A potpourri of philosophical and child development research-based perspectives as a way forward for early childhood curricula and pedagogy: reconcilable schism or irreconcilable severance?

References

• Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Alamos, P., & Williford, A. P. (2019). Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors. Social Development, 9, 339–355. doi:10.1111/sode.12403
   Google Scholar
• Aubrey, K., & Riley, A. (2019). Understanding and using educational theories (2nd ed). London: Sage.
   Google Scholar
• Belsky, J. (2020). Early day care and infant-mother attachment security (revised ed.). Encyclopaedia on early childhood development. http://www.child-encyclopedia.com/attachment/according-experts/early-day-care-and-infant-mother-attachment-security
   Google Scholar
• Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive functions. American Journal of Play, 6(1), 98–110. https://files.eric.ed.gov/fulltext/EJ1016170.pdf
   Google Scholar
• Berk, L., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children.
   Google Scholar
• Bierman, K. L., Heinrichs, B. S., Welsh, J. A., Nix, R. L., & Gesta, S. D. (2017). Enriching preschool classrooms and home visits with evidence-based programming: Sustained benefits for low- income children. Journal of Child Psychology/Psychiatry, 58(2), 129–137. doi:10.1111/jcpp.12618
   PubMed Web of Science ®Google Scholar
• Bierman, K. L., Welsh, J., Heinrichs, B. S., & Nix, R. L. (2018). Effect of preschool home visiting on school readiness and need for services in elementary school: A randomized clinical trial. JAMA Pediatrics, 172(8), e181029. doi:10.1001/jamapediatrics.2018.1029
   PubMed Web of Science ®Google Scholar
• Biermeier, M. A. (2015). Inspired by Reggio Emilia: Emergent curriculum in relationship-driven learning environments. Young Children, 70(5). Retrieved from https://www.naeyc.org/resources/pubs/yc/nov2015/emergent-curriculum
   Google Scholar
• Bingham, S. (2015). We are passing the smile around: Personal, social, health and emotional education in the early years. In D. Whitebread & P. Coltman (Eds), Teaching and learning in the early years (4th ed., pp. 185–208). London: Routledge.
   Google Scholar
• Bodrova, E., & Leong, D. J. (2011). Revisiting Vygotskian perspectives on play and pedagogy. In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood education: Concepts, contexts and cultures (pp. 60–72). London: Routledge Taylor & Francis Group.
   Google Scholar
• Bodrova, E., & Leong, D. J. (2015). Vygotskian and post-Vygotskian views on children’s play. American Journal of Play, 7(3), 371–388. Retrieved from https://files.eric.ed.gov/fulltext/EJ1070266.pdf
   Web of Science ®Google Scholar
• Bowlby, J. (1958). The nature of the child’s tie to his mother. International Journal of Psychoanalysis, 39, 350–371.
   PubMed Web of Science ®Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
   Google Scholar
• Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives.. Developmental Psychology, 22(6), 723–742.
   Web of Science ®Google Scholar
• Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101(4), 568–586.
   PubMed Web of Science ®Google Scholar
• Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental process. In R. Lerner (Ed.), Handbook of child psychology (Vol.1: Theoretical models of human development, 5th ed., pp. 993–1028). New York, NY: John Wiley and Sons.
   Google Scholar
• Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. New York, NY: Guilford Press.
   Google Scholar
• Bruce, T. (2011a). Froebel today. In L. Miller & L. Pound (Eds.), Theories and approaches to learning in the early years (pp. 55–70). London: Sage.
   Google Scholar
• Bruce, T. (2011b). EYFS best practice: All about … Friedrich Froebel. Nursery World. Retrieved from https://www.nurseryworld.co.uk/features/article/eyfs-best-practice-all-about-friedrich-froebel
   Google Scholar
• Bureau, J., Deneault, A., Martin, J., & Yurkowski, K. (2019). Attachment and parenting in the preschool years. In D. Whitebread, V. Grau, K. Kumpulainen, M. McClelland, N. E. Perry, & D. Pino-Pasternak (Eds.), Developmental psychology and early childhood education (pp. 23–41). London: Sage.
   Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London: Routledge.
   Google Scholar
• Coltman, P., Whitebread, D., & Greenwood, J. (2015). “My mum would pay anything for a chocolate cake!” Organising the whole curriculum: Enterprise projects in the early years. In D. Whitebread & P. Coltman (Eds.), Teaching and learning in the early years (4th ed., pp. 57–76). London: Routledge.
   Google Scholar
• Daniels, H. (2011). Vygotsky and psychology. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd ed., pp. 673–697). Sussex: Blackwell Publishing.
   Google Scholar
• Dennis, L. (1970). Play in Dewey’s theory of education. Young Children, 25(4), 230–235.
   Google Scholar
• Department for Education. (2017). Statutory framework for the early years foundation stage: Setting the standards for learning, development and care for children from birth to five. London: Department for Education. Retrieved from https://www.foundationyears.org.uk/files/2017/03/EYFS_STATUTORY_FRAMEWORK_2017.pdf
   Google Scholar
• Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press.
   Google Scholar
• Dewey, J. (1916). Democracy and education. Wroclaw: Amazon Fulfillment.
   Google Scholar
• Dewey, J. (1934). The need for a philosophy of education. In J. A. Boydston (Ed.), Later works of John Dewey, Volume 9, 1925-1953 (pp. 194–204). Board of Trustees: Southern Illinois University.
   Google Scholar
• Edwards, C., Gandini, L., & Forman, G. (2012). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Santa Barbara, CA: Praeger.
   Google Scholar
• Elias, C. L., & Berk, L. E. (2002). Self-regulation in young children: Is there a role for sociodramatic play? Early Childhood Research Quarterly, 17(2), 216–238. doi:10.1016/S0885-2006(02)00146-1
   Web of Science ®Google Scholar
• Elkind, D. (2001). Young Einstein’s: Much too early. Education Matters, Summer, 2001, 9–21.
   Google Scholar
• Elkonin, D. B. (2005). The subject of our research: The developmental form of play (L. Razran Stone, Trans.). Journal of Russian and Eastern European Psychology, 43(1), 22–48.
   Google Scholar
• Epstein, J. (2018). School, family, and community: Preparing educators and improving schools (2nd ed.). New York, NY: Routledge.
   Google Scholar
• European Agency for Special Needs and Inclusive Education. (2017). Inclusive early childhood education: Literature review (F. Bellour, P. Bartolo, & M. Kyriazopoulou, Eds.). Odense: European Agency for Special Needs and Inclusive Education. Retrieved from https://www.european-agency.org/sites/default/files/IECE%20Literature%20Review.pdf
   Google Scholar
• Finnish National Board of Education. (2016). National core curriculum for pre-primary education 2014. Helsinki: Finnish National Board of Education.
   Google Scholar
• Göncü, A., & Gaskins, S. (2011). Comparing and extending Piaget’s and Vygotsky’s understanding of play: Symbolic play as individual, sociocultural and educational interpretation. In A. Pellegrini (Ed.), The Oxford handbook of the development of play (pp. 48–57). Oxford: Oxford University Press.
   Google Scholar
• Grau, V., & Preiss, D. D. (2019). Supporting young children’s self-regulation development. In D. Whitebread, V. Grau, K. Kumpulainen, M. McClelland, N. E. Perry, & D. Pino-Pasternak (Eds.), Developmental psychology and early childhood education (pp. 535–553). London: Sage.
   Google Scholar
• Gray, C., & MacBlain, S. (2015). Learning theories in childhood (2nd ed.). London: Sage.
   Google Scholar
• Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing Company.
   Google Scholar
• Heard, D., & Lake, B. (1997). The challenge of attachment for care-giving. London: Routledge.
