Crossref Citations
This Book has been
cited by the following publications. This list is generated based on data provided by Crossref.
Turner, Val D.
and
Chambers, Elisha A.
2006.
The social mediation of a moral dilemma: appropriating the moral tools of others.
Journal of Moral Education,
Vol. 35,
Issue. 3,
p.
353.
Rodina, Katarina A.
2006.
The Neo-Vygotskian Approach to Early Communication.
Nordic Psychology,
Vol. 58,
Issue. 4,
p.
331.
Richardson, Ken
2007.
Human Development in the Twenty-First Century.
p.
25.
Bodrova, Elena
2008.
Make‐believe play versus academic skills: a Vygotskian approach to today’s dilemma of early childhood education.
European Early Childhood Education Research Journal,
Vol. 16,
Issue. 3,
p.
357.
Yasnitsky, Anton
and
Ferrari, Michel
2008.
From Vygotsky to Vygotskian psychology: Introduction to the history of the Kharkov School.
Journal of the History of the Behavioral Sciences,
Vol. 44,
Issue. 2,
p.
119.
Sikoyo, Leah N.
and
Jacklin, Heather
2009.
Exploring the boundary between school science and everyday knowledge in primary school pedagogic practices.
British Journal of Sociology of Education,
Vol. 30,
Issue. 6,
p.
713.
Siraj-Blatchford, Iram
2009.
Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective.
Educational and Child Psychology,
Vol. 26,
Issue. 2,
p.
77.
Whitebread, David
Coltman, Penny
Pasternak, Deborah Pino
Sangster, Claire
Grau, Valeska
Bingham, Sue
Almeqdad, Qais
and
Demetriou, Demetra
2009.
The development of two observational tools for assessing metacognition and self-regulated learning in young children.
Metacognition and Learning,
Vol. 4,
Issue. 1,
p.
63.
Feigenbaum, Peter
2009.
Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation.
p.
105.
Veenstra, Baukje
van Geert, Paul L.C.
and
van der Meulen, Bieuwe F.
2010.
Computer versus human-based support: Effect on computer game performances in (in)effectively learning pre-schoolers.
Educational and Child Psychology,
Vol. 27,
Issue. 4,
p.
56.
Eun, Barohny
2010.
From learning to development: a sociocultural approach to instruction.
Cambridge Journal of Education,
Vol. 40,
Issue. 4,
p.
401.
van Oers, Bert
2010.
Emergent mathematical thinking in the context of play.
Educational Studies in Mathematics,
Vol. 74,
Issue. 1,
p.
23.
Whitebread, David
Almeqdad, Qais
Bryce, Donna
Demetriou, Demetra
Grau, Valeska
and
Sangster, Claire
2010.
Trends and Prospects in Metacognition Research.
p.
233.
Fleer, Marilyn
2011.
Motives in Children's Development.
p.
79.
Fleer, Marilyn
2011.
‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education.
Contemporary Issues in Early Childhood,
Vol. 12,
Issue. 3,
p.
224.
Latukefu, Lotte
and
Verenikina, Irina
2011.
Scientific concepts in singing: Do they belong in a student toolbox of learning?.
British Journal of Music Education,
Vol. 28,
Issue. 2,
p.
181.
Florez, Ida Rose
2011.
Case-Based Instruction in Early Childhood Teacher Preparation: Does It Work?.
Journal of Early Childhood Teacher Education,
Vol. 32,
Issue. 2,
p.
118.
Bodrova, Elena
Leong, Deborah J.
and
Akhutina, Tatiana V.
2011.
When everything new is well-forgotten old: Vygotsky/Luria insights in the development of executive functions.
New Directions for Child and Adolescent Development,
Vol. 2011,
Issue. 133,
p.
11.
Warren, Elizabeth
Thomas, Louise
and
Devries, Eva
2011.
Engaging Indigenous children in mathematical learning in an early childhood setting.
International Journal of Pedagogies and Learning,
Vol. 6,
Issue. 2,
p.
97.
Damianova, Maria K.
and
Sullivan, Gavin Brent
2011.
Rereading Vygotsky's Theses on Types of Internalization and Verbal Mediation.
Review of General Psychology,
Vol. 15,
Issue. 4,
p.
344.