Childrens Interests, Inquiries and Identities Curriculum, Pedagogy, Learning and Outcomes in the Early Years (Helen Hedges) (z-lib.org)(KVTM)

186 Index

Campy (invented language) 106–107, creativity 17, 20, 41, 100, 116; and identity
108–109 106, 107

Cannella, G. 35, 41 Cremin, H. 15
capability development 110, 116, 119, critical thinking 38, 52, 58, 91, 96, 115,

129, 165 118, 129
capability theory 9, 10, 33, 49–52, 77, 130, Csikszentmihalyi, Mihalyi 154, 156, 157,

153, 175; and conversion factors 50; and 158, 166–167
funds of knowledge 80; and inquiry 94, 95, Cullen, Joy 4, 42
97, 114, 115; and outcomes 115–116, 117, culture 18, 59, 111; defined 20; and funds of
169, 182; and well-being/agency 119
capable learners, children as 9, 33, 39, 79; knowledge 9, 82, 90; indigenous/migrant
and child-centredness 35; and curriculum 101–104; participation in 7, 11, 20–21,
38; and dispositions 116; and identity 87, 41, see also sociocultural theory
95, 110; and research 59, 60 curiosity 10, 13, 16–18, 22, 24, 25, 45, 95,
Carr, Margaret 116 154, 178; and learning dispositions 116,
Carr, W. 145 117, 121; and life choices/careers 159,
Chesworth, Liz 26, 27, 65–66, 79, 161, 163, 165, 166
81–82, 91 curriculum 4, 13, 28, 32, 33–38, 45, 168,
child-centredness 8, 32, 38, 42, 68, 78, 172; 172, 176–177; of Aotearoa New Zealand
and curriculum/pedagogy 36, 136, 145; seeTe Wha-riki; and capability theory
and play 34, 35, 41, 52, 135; and 115–116; and child development theory
teachers’ interests 11, 82, 135–136, 137, 35–37, 52; and child-centredness 35, 136;
139, 141, 143, 150 and curiosity/inquiry 17–18; defined 33;
childcare 32, 47, 146 emergent 43; and funds of knowledge 9,
childhood studies 8, 38, 39–40, 41, 51 78, 91; and inquiry 10, 23, 96, 111;
children’s rights 32, 38–39, 41, 51 interests-based see interests-based
Chile/Chilean identity 102–103, 140 curriculum; and learning dispositions
choices, children’s activity 2, 3, 9, 11, 34, 43–44; and pedagogy, compared 33; and
40, 41–42; as illusion 35, 41, 85 play 33–34, 37–38, 41, 42, 46, 47, 177;
Chung, Shunah 35 and real questions 94; and school
citizenship 9, 10, 40, 45 readiness/academic outcomes 9, 38; spiral
Clandinin, D.J. 136, 148 180, 182, 182; and teachers’ interests 7,
Clark, Alison 68, 127 11, 134–135, 136–137, 138, 150; and
Clough, P. 118 working theories 12, 114, 115–116, 118,
co-construction 41, 124, 130, 176, 179 123–125, 129, 178
collaboration 11, 17, 23, 28, 116
Comber, B. 165 dance 2, 23, 71, 84, 138, 158–159
communication 6, 10, 17, 21, 87, 88, 99; data analysis 72–73
and funds of identity 106, 107 Davis, Keryn 117, 127
communities 6, 7, 11, 41, 100–101; and funds death/dying 94, 118, 123
of knowledge 80, 82, 154, 155; and deep interests 2–3, 11, 13, 27, 95, 123,
informal learning 14, 17, 18, 20, 59, 95; of
participation 103, 104; and participatory 154, 180
research 61, 67, see also culture deficit perspective 35, 36, 60, 80, 115, 165
concentration 10, 13, 15 Delaney, K. 32
conceptual thinking/language 10, 20, DeMarie, D. 69
124–125, 127–128, 175 democracy 40, 45, 51, 52
Connelly, F.M. 136, 148 developmental/educational psychology 8,
contribution (mana tangata) 6, 10
conversion factors 50 14–18, 25, 41, 42, 59, 172; and context
cooking 3, 79, 82, 89, 98, 137, 138 20; and curiosity 16–18; and curriculum/
Cooper, Maria 86, 87, 110, 117, 178 pedagogy 35–37, 39; and interests as
Correia, Nadine 40, 45 activities 15, 16, 78; and learning
Corsaro, Bill 62, 81 dispositions 116; and policy 32, 52; and
COVID-19 pandemic 82, 123 sociocultural aspects 18, 52–53
Dewey, John 14–15, 16, 22, 37, 79, 149,
177–178; and inquiry 96; and intellect/
emotion 18

