of high school.The chapters explore the entanglements of personal motive orientation, interpersonal dynamics, institutional values and demands, as well as societal standards, and how subtle negotiations of who one is and ought to be are interwoven into the fabrics of everyday life. Hence the book explores variations on an institutional level – as different high school environments – along with variations on an interpersonal level, insisting on a person-environment reciprocity in the study of development. Using cultural-historical activity theory and ecological psychology derived from theorists including Bang, Barker & Wright, Gibson, Lewin, Hedegaard, Ilyenkov, Stetsenko, and Vygotsky, Sofie Pedersen argues that developmental dynamics among young people cannot be reduced to individual nor social processes alone but are connected to institutional conditions and to concrete places. By insisting on a wholeness approach to the understanding of youth development, Pedersen reveals the developmental dynamics that unfold in the everyday lives of young people, and sheds new light on youth life dynamics, including the challenges that young people face.

Written by a team of international contributors and featuring case studies from a range of educational settings in Australia, Denmark, Spain, Sweden, and the USA, this edited book is the first in the field of early childhood and youth studies to draw on Vygotsky's cultural-historical theory to give insights into transitions in childhood, what they are and how they are differently experienced. Transitions are explored holistically so the chapters not only focus on the person transitioning but also the institutions in which the person is transitioning from and to, with a focus on schools and daycare. The contributors look at how societal values and policies impact these transitions and comparison are drawn between international settings. The book includes chapters on expatriate families, immigrant children, home-school transitions, the role of play and communities. Through interviews, case studies and the analysis of empirical material from fieldwork, Children’s Transitions in Everyday Life and Institutions reflects on the best ways to engage children so that they may emerge as competent actors in their new settings and transition well.

This book uses the concept of exploration as a way of understanding transitions in children between the ages of 5 to 18 years old. Written by an international group of scholars from Australia, Brazil, China, Denmark, Finland, Greenland, India, Norway and the UK, the chapters offer a diverse set of case studies. The topics and themes covered include transitions in outdoor playtime, the transition to daycare, compassion in kindergarten, learning with fathers, transitions of Chinese traditional culture and disability. The chapters are organised into two parts, the first part covering macro transitions and the second covering micro-genetic transitions. The contributors show how both macro and micro-genetic transitions influence children’s everyday lives, and how these different transitions open up new possibilities for play, learning and development. The contributors draw on Vygotsky’s cultural historical theory and the understanding that children’s cultural formation takes form in a dialectic relation between children’s interests and motives and the institutional settings they participate in.

This book uses the concept of exploration as a way of understanding transitions in children between the ages of 5 to 18 years old. Written by an international group of scholars from Australia, Brazil, China, Denmark, Finland, Greenland, India, Norway and the UK, the chapters offer a diverse set of case studies. The topics and themes covered include transitions in outdoor playtime, the transition to daycare, compassion in kindergarten, learning with fathers, transitions of Chinese traditional culture and disability. The chapters are organised into two parts, the first part covering macro transitions and the second covering micro-genetic transitions. The contributors show how both macro and micro-genetic transitions influence children’s everyday lives, and how these different transitions open up new possibilities for play, learning and development. The contributors draw on Vygotsky’s cultural historical theory and the understanding that children’s cultural formation takes form in a dialectic relation between children’s interests and motives and the institutional settings they participate in.

The international contributors to Supporting Difficult Transitions discuss examples of transitions that are problematic for children, young people and their carers. Focusing on vulnerable children and young people, the transitions include: starting school, changing schools, starting work, entering a new culture or a culture that has been changed to focusing on vulnerable children and young people. The book will be useful to practitioners involved in supporting children and their carers as they make these moves; students and course tutors in the caring professions; researchers; and policy makers and those who implement policy for children and young people. The different case examples are given coherence by drawing on cultural-historical approaches to how people move between practices. Particular attention is paid to how practitioners can build shared understandings of what matters for children and young people and for the institutions they are entering. These understandings become a resource to strengthen collaborations between practitioners or between practitioners and the children and their carers, as they support entry into new practices.