   Google Scholar
• Howes, C. (1999). Attachment relationships in the context of multiple care-givers. In J. Cassidy & P. Shaver (Eds.), Handbook of attachment: Theory, research and clinical applications (pp. 671–686). New York, NY: The Guilford Press.
   Google Scholar
• Istomina, Z. M. (1977). The development of voluntary memory in pre-school aged children. In M. Cole (Ed.), Soviet developmental psychology (pp. 100–159). New York, NY: Sharpe.
   Google Scholar
• Johnson, J., Christie, J., & Wardle, F. (2005). Play development and early education. Boston, MA: Pearson Merrill Prentice Hall.
   Google Scholar
• Karpov, Y. V. (2005). The neo-vygotskian approach to child development. Cambridge: Cambridge University Press.
   Google Scholar
• Katz, L. G., Chard, S. C., & Kogan, Y. (2014). Engaging children’s minds: The project approach. Santa Barbara, CA: ABC-CLIO, LLC.
   Google Scholar
• King, P., & Howard, J. (2016). Free choice or adaptable choice: Self-determination theory and play. The American Journal of Play, 9(1), 56–69. Retrieved from https://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/9-1-article-3-free-choice-or-adaptable-choice.pdf
   Web of Science ®Google Scholar
• Knight Abowitz, K. (2017). “A mode of associated living”: The distinctiveness of Deweyan democracy. In L. J. Waks & A. R. English (Eds.), John Dewey’s democracy and education: A centennial handbook (pp. 64–72). Cambridge: Cambridge University Press.
   Google Scholar
• Krafft, K. C., & Berk, L. E. (1998). Private speech in two preschools: Significance of open-ended activities and make-believe play for self-regulation. Early Childhood Research Quarterly, 13, 637–658. doi:10.1016/S0885-2006(99)80065-9
   Web of Science ®Google Scholar
• Leong, D. L., & Bodrova, E. (2012). Assessing and scaffolding make-believe play. Young Children, January 2012, 28–34. Retrieved from https://static1.squarespace.com/static/5771608c414fb5bdf8e68072/t/57716935f66fa7d0817d8ac3/1431708604507/AssessingPlay.pdf
   Google Scholar
• Lillard, A. S. (2013). Playful learning and Montessori education. American Journal of Play, 5(2), 157–186.
   Google Scholar
• McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28, 314–324. doi:10.1016/j.ecresq.2012.07.008
   PubMed Web of Science ®Google Scholar
• Meins, E. (1999). Sensitivity, security and internal working models: Bridging the transmission gap. Attachment & Human Development, 1(3), 325–342. doi:10.1080/14616739900134181
   PubMedGoogle Scholar
• Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A., Penderi, E., Rentzou, R., … Leseman, P. (2015). A review of research on the effects of early childhood education and care (ECEC) upon child development. Retrieved from http://ecec-care.org/fileadmin/careproject/Publications/reports/new_version_CARE_WP4_D4_1_Review_on_the_effects_of_ECEC.pdf
   Google Scholar
• Miller, P. H. (2011). Piaget’s theory: Past, present and future. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd ed., pp. 649–668). Sussex: Blackwell Publishing Ltd.
   Google Scholar
• Mistry, J., Rogoff, B., & Herman, H. (2001). What is the meaning of meaningful purpose in children's remembering? Istomina revisited. Mind, Culture, and Society, 8(1), 28–41.
   Google Scholar
• National Council for Curriculum and Assessment. (2009). Aistear: The early childhood curriculum framework. Dublin: National Council for Curriculum and Assessment.
   Google Scholar
• Nicol, J. (2019). Early years pioneers: Rudolf Steiner. Nursery World. Retrieved from https://www.nurseryworld.co.uk/features/article/early-years-pioneers-rudolf-steiner
   Google Scholar
• Nicolopoulou, A. (1993). Play, cognitive development and the social world: Piaget, Vygotsky and beyond. Human Development, 36, 1–23.
