Articles and book chapters


  • Hedegaard, M. (2017). When daycare profesionals’ values for transition to school do not algin with educational demands form society and school: a practice developing reseach project for daycare profesionals’ support for children’s transition to school. In A. Edwards (Ed.), Working relationally in and across practices. Cambridge University press.
  • Hedegaard, M. (2016 in press). Imagination and emotion in children’s play: A cultural-historical approach. International Journal of Early Education, 7 (2), 57-72.
  • M. Hedegaard, K. Munk, K. Sørensen, & J. Hülsen (2015).
    Livsduelighed, leg og læring– Værdi-diskussion knyttet til børns
    overgange fra børnehave til skole. Pædagogisk Psykologisk Tidskrift, 5-6, 80-94.
  • Hedegaard, M. (2014). The significance of demands and motives across practices in children’s learning and development: An analysis of learning in home and school. Learning, Social Interaction and Culture, 3, 188-194.
  • Hedegaard, M. & Edwards, Anne (2014).  Special Issue Transitions and Children’s Learning. Learning, Social Interaction and Culture, 3, 185-187.
  • Hedegaard, M. (2014). Exploring tension and contradiction in youth activity of painting graffiti. Culture and Psychology. 20(3), 387-403.
  • Hedegaard, M. (2013). Børns udvikling gennem deltagelse i familiens hverdagsliv.  Psykologisk Tidskrift, NTNU, 17 (1), 41-45.
  • Chaiklin, S. & Hedegaard, M. (2013). Cultural-historical theory and educational practice: Some radical-local considerations. NUANCES: Estudos sobre Educação, 25(1), 30-44.
  • Hedegaard, M. (2012). A cultural-historical theory of children’s development (pp. 193-201). In L. Miller, R. Drury & C. Cable. Extending professional practice in the early years. London: The Open University Press, Sage.
  • Hedegaard, M. (2012). The dynamic aspects in children’s learning and development (pp. 9-27). In M. Hedegaard, A. Edwards & M. Fleer (2012).Motives in children’s development. Cultural-historical approaches. Cambridge: Cambridge University Press.
  • Hedegaard, M. (2012) Children’s creative modeling of conflict resolutions in everyday life as central in their learning and development in families (pp. 55-74). In M. Hedegaard, K. Aronsson,  C. Højholt & O. S. Ulvik (2012). Children, childhood and everyday life. Children’s perspectives. Charlotte: Information Age Publishing.
  • Hedegaard, M. (2012). Principper for tolkning af børns udvikling gennem observation: Den interaktionsbaserede metode (pp. 159-174). I M. Pedersen, J. Klitmøller & K. Nielsen (red.), Deltagerobservation. København: Hans Reitzels forlag.
  • Hedegaard, M. (2012). Analyzing children’s learning and development in everyday settings from a cultural-historical wholeness approach. Mind Culture and Activity, 19, 127-138.
  • Hedegaard, M. & Daniels, H. (2011). Introduction (pp. 1-8). In M. Hedegaard & H. Daniels (red), Vygotsky and special needs education: Rethinking support for children and schools. London:  Continuum International Publishing Group, Ltd.
  • Hedegaard, M. (2011) Minority children’s development of multiple cultural identities. A Cultural-Historical approach. In: Wulff, M. Kontopodis & B. Fichtner  (Eds.), Emerging educational challenges. Cultural psychological and historical-anthropological approaches to children and childhood. Dordrecht: Springer.
  • Fleer, M & Hedegaard, M (2010).  Children’s Development through Participation in Everyday Activities across Different Institutions:  Disjunction or Alignment between Childrearing Practices and School Pedagogy. Mind Culture and Activity, 17, 149-168.
  • Hedegaard, M. (2009). Children’s development from a cultural-historical approach: children’s activity in everyday local settings as foundation for their development. Mind culture and Activity, 16(1), 64-81.
  • Hedegaard, M.(2009).  The double move in teaching (pp. 44-62). In Daniels, H, Lauder & Porter, J. (Eds.), The Roudledge  companion to Education. Knowledge , values and educational policy. London: Routledge.
  • Chaiklin, S, & Hedegaard, M. (2009). Het leren van vakinhouden en identiteitsontwikkeling: een radicaal-lokaal perspectief. In B. van Oers, Y. Leeman & M. Volman (eds.), Burgerschapsvorming en Identiteitsontwikkeling(pp. 161-170). [Civic Education and Identity formation] Assen: van Gorcum.
  • Fleer, M.; Hedegaard, M. & Tudge, J. Constructing childhood: Global-local policies and practices (pp. 1-20). In M. Fleer, M.Hedegaard & J. Tudge (Eds.),(2008). Constructing childhood: global-local policies and practices. World Yearbook 2009, Education and Policy. New York. Routledge. Taylor and Francis.