Index 187

DiGiacomo, Daniela 27 friendship 2, 10, 121–123
diversity, cultural 18, 32, 36, 52, 63, 79–80, fundamental inquiry questions 10, 94–95,

91, 92, 141 96–100, 109, 110–111, 174–175; and
drama 71, 161, 162 caregiving 98, 107; and communication
dualistic binaries 35, 36, 51 99, 106, 107; and creativity 100, 106; and
funds of identity 106, 107; and identity
Eckhoff, Angela 73 95, 96–97, 98, 101, 111; and relationships
educational psychology see developmental/ 98–99, 106, 107; and understanding the
world 99; and well-being 99–100; and
educational psychology working theories 115, 124, 180
effort 14, 15, 20 funding of early childhood education 9, 32,
Einarsdóttir, Jóhanna 46, 70 45, 46, 48, 143, 168
emergent curriculum 43 funds of identity see identity, funds of
emergent inquirers 24, 95 funds of knowledge see knowledge, funds of
emotion/affect 13, 14, 15, 18, 19, 36, 90,
gardening 82, 84, 89, 138
136; and intellect, connection between Gelman, Rochel 127–128
11, 18, 153, 154, 158, 164–165; of gender 44, 90–91, 100, 123
researcher 72, 74 González, Norma 60, 80
empowerment 5, 6, 27, 35, 40, 45, 50, 59, Goodfellow, J. 53
150, 173; and funds of knowledge/ grandparents 68, 81, 106
identity 78, 81, 85, 95, 109; and Greece 42
relational pedagogy 125, 134 Grieshaber, S. 36
engagement 14, 17, 18, 24, 28, 77, 81, 154
engineering 2, 44, 81, 139–140, 142 Haggerty, Maggie 73
England 38, 46, 47, 127, 136 haka 102, 103, 104
English language 87, 141 Harrison, A. 60–61
equity 36, 79, 123, 169 Hatch, Amos 36, 37, 52
Esteban-Guitart, Moisès 8, 106 health/nutrition 100, 138, 159, 160
Estonia 47 heart, purpose/functions of 11, 129–130
ethical aspects of research 9, 40, 53, 59, 60, Heckman, J. 48, 49
63–67, 68, 74; and benefits for Hedges, Helen 42, 81, 90, 118, 138, 179
participants 66–67; and confidentiality 64, Hein, R. 26, 156
67, 157; and credit principle 67, Helm, Judy 43
157–158; and data analysis 72; and Hensley, Marla 83, 84
dissemination 73; and permissions/ Hidi, Suzanne 13, 15–16
consent 63–66, 69–70; and professional Hill, Michelle 118
knowledge 143, 145, 147, 148–149 Hipkins, R. 154
ethnographic approaches 9, 26, 60–61, 68, history teaching 136, 149
74, 105, see also participatory research holistic outcomes 6, 9, 10, 11, 89, 90, 143,
everyday concepts 10, 20, 91–92, 126, 177
exploration (mana aotu-roa) 6, 17 174; and curriculum 115–116, 123–125;
and informal learning 17, 27, 28, 95; and
fairness 2, 81, 123 play 177; and relational pedagogy
families 1, 2, 3, 7, 11, 41; and funds of 125–130, 134, 181; and working theories
114, 115–116, 123–130, 175
knowledge 9, 77, 80–81, 82–89, 154, Hollett, Ty 25–26, 27, 156
155, 165, 174; and informal learning 14, home visits 71, 76, 82–84, 85, 86–87, 88, 174
17, 18, 20, 59, 95; and participatory Hong Kong 47, 163
research 61, 63, 64, 67, 68, 70, 71; household tasks 81, 82, 89
partnerships with 5–6, 77, see also parents human capital theory 9, 33, 48–49, 50,
Farran, D. 52 52, 115
field notes 60, 61, 62, 66, 68–69
Fiji/Fijian identity 101–102, 103 Iceland 70, 117
Fleer, Marilyn 4, 37, 44, 124 identity 3, 5, 7, 10, 49, 87, 100–104, 153;
Flewitt, Rosie 61, 64
folk wisdom 13, 15, 16, 172 cultural 87, 101, 102–104, 106, 107,
Freud, Sigmund 36

