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1. Cultural-Historical Approaches to Studying Learning and Development: Societal, Institutional and Personal Perspectives

Part I. 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 the 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

Part II. 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 as 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

Part III. 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 Natureculture
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

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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.

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