  • Hedegaard, M. & Fleer, M. (2008).Family practices and how children are positioned as active agents (pp. 182-201)  In M. Fleer, M. Hedegaard & J. Tudge (Eds.), Constructing childhood: global–local policies and practices. World Yearbook 2009, Education and Policy. New York. Routledge. Taylor and Francis.
  • Chaiklin, S. & Hedegaard, M. (2008). Radical-local teaching and learning: A cultural-historical perspective on education and children’s development. In M. Fleer, M.Hedegaard & J. Tudge (Eds.),(2008). Constructing childhood: global–local policies and practices. World Yearbook 2009, Education and Policy. New York. Routledge. Taylor and Francis.
  • Hedegaard, M. (2008). A Model of Children’s Learning Activity that Encompass Institutional Practice from a Cultural-Historical Perspective. In B. van Oers, E. Elbers, R. Van Veer & W. Wardekker.  The transformation of learning. Cambridge: Cambridge University Press.
  • Hedegaard, M. (2007). The development of children’s conceptual relation to the world, with focus on concept formation in preschool children’s activity. In H. Daniels, M. Cole & J. Wertsch (Eds.), The Cambridge Companion to Vygotsky. Cambridge University Press.
  • Hedegaard, M. (2006). A cultural-historical perspective on children’s cognitive development. Hartmut Giest (HRSG.), Erinnerung für die Zukunft Pädagogishe Psychologie in der DDR. Berlin: International-Cultural-histrical Humans Sciences.
  • Hedegaard, M. (2006). Dobbeltbevægelsen i undervisningen-udviklende læring. B.G. Hansen & A. Tams (Red.), Almen didaktik , relationer mellem læring undervisning. København: Billesøe og Baltzer.
  • Hedegaard, M. (2006). Undervisning i klasser med mange børn fra indvandrerfamilier. B. Elle, K. Nielsen & M. Nissen (Red.), Pædagogisk Psykologi. Roskilde universitetsforlag.
  • Hedegaard, M. (2005). Strategies for dealing with conflicts in value positions between home and school: Influence on ethnic minority student’s development of motives and identity. Culture & Psychology, 11, no 2, 187-205.
  • Hedegaard, M. (2003) Cultural Minority Children’s Learning within Cultural Sensitive Classroom Teaching. ’Curriculum and Cultural Knowledge’, Special Issue of Pedagogy Culture & Society, 11, 133-151.
  • Hedegaard, M. (2003). Personality and Concept Formation. In M. Tokora & L. Steels (Eds.) The Future of Learning. Leipzig IOS Press.
  • Hedegaard, M.(2003) Børns og unges udvikling diskuteret ud fra et kultur-historisk perspektiv. Nordisk Udkast (31), 27-45.
  • Hedegaard, M. Chaiklin, S. Pedraza, P. (2001). Cultural Sensitive Teaching within a Vygotskian Perspective. In M. Hedeggaard (Ed.), Learning in Classrooms. Aarhus: Aarhus University Press.
  • Hedegaard, M. (2001). Det kompetente barn. I D. Cechin (Re.) Børns kompetencer. 5 rapport  BUPL’s satsningsområde Børn og Unges Kompetanceudvikling.
  • Hedegaard, M. (2001). Kultursensitiv undervisning og udviklende læring: To projekter Psyke og Logos, 26, 273-286.
  • Hedegaard,M. & Chaiklin, S. (2000) Conchecimento escolar e conchecimento comunitario: ensino e aprendizagem a partir de uma perspectiva de vygotskiana. I J. Clovis de Azevedo, P. Gentili, A. Krug & C. Simon: Utopia e Democracia na Educacão Cidãdã. Porto Alegre, Brazil: Editora da Universidade.
  • Hedegaard, M. (1999). Udviklende Læring – dobbeltbevægelsen i undervisningen. I J.Tønnes & Klaus Nielsen (Re), Stilladsering – en pædagogisk metafor. Århus: Klim.
  • Hedegaard, M. (1999). Institutional Practice, Cultural Positions, and Personal Motives: Immigrant Turkish Parents’ Conception about their Children’s School Life. In S. Chaiklin; M. Hedegaard & U. Juul Jensen (Eds.), Activity Theory and Social Practice. Aarhus: Aarhus University Press.
  • Hedegaard, M. (1999). The Influence of Societal Knowledge Traditions on Children’s Thinking and Conceptual Development. M. Hedegaard, & J. Lompscher (Eds.), Learning Activity and Development. Aarhus: Aarhus University Press.
  • Hedegaard, M. (1998).Situated learning and cognition: Theoretical learning and cognition. Mind Culture and Activity, 5, 114-126.
