INTRODUCTION

In the previous two chapters an examination was conducted of Vygotsky's theory of child development as elaborated through a critique of this area and through a discussion of contemporary theoretical writings of scholars drawing upon cultural–historical theory. In those chapters a revolutionary view of child development that illustrates key concepts through empirical data of an infant–toddler called Louise was considered. In this chapter those ideas are built upon, and further empirical data from Louise's family are presented in order to broaden the conception of child development to include children's participation in everyday practices across institutions. The chapter begins with a discussion of Hedegaard's (2009) theory of child development because she has been instrumental in elaborating Vygotsky's original writings to include institutional practices as part of this view of child development.

CHILD DEVELOPMENT AS CHILDREN'S ACTIVITY IN EVERYDAY PRACTICE

Hedegaard (2009) has researched the construction of childhood and development within the framework of the institution, the society and the individual. Her work draws extensively upon Vygotsky's (1998) seminal theory of child development discussed in the previous chapter.