188 Index

140–141, 167, 174; and fundamental perspective on 25; research gaps in 5; and
inquiry questions 95, 96–97, 98, 101, school readiness 9; and selective use of
research 16; self-motivated 16, 26;
111, 175; and funds of knowledge 101, triggering 15, 16, 18, 21, 25, 28;
104, 105; future adult 107–109; and undervalued by adults 4–5, 11–12,
indigenous/migrant children 101–104, 172–173; and young adults see
140–141; and inquiry 95, 96–97; learner young adults
95, 99, 106–107, 155, 167, 178; and life interests, children’s, long-term outcomes of
153–169; and curriculum 168; and
choices/careers 158, 159, 162, 163, 165, educational settings 155–156, 165; future
research areas for 168–169; and identity
167; multiple 101, 109; teacher 135, 136, development 158, 159, 162, 163, 165,
140–141, 143, 147, 148 167; and intellect/affect 153, 154, 158,
identity, funds of 10, 104–109, 110, 111, 164–165; and interest sustainment
166–167; and learning environments 155;
154, 167, 174, 183; and adult roles and national standards/targets 154–155;
107–109, 111n1; derived from funds of and origins of interest 165; study
knowledge 95, 104, 105–106, 165, 175; 157–169; study method 157–158; and
thematic analysis 158
and fundamental inquiry questions 106, interests-based curriculum 12, 124, 175,
107; and teachers’ interests 134, 148, 150 181–182, 182, 183; and teachers’ interests
134, 136, 142, 148, 150
imagination 10, 17, 20, 95, 111, 161; and intersubjectivity 19, 99, 110, 127
investment see funding
play 19, 44
Jacobs, Meg 101
inclusion 36, 39, 85, 91, 110 Jalongo, M. 79
Jonas, Mark 149
infants 2, 18, 59, 65, 66, 73 Jones, Elizabeth 43
informal learning 8, 20, 21–22, 49; and Jones, Marion 136, 137, 148, 149
Jones, S. 142
funds of knowledge 77–78, 91, 94; and Joseph, Pamela 33
jumping 3, 10, 89, 98, 100, 119–121
holistic outcomes 17, 27, 28, 95; and
interests, 13, 14, 27–28, 59–60, 134, 154, kaiako see teachers
155, 173–174; new principles for 27, Kamler, B. 165
173–174 Karabon, A. 83, 84
inquiry 13, 17, 22–24, 25, 94–111, 114, Katz, Lilian 43, 124–125
115–116; dialogic 96; and information Kelchtermans, G. 137, 148
seeking 17, 24, 43, 95–96; as intrinsic to Kelly-Ware, Janette 123–124
Kemmis, Stephen 145, 147
interests 18, 45; and policy 33; and real knowing practice 147
knowing, spiral of 23, 24, 124, 125
questions 10, 23, 96, 110; as stance 23, knowledge building 12, 14, 15, 17, 18, 22,
24, 95–96, 110, 115, 130, 155, 173, 183;
136; and curriculum 33, 124; and inquiry
and three human urges 24, 96, 97; and 23, 24, 115; slow 127; and working
theories 118, 124, 126, 127, 129, 130
wondering 95, 96, see also fundamental knowledge, funds of 9, 11, 77–92, 98, 154,
165, 174; case studies 86–89; and
inquiry questions conceptual understanding 124; dark 90,
97; defined 80–81; dilemmas surrounding
inquiry acts 24, 43, 115, 118, 130, 178; 90–91; as fluid concept 90; and funds of
identity 95, 104, 105–106, 165, 175; and
and information seeking/wondering identity 101, 104, 105; and informal
95–96, 128 learning 77–78, 91, 94; and pedagogy
inquiry projects 4, 155