This is an international guide to using Vygotsky's theories to support children and schools in special needs education. After Piaget, Vygotsky is perhaps the most important educational theorist of the twentieth century. Support for schools and pupils with additional needs has been theorised in a number of ways over the last 100 years and much interest has been shown in the development and relevance of Vygotsky's ideas. It is ironic, therefore, that so little has been written about the practical application of such a perspective to the field. This book brings together researchers working in the UK and Denmark to reflect on the benefits to be had from taking such a stance on support for children and schools. All the contributors are connected with work that has been done at PPUK and CSAT research centres at the universities of Copenhagen and Bath. Both centres enjoy strong reputations for their contributions to cultural historical theory. The authors pursue issues raised by a post-Vygotskian approach and which make important contributions to the development of the fields of policy and practice.

Traditional work on child development is often based on notions of an individual and decontextualized child. This volume involves a contribution to the rethinking of development: it presents a number of situated studies where children’s perspectives are documented through their interaction with others in situated practices, in family life and school and across social contexts.This volume offers a toolkit for analyzing children’s perspectives and participation over time. In prior work, the interview has often been seen as the cardinal method – or the only method – for studying children’s perspectives. This anthology includes vignettes and case studies, with descriptions of children’s actions in situated activity settings as well as illustrative transcripts from video-recorded social interaction. It opens up toward a broader view of ‘development’ in that it documents how children’s and youths’ perspectives and agency can be studied through their ways of interacting (or not interacting) in everyday life. One aspect of this is their verbal and nonverbal participation in family life and the social landscape of schools. Another feature is that it involves several chapters that problematize ‘impaired practices’ and dilemmas in the teaching of children with dysfunctions. The book as a whole is rich in empirical ethnographic examples that highlight life trajectories in and across social contexts.Moreover, it features interview data and narratives that include children’s and youths’ own reflections on their lives and experiences of the social demands of family and school. This includes their own thoughts on being or becoming members of local communities.

Traditional work on child development is often based on notions of an individual and decontextualized child. This volume involves a contribution to the rethinking of development: it presents a number of situated studies where children’s perspectives are documented through their interaction with others in situated practices, in family life and school and across social contexts.This volume offers a toolkit for analyzing children’s perspectives and participation over time. In prior work, the interview has often been seen as the cardinal method – or the only method – for studying children’s perspectives. This anthology includes vignettes and case studies, with descriptions of children’s actions in situated activity settings as well as illustrative transcripts from video-recorded social interaction. It opens up toward a broader view of ‘development’ in that it documents how children’s and youths’ perspectives and agency can be studied through their ways of interacting (or not interacting) in everyday life. One aspect of this is their verbal and nonverbal participation in family life and the social landscape of schools. Another feature is that it involves several chapters that problematize ‘impaired practices’ and dilemmas in the teaching of children with dysfunctions. The book as a whole is rich in empirical ethnographic examples that highlight life trajectories in and across social contexts.Moreover, it features interview data and narratives that include children’s and youths’ own reflections on their lives and experiences of the social demands of family and school. This includes their own thoughts on being or becoming members of local communities.

This open access book examines the educational conditions that support cultures of exploration in kindergartens. It conceptualises cultures of exploration, whether those cultures are created through children’s own engagement or are demanded of them through undertaking specific tasks within different institutional settings. It shows how the conditions for children’s exploration form a web of activities in different settings with social relationships, local landscapes and artefacts. The book builds on the understanding of cultural traditions as deeply implicated in the developmental processes, meaning that local considerations must be reflected in education for sustainable futures. Therefore the book examines and conceptualises exploration and cultural formation through locally situated cases and navigates toward global educational concepts. The book provides different windows into how children may explore in everyday practice settings in kindergarten, and contributes to a loci-based, ecological, integral knowledge relevant for early childhood education.

This open access book examines the educational conditions that support cultures of exploration in kindergartens. Therefore the book examines and conceptualises exploration and cultural formation through locally situated cases and navigates toward global educational concepts.