  • Hedegaard, M. (1998). Udvikling lære- og undervisningsvirksomhed eksemplificeret ved en drengs udvikling af motiver (Development, learning- and teaching activity exemplified by a boys development of motives) In: N.J. Bisgaard (Ed.) Pædagogiske Teorier. Værløse: Billesø & Baltzer.
  • Hedegaard, M. (1998). History education and didactics. In Y. Engeström, R. Miettinen & R.-L. Punamäki (Eds.) Perspectives on activity theory. Cambridge: Cambridge University Press.
  • Hedegaard, M. (1996). Ændring i skolepraksis: Et kommunalt projekt med statsløse palæstinensiske børn. I: M. Hedegaard (red.) Praksisformers forandring – personlig udvikling. Aarhus: Aarhus University Press.
  • Hedegaard, M. (1996). How instruction influences children’s concepts of evolution. Mind, Culture, and Activity: An International Journal, 3, 11-24.
  • Hedegaard, M. (1996). Beskrivelse af småbørn. Nul til fjorten: Pædagogisk tidsskrift for daginstitutioner og klubber, 6.
  • Hedegaard, M. (1996). How instruction influences children’s concepts of evolution. Mind, Culture, and Activity: An International Journal, 3, 11-24.
  • Hedegaard, M. (1995) Qualitative analyses of a child’s development of theoretical knowledge and thinking in history teaching. I L. Martin, K. Nielsen & E. Taback (Eds.) Cultural Psychology and Activity Theory. Cambridge: Cambridge University Press.
  • Hedegaard, M. (1995) Qualitative analyses of a child’s development of theoretical knowledge and thinking in history teaching. In L. Martin, K. Nielsen & E. Taback (Eds.) Cultural Psychology and Activity Theory. Cambridge: Cambridge University Press.
  • Hedegaard, M. (1994). Moving from the concrete to the general using participant observation in research on children’s learning. Multidisciplinary Newsletter for Activity Theory, 15/16, 37-44.
  • Hedegaard, M. (1994). Hvordan lærer skolebarnet. (How does the schoolchild learn?) In N. Rosendal Jensen (red.) Når børn vil lære noget. Værløse: Billesøe & Baltzer.
  • Hedegaard, M. & Chaiklin, S. (1993). Foundation for investigating the role of children in Danish school teaching. In N. Engelsted, M. Hedegaard, B. Karpatschof, & A. Mortensen: The societal subject. Aarhus: Aarhus University Press.
  • Hedegaard, M. & Sigersted, G. (1992). Experimental classroom teaching in history and anthropological geography. Multidisciplinary Newsletter for Activity Theory. 11/12. 13-23.
  • Hedegaard,M. (1992). Historieundervisning. (History teaching). In M. Hedegaard & V. Rabøl-Hansen (red.). En virksom pædagogik. Aarhus: Aarhus University Press.
  • Hedegaard, M. & Chaiklin, S.(1991). Teaching children to think theoretically. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 12, 153-154.
  • Hedegaard, M. (1990). The zone of proximal development as basis for instruction. In L.C. Moll (Ed.) Vygotsky and education. instructional implications and applications of socio-historical psychology. Cambridge: Cambridge University Press.
  • Chaiklin, S., Hedegaard, M., Navarro, K. & Pedraza, P. (1990). The Horse before the cart: A theory-based approach to using microcomputers in education. Theory into Practice. 29, 270-275.
  • Hedegaard, M. (1988). Teaching and the development of schoolchildren’s theoretical relation to the World. Multidisciplinary Newsletter for Activity Theory, 1, 36-42.
  • Hedegaard, M. (1987). Methodology in evaluative research on teaching and learning. In F. van Zuuren, B. Mook & F. Wertz (Eds.), Advances in qualitative psychology. Lisse, The Netherlands: Swets Publishing.
  • Hedegaard, M. & Hansen, E. (1986). Fagundervisning, elevundervisning og udvikling af elevernes teoretiske tænkning. (Instruction and development of children’s theoretical thinking). Skolepsykologi, 5-6, 457-473.
  • Hedegaard, M. (1986). Two approaches to thinking and knowledge acquisition. The Quarterly Newsletter of the LCHC, 8, 58-63.
  • Stenild, M. Hedegaard (1974). stages in concept learning III. Scandinavian Journal of Psychology, 16, 42-48.
  • Stenild, M. Hedegaard (1973). Sprogets betydning for barnets kognitive udvikling. (The importance of language in relation to the child’s cognitive development). Nordisk Psykologi, 25, 93-104.
  • Stenild, M. Hedegaard (1972). Stages in concept learning. Scandinavian Journal of Psychology, 13, 98-108.
  • Stenild, M. Hedegaard (1972). Stages in concept learning II. Scandinavian Journal of Psychology, 15, 293-299.

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