intent participation 21, 89, 91, 114

intentional teaching 140, 149
interest-in-motion 25–26
interests, children’s 1–8, 172–183; as

activities see activities, interests as; deep
2–3, 11, 13, 27, 95–96, 123, 154, 180;
defined 15, 16, 17, 32, 45, 77;

development over time of 25; and
education 4–5, 8, 15; and funds of
knowledge see knowledge , funds of; and

future education/careers 2, 3, 11, 159,

162; and identity development 3, 5, 163,
167; importance of 2–3, 7, 173, 176; and
informal learning see informal learning;

models of 16, 159; and play see play; and
post-humanism 26–27; practice-based

Index 189

84–86, 110; research methods for 82–84; music 3, 23, 71, 81, 82, 84, 86–87, 138; and
and teachers’ interests 134, 135, 150; identity 87, 100, 101, 102–104
theory of 80–82
Korthagen, F. 137, 148 narrative research 157
Krapp, Andreas 16, 17 national anthems 100, 102–104, 140
national standards/targets 154–155
language 21, 68, 99; development 19, 20, nature see science/nature
23; and funds of knowledge 80, 81, 87; nature–nurture debate 35, 36
and identity 102, 103, 104, 106–107, Neaum, S. 21
108–109, 141 Neill, A. 154
neoliberalism 9, 28, 32–33, 46, 47, 48–49,
learner identities 95, 99, 106–107, 155,
167, 178 80, 135–136, 154, 179, 183
new materialism/neomaterialism 26–27,
learning dispositions 10, 96, 114, 121, 130,
154, 175; academic/intellectual 43–44; 28n2
and Ma-ori 116–117 New Zealand see Aotearoa New Zealand
Nimmo, John 43
learning environments 33, 117; modern/ norms 33, 37, 41, 108; Western 36, 41, 60, 80
innovative 155 numeracy 117, 121, 125, 143, 174, 177
Nussbaum, Martha 50, 51, 94, 95, 97, 119
learning leads development concept Nuttall, Joce 147, 148
18–19, 37 Nutbrown, Cathy 46, 47, 118

