Mariane Hedegaard

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• CV
• Research outputs
• Activities
• Keywords
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Research fields

• Children’s play and learning
• Children’s everyday life in families
• Children’s transition from daycare to school
• Teaching and learning in school and daycare
• Immigrant children in education
• Youth and art

Research group memberships

2013              Member of: The Executive Committee for ISCAR (The International Society for Research Cultural-historical and Activity Theory)

2010              Honorary doctorate at Pablo de Olavide University, Seville

2008-             Honouree Research Fellow at Department of Education Bath University connected with centre CSAT

2008-             Member of: The Editorial Board of the journal Learning Culture and Social Interaction

2005-             Head of: CHACDOC (Cultural-Historical Approaches to Children’s Development and Childhood) a section at ISCAR

2003-:            Organiser and head of Centre for PPUK  (Person, Practice, Udvikling  (Development) and Culture (Kultur)), Department of Psychology, Copenhagen University

2002-2010     Co-editor of the journal of Social Cultural Studies: Outlines: 

2002-             Member of: The editorial board of Mind, Culture and Activity, an International Journal

1998-2000     President for ISCRAT (The International Society for Cultural-Historical Research in Activity Theory).

1987-89:        Member of the Child-Youth (BUPL) Council of Developmental Research, Copenhagen 

1986-:            Member of the Standing Committee for ISCRAT (The International Society for Cultural-Historical Research in Activity Theory).

Research

• Convenor of PPUK (Practice, Person, Development, Culture) Centre Department of Education Copenhagen University
• Research interests: (1) Studying children in their everyday life across different institutions.  The focus is children’s activities across different institutional practices, home, school and after school activities, and to follow how children’s activities in families influences their activities in school and after school and vice versa. (2) Formulating a cultural-historical methodology for studying children’s development in everyday settings  drawing on the cultural-historical approach of L.S. Vygotsky and the phenomenology approach of Alfred Schutz, where both institutional practice and children’s motives and engagement is in-cooperated.

Current research projects

• Children’s play and learning
• Children’s everyday life in families
• Children’s transition from daycare to school
• Screening of 3 and 5 years old children in Greenland and development of educational intervention

Teaching

Bachelor education
Developmental psychology (course coordinator)

Master education
Community psychology
Courses and Master theses

PH.D. Education
Courses and supervision

Selected publications

Book Publications

Hedegaard, M & Fleer, M. (2013). Play, learning and children’s development. Everyday life in families and transition to school. New York: Cambridge University Press.

Hedegaard, M. Edwards, A. & Fleer, M. (Eds.) (2012) Motives in Children’s Development: Cultural-Historical Approaches,

Daniels, H. & Hedegaard, M. (2011), The practice of support for children and schools: A cultural theory approach. London: Continuum Publishers.

Hedegaard, M. & Fleer, M. (2008). Studying children. A cultural-historical approach. London: Open University Press.

Fleer, M., Hedegaard, M. & Tudge, J (Eds.), (2008). Constructing childhood: global–local policies and practices. World Yearbook 2009, Education and Policy. New York. Routledge. Taylor and Francis.

Hedegaard, M. & Chaiklin, S. (2005). Radical-local teaching and learning. A cultural-historical approach. Arhus University press.

Hedegaard, M. Frost, S. & Larsen, I. (2004). Krigsramte børn i exil. Aarhus: Klim.

Hedegaard, M. (2002). At blive fremmed i Danmark. Aarhus. Klim.

Hedegaard, M. (2002). Learning and child development. Aarhus: Aarhus University Press

Hedegaard, M. (Ed.) (2001). Learning in classrooms. Aarhus: Aarhus University Press.

Hedegaard, M. & Lompscher, J. (Eds.), (2000). Learning activity and development. Aarhus: Aarhus University Press.

S. Chaiklin; M. Hedegaard & U. Juul Jensen (Eds.), (1999). Activity theory and social practice. Aarhus: Aarhus University Press. 

Articles

Hedegaard, M. (2015 in press). Imagination and emotion in children’s play: A cultural-historical approach. International Journal of Early Education.

Hedegaard, M. (2015 in press). Children’s cultural learning in everyday family life exemplified at the dinner setting. In M. Fleer & B. van Oers (Eds). The International Handbook - 'Child, families and communities'. Dodrecht: Springer. 

Hedegaard, M. (2015). When day-care professionals’ values for transition to school do not align with the educational demands from society and school: A practice developing research project for day-care professionals’ support to children’s transition to school (Chapter 14).  In A. Edwards (Ed.), Collaborating on complex problems. Cambridge University press

Hedegaard, M., Munk, K.,  Sørensen, K. & Hülsen, J. (2015 ). Livsduelighed, leg og læring. Værdi-diskussion knyttet til børns overgange fra børnehave til skole. Pædagogsik Psykologisk Tidskrift.

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. (2014). Exploring tension and contradiction in youth activity of painting graffiti. Culture and Psychology. 20(3), 387-403.

Hedegaard, M. (2012). A cultural-historical approach to children’s development of multiple cultural identities. In M Kontopodis, C. Wulf & B. Fichtner (Eds.), Children, development and education. Dordrecht: Springer. (peer-reviewed)

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.(2012). The dynamic aspects in children’s learning and development (pp. 9-27). In M. Hedegaard, A. Edwards & M. Fleer (Eds.), 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 (Eds. ), Children, childhood and everyday life. Children’s perspectivees. Charlotte: Information Age Publishing.  

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).

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. (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.

Current research

Developmental psychology

Primary fields of research

(1) studying children in their everyday life across different institutions.  The focus is children's activities across different institutional practices, home, school and after school activities, and to follow how children's activities in families influences their activities in school and after school and vice versa. (2) Formulating a cultural-historical methodology for studying children's development in everyday settings  drawing on the cultural-historical approach of L.S. Vygotsky and the phenomenology approach of Alfred Schutz, where both institutional practice and children's motives and engagement is in-cooperated.