Cultural-Historical Approaches to Studying Learning and Development

1 Cultural-historical approaches to studying learning and development: societal, institutional and personal perspectives.- Section 1 Studies of Child Development from a Wholistic Perspective.- 2 Children's perspectives and institutional practices as keys in a wholeness approach to children's social situations of development.- 3 Psychological content of developmental education in cultural-historical approach.- 4 A collective social situation of development for understanding play in families.- 5 The cultural nature of the zone of proximal development: Young people with severe disabilities and their development of independence.- 6 Supporting heritage language development through adults' participation in activity settings.- 7 Motives and Demands in Parenting Young Children: A Cultural-Historical Account of Productive Entanglement in Early Intervention Services.- Section 2 Life in Schools.- 8 The double move in meaningful teaching revisited.- 9 Vygotsky's developmental pedagogy recontextualised as Hedegaard's double move: Science teaching in grades 1 and 2 in a disadvantaged school in South Africa.- 10 Building and using common knowledge a tool for pedagogic action: a dialectical interactive approach for researching teaching.- 11 Am I doing it right? Normative performativity in the emergence of learning as a leading activity.- 12 Motive-demand dynamics creating a social context for students' learning experiences in a making and design environment.- 13 Motive orientation and the exercise of agency: responding to recurrent demands in practices.- 14 The Work of Learning from Silence.- Section 3 Methodological Approaches and Philosophical Considerations.- 15 Social practice theory and the historical production of persons.- 16 Cultural-historical Activity Theory meets Developmental Systems Perspective: Transformative Activist Stance and Naturculture.- 17 Units and Wholes in the Cultural-historical Theory of Child Development.- 18 Studying Children's friendship activities ethically using the Interaction Based Observation Method.- 19 Reading and writing as a cultural praxis of youth.- 20 Re-covering the idea of a Tertiary Artifact.- 21 Mariane Hedegaard´s contribution to developmental didactics and to pedagogical research in the brazilian context.