learning stories 1, 117, 119 observation 8, learning through 2, 20–21
"least adult” persona 62, 68 OECD (Organisation for Economic
Lego 71, 78, 122, 123, 157, 163
Lewis, Rebecca 181 Cooperation and Development) 48
life experiences 3, 7, 13, 27, 53, 77, 80, 115, Olsson, Liselott 96
Ord, Kate 147, 148
130, 136; of teachers 148; in tertiary outcomes 33, 35, 46, 47, 48, 49–50, 52, 80,
education 155
lifelong learning 9, 168, 169 154, see also academic outcomes; holistic
Lindfors, Judith 8, 27; and inquiry 18, 22, outcomes
24, 43, 94, 95–96, 97, 115, 173
linguistics 59, 80 Pacini-Ketchabaw, V. 14, 35–36, 45
Lipsey, M. 52 Palaiologou, Ioanna 58
listening, pedagogy of 126–127 Pálmadóttir, Hrönn 70
literacy 50, 81, 85, 106, 117, 137, 154, Paradise, R. 21, 49
174, 177 parents 1, 3, 6, 9, 12, 46, 78; criticism by
LOPI (learning by observing and pitching
in) 21 127; and funds of identity 107, 108; and
Lovatt, Daniel 128 funds of knowledge 87, 88, 89; interests
Loveridge, Judith 137 of 81, 84, 137, 159, 160; and
participatory research 63, 64, 65, 68, 71,
mana 6 see also families
mana aotu-roa 6, 17 participation 7, 20, 38–41, 50; and
mana reo see communication childhood studies 39–40; and children’s
mana tangata 6, 10 agency 40–41; rights 39; seven central
Mandell, N. 62, 66 concepts for 40, 45
Manning, Suzanne 137 participatory learning 14, 15, 23, 28, 33,
Ma-ori 102, 116–117, 140, 141 59–60, 120, 175; adults’ constraints on
mathematics 44, 81, 137, 154, 159 22; and identity 100–101; and inquiry
meaning making 23, 94, 109, 110, 115; and 100; and intent 21; and relational
pedagogy 10
slow pedagogy 127 participatory research 9, 20, 40, 59, 60–74,
mediation 19, 20, 24, 37, 41, 101, 109, 128 109, 174; and data analysis 72–73;
memory 14, 15, 18, 53, 72, 119, 157, 160 dissemination of 73; and emotions of
Moll, Luis 8, 60 researcher 72, 74; and ethics see ethical
morality 51, 115 aspects of research; and ethnography
Moss, P. 47, 68
motivation 3, 8, 11, 15, 17, 22, 80, 116, 154

190 Index

60–61; and field notes 60, 61, 62, 66, 155; and national standards/targets
68–69; future directions for 74; home 154–155; neoliberal see neoliberalism; and
visits in 66, 71; interviews in 70; and play 32, 38, 46–47; and school readiness
“least adult” persona 62, 68; methods 35, 38, 41, 48–49; and teacher
67–71; and mosaic/multimodal approach professionalism 47–48, 143, 146, 176;
68, 71; observation in 62, 68–70; playful/ and teacher-centredness 35, see also
arts-based methods ion 71; and researcher curriculum
reflexivity 60, 61–63; visual methods in popular culture 82
69–70; and withdrawal of researcher 72 post-humanism 26–27, 74
Pasifika children 86–87, 102 post-Vygotskian theories 8, 10, 20–22,
passion projects 4, 155 28n1, 111
power relations 22, 24, 35, 59, 60, 71, 82, 84
pedagogical relationships 17, 21, 23, 37, practice-based perspective 25, 144
primary education 4, 23, 39, 80, 155, 160,
90, 137 161, 162–163
pedagogy 4, 5, 7, 14, 28, 33–38, 45, 172, professional knowledge 5, 7, 11, 46, 73,
110, 143–149, 150; and competence
176–177; and child development theory models 143–144; dilemmas with
35–37; and child-centredness 35, 136; 148–149; and knowing practice/
and curriculum, compared 33; and funds embodied knowing 147; and life
of knowledge 9, 78, 84–86, 91; and experiences 148; models of 144–145; and
inquiry 10, 17, 23, 96, 111; of listening policy 47–48, 143, 146; seven categories
126–127; and play 33–34, 37–38, 46–47, of 145; subject content 145–146, 148;
109; relational see relational pedagogy; theoretical/experiential 144, 146–147
slow 127; and teachers’ interests 11, project work 4, 42–44, 155
134–135, 138, 150; three modes of Prout, Alan 52–53, 121
37–38, 42, 181; and working theories Purtell, K. 153
12, 123
peers 2–3, 16, 17, 23, 25–26, 97–99, 118; qualitative methodologies 9