Citations (39)
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Junqian Ma, Marie Hammer & Nikolai Veresov. (2022) Cultural-historical study of crises in child role adjustment during transition to school within a bi-cultural context. Early Child Development and Care 192:8, pages 1243-1256.
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Kristiina Kumpulainen, Jenny Renlund, Jenny Byman & Chin-Chin Wong. (2022) Empathetic encounters of children’s augmented storying across the human and more-than-human worlds. International Studies in Sociology of Education 31:1-2, pages 208-230.
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Andre Luis Leite de Figueiredo Sales. (2022) Public characters: the politics of reputation and blame. Mind, Culture, and Activity 29:1, pages 96-100.
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Joanne Hardman. (2021) Vygotsky’s decolonial pedagogical legacy in the 21st century: back to the future. Mind, Culture, and Activity 28:3, pages 219-233.
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Junqian Ma. (2020) Qualitative change in social situation of development as the starting point of children’s role adjustment during the transition to school. Early Child Development and Care 190:5, pages 750-765.
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Laura Black, Julian Williams, Sophina Choudry, Kelly Pickard-Smith & Bethany Ryan. (2019) Identification with early primary school mathematics: a home–school activity theory conceptualisation and methodology. Cambridge Journal of Education 49:3, pages 349-368.
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Omar Sulaymani & Marilyn Fleer. (2019) Perezhivanie as a phenomenon and a unit of analysis for studying children’s interactions with iPads in the early years of school in Saudi Arabia. Early Child Development and Care 189:2, pages 255-269.
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Ian Thompson & Alice Tawell. (2017) Becoming other: social and emotional development through the creative arts for young people with behavioural difficulties. Emotional and Behavioural Difficulties 22:1, pages 18-34.
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Fernando González Rey. (2016) Vygotsky’s Concept of Perezhivanie in The Psychology of Art and at the Final Moment of His Work: Advancing His Legacy. Mind, Culture, and Activity 23:4, pages 305-314.
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Feiyan Chen & Marilyn Fleer. (2016) A cultural-historical reading of how play is used in families as a tool for supporting children's emotional development in everyday life. European Early Childhood Education Research Journal 24:2, pages 305-319.
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Feiyan Chen & Marilyn Fleer. (2015) Re-signing: A Cultural-Historical Study of Signs for Supporting Young Children’s Development of Emotion Regulation. Mind, Culture, and Activity 22:3, pages 233-250.
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Feiyan Chen. (2015) Parents' perezhivanie supports children's development of emotion regulation: a holistic view. Early Child Development and Care 185:6, pages 851-867.
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Ngo Cong-Lem. (2022) Emotion and its relation to cognition from Vygotsky’s perspective. European Journal of Psychology of Education 38:2, pages 865-880.
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Ge Wei. (2023) Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China. Learning, Culture and Social Interaction 38, pages 100683.
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Julius Grund & Jorrit Holst. (2023) Emotional competence: The missing piece in school curricula? A systematic analysis in the German education system. International Journal of Educational Research Open 4, pages 100238.
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Glenn Saxby. (2022) Searching for a happily ever after: using fairy tales in primary classrooms to explore gender, subjectivity and the life-worlds of young people. The Australian Journal of Language and Literacy.
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Liv Torunn Grindheim. (2018) Beyond uniform reproduction: Exploring children’s imaginative play through the lenses of their teacher. Contemporary Issues in Early Childhood 21:1, pages 58-69.
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Fernando Luis González Rey. (2015) Human Motivation in Question: Discussing Emotions, Motives, and Subjectivity from a Cultural-Historical Standpoint. Journal for the Theory of Social Behaviour 45:4, pages 419-439.
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Marilyn Fleer & Sue March. (2015) Conceptualizing science learning as a collective social practice: changing the social pedagogical compass for a child with visual impairment. Cultural Studies of Science Education 10:3, pages 803-831.
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Helena Kromm, Mechthild Färber & Manfred Holodynski. (2015) Felt or False Smiles? Volitional Regulation of Emotional Expression in 4-, 6-, and 8-Year-Old Children. Child Development 86:2, pages 579-597.
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Lynda D. Stone & Gregory A. Thompson. (2014) Classroom mood and the dance of stance: The role of affective and epistemic stancetaking in the development of a classroom mood. Learning, Culture and Social Interaction 3:4, pages 309-322.
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