   Web of Science ®Google Scholar
• O’Connor, E., & McCartney, K. (2006). Testing associations between young children’s relationships with mothers and teachers. Journal of Educational Psychology, 98, 87–98. doi:10.1037/0022-0663.98.1.87.
   Web of Science ®Google Scholar
• O’Sullivan, C. (2019). Teacher well-being and diversity: A manual for teachers working in diverse educational settings. Retrieved from https://ulir.ul.ie/handle/10344/9327
   Google Scholar
• O’Sullivan, L. (2016). Social pretend play and self-regulation. Early Education Journal, 80, 12–15.
   Google Scholar
• O’Sullivan, L. (2018). A right to play: Our responsibility to include play in the curriculum for children with autism spectrum difference. In E. Ring, P. Daly, & E. Wall (Eds.), Autism from the Inside out: Signposts for parents, early childhood, primary, post-primary and special school settings (pp. 45–66). Oxford: Peter Lang.
   Google Scholar
• O’Sullivan, L., & Ring, E. (2018). Play as learning: Implications for educators and parents from findings of a national evaluation of school readiness in Ireland. International Journal of Play, 7(3), 266–289. doi:10.1080/21594937.2018.1532720
   Google Scholar
• O’Sullivan, L., Ring, E., & Heaney, S. (2019). Propelling early learning and development through high quality home learning activities. Limerick: Leadership for INClusion in the Early Years (LINC) Consortium. Retrieved from https://lincprogramme.ie/blog/propelling-early-learning-and-development-through-high-quality-home-learning-activities
   Google Scholar
• Perry, N. E. (2013). Understanding classroom processes that support children’s self-regulation of learning. In D. Whitebread, N. Mercer, C. Howe, & A. Tolmie (Eds.), Self-regulation and dialogue in primary classrooms. British Journal of Educational Psychology Monograph Series II: Psychological aspects of education-current trends (pp. 45–68). Leicester: British Psychological Society.
   Google Scholar
• Pino-Pasternak, D., Basilio, M., & Whitebread, D. (2014). Intervention and classroom contexts that promote self-regulated learning: Two intervention studies in United Kingdom primary classrooms. Psykhe, 23(2), 1–13.
   Google Scholar
• Provenzo, E. F. (2009). Friedrich Froebel’s gifts: Connecting the spiritual and aesthetic to the real world of play and learning. American Journal of Play, 2(1), 85–99. Retrieved from https://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/2-1-article-friedrich-froebels-gifts.pdf
   Google Scholar
• Ring, E. (2021). Introduction: Looking towards a new era of leading education for all from the inside out: The potential of a bioecological lens in creating early childhood experiences where diversity becomes the norm. In E. Ring, L. O’Sullivan, M. Ryan, & P. Daly (Eds.), Leading inclusion from the inside out: A handbook for parents and early childhood teachers in early learning and care, primary and special school settings (pp. xx–xx). Oxford: Peter Lang. [In press].
   Google Scholar
• Ring, E., Mhic Mhathúna, M., Moloney, M., Hayes, N., Breatnach, D., Stafford, P., … Ozonyia, M. (2016). An examination of concepts of school-readiness among parents and educators in Ireland. Dublin: Department of Children and Youth Affairs. Retrieved from https://dspace.mic.ul.ie/handle/10395/2344
   Google Scholar
• Ring, E., & O’Sullivan, L. (2018). Dewey: A panacea for the schoolification epidemic. Education, 3-13, 1–9. doi:10.1080/03004279.2018.1445474
   Google Scholar
• Ring, E., O’Sullivan, L., & Ryan, M. (2019). Early childhood teacher-as-researcher: An imperative in the age of ‘schoolification’: Harnessing Dewey’s concept of the laboratory school to disrupt the emerging global quality crisis in early childhood education. In O. Saracho (Ed.), Contemporary perspectives on research on child development laboratory schools in early childhood education (pp. 173–196). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Ring, E., O’Sullivan, L., Ryan, M., & Burke, P. (2018). A melange or a mosaic of theories? Can theoretical perspectives on children’s learning and development inform a responsive pedagogy in a redeveloped primary school curriculum. Dublin: National Council for Curriculum and Assessment. Retrieved from https://www.ncca.ie/media/3863/seminar_four_er_los_mr_pb_paper.pdf
   Google Scholar
• Ring, E., O’Sullivan, L., & Wall, E. (2020). Resisting the ‘schoolification epidemic’ in early childhood education: Why the ‘3Rs’ of rights, research and reflection must continue to be the propellers for re-conceptualising initial early childhood teacher education. In M. Lin & I. Jones (Eds.), Critical issues in early childhood education: Volume 2 – An international perspective (pp. 1–22). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Robson, S. (2010). Self-regulation and metacognition in young children’s self-initiated play and reflective dialogue. International Journal of Early Years Education, 18(3), 227–241. doi:10.1080/09669760.2010.521298
   Google Scholar
• Rogers, S. (2013). Playing and exploring. In H. Moylett (Ed.), Characteristics of effective early learning: Helping young children become learners for life (pp. 36–53). Berkshire: Open University Press.
   Google Scholar
• Roskos, K., & Christie, J. (2011). The play literacy nexus and the importance of evidence based techniques in the classroom. American Journal of Play, 4(2), 204–244. Retrieved from https://files.eric.ed.gov/fulltext/EJ985588.pdf
   Google Scholar
• Rosnay, M. D., & Harris, P. L. (2002). Individual differences in children's understanding of emotion: The rules of attachment and language. Attachment and Human Development, 4, 39–54. doi:10.1080/14616730210123139
   PubMedGoogle Scholar
• Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14(3), 213–231. doi:10.1080/14616734.2012.672262
   PubMed Web of Science ®Google Scholar
• Sahlberg, P. (2006). Education reform for raising economic competitiveness. Journal of Educational Change, 7, 259–287. doi:10.1007/s10833-005-4884-6
   Google Scholar
• Sahlberg, P., & Doyle, M. (2019). Let the children play: How more play will save our schools and help children thrive. New York, NY: Oxford University Press.
   Google Scholar
• Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance: Issues and educational applications. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Slot, P. L., Mulder, H., Verhagen, J., & Leseman, P. P. M. (2017). Preschoolers’ cognitive and emotional self-regulation in pretend play: Relations with executive functions and quality of play. Infant and Child Development, 26(6), e2038. doi:10.1002/icd.2038
   Web of Science ®Google Scholar
• Smees, R., & Sammons, P. (2017). What role does the home learning environment play in supporting good child development in the early years and positive outcomes in later life? Action for Children. Retrieved from https://www.actionforchildren.org.uk/media/9370/hle-think-piece.pdf?k_clickid=%2Flifestyle%2Fhow-to-create-a-learning-environment-in-the-home%2F
   Google Scholar
• Standing, E. M. (1962). Maria Montessori. Her life and work. New York, NY: Mentor Omega.
   Google Scholar
• United Nations Education Scientific and Cultural Organisation. (2012). International standard classification of education (ISCED) 2011. Montreal: United Nations Educational, Scientific and Cultural Organization. Retrieved from http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf
   Google Scholar
• Vansieleghem, N., & Kennedy, D. (2011). What is philosophy for children, what is philosophy with children – After Matthew Lipman? Journal of Philosophy of Education, 45(2), 171–182. doi:10.1111/j.1467-9752.2011.00801.x.
   Web of Science ®Google Scholar
• Verissimo, M., Torres, N., Silva, F., Fernandes, C., Vaughn, B. E., & Santos, A. J. (2017). Children's representations of attachment and positive teacher–child relationships. Frontiers in Psychology, 8. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02270/full
   PubMed Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes(M. Cole, V. John-Steiner, S. ScribneR, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
   Google Scholar
• Weisberg, D. S., Kittredge, A. K., Hirsh-Pasek, K., Golinkoff, R. M., & Klahr, D. (2015). Making play work for education. Phi Delta Kappan, 96(8), 8–13. doi:10.1177/0031721715583955.
   Web of Science ®Google Scholar
• Whitebread, D. (2011). Developmental psychology and early childhood education. London: Sage.
   Google Scholar
• Whitebread, D. (2013). Self-regulation in young children: Its characteristics and the role of communication and language in its early development. In D. Whitebread, N. Mercer, C. Howe, & A. Tolmie (Eds.), Self-regulation and dialogue in primary classrooms. British journal of educational psychology monograph series II: Psychological aspects of education-current trends (pp. 35–44). Leicester: British Psychological Society.
   Google Scholar
• Whitebread, D. (2019). Overview: The contribution of research in developmental psychology to early childhood education. In D. Whitebread, V. Grau, K. Kumpulainen, M. McClelland, N. E. Perry, & D. Pino-Pasternak (Eds.), Developmental psychology and early childhood education (pp. 1–19). London: Sage.
   Google Scholar
• Whitebread, D., Basilio, M., O’Sullivan, L., & Zachariou, A. (2019). Conclusion: The importance of play, oral language and self-regulation in children’s development and learning: Implications for quality in early childhood education. In D. Whitebread, V. Grau, K. Kumpulainen, M. McClelland, N. E. Perry, & D. Pino-Pasternak (Eds.), Developmental psychology and early childhood education (pp. 555–569). London: Sage.
   Google Scholar
• Whitebread, D., Bingham, S., Grau, V., Pino-Pasternak, D., & Sangster, C. (2007). Development of metacognition and self-regulation in young children: The role of collaborative and peer assisted learning. Journal of Cognitive Education and Psychology, 6(3), 433–455.
   Google Scholar
• Whitebread, D., & Coltman, P. (2011). Young children as self-regulating learners. In J. Moyles, J. Georgeson, & J. Payler (Eds.), Beginning teaching: Beginning learning: In early years and primary education (pp. 122–138). Maidenhead: Open University Press.
   Google Scholar
• Whitebread, D., Coltman, P., Jameson, H., & Lander, R. (2009). Play, cognition and self-regulation: What exactly are children learning when they learn through play? Educational and Child Psychology, 26(2), 40–52.
   Google Scholar
• Whitebread, D., Dawkins, R., Bingham, S., Rhodes, H., & Hemming, K. (2015). Our classroom is like a cosy little house! Organising the early years classroom to encourage self-regulated learning. In D. Whitebread & P. Coltman (Eds.), Teaching and learning in the early years (4th ed., pp. 25–56). London: Routledge.
   Google Scholar
• Whitebread, D., & Pino-Pasternak, D. (2013). Video analysis of self-regulated learning in social and naturalistic contexts. The case of preschool and primary school children. In S. Volet & M. Vauras (Eds.), Interpersonal regulation of learning and motivation (pp. 14–44). London: Routledge.Robson.
   Google Scholar
• Whitebread, D., Pino-Pasternak, D., & Coltman, P. (2015). Making learning visible: The role of language in the development of metacognition and self-regulation in young children. In S. Robson & S. Flannery Quinn (Eds.), The Routledge international handbook of young children's thinking and understanding (pp. 199–214). Abingdon: Routledge.
   Google Scholar
• Wilson, T. S. (2017). Shaping and sharing democratic aims: Reconstructing interest and discipline. In L. J. Waks & A. R. English (Eds.), John Dewey’s democracy and education: A centennial handbook (pp. 89–97). Cambridge: Cambridge University Press.
   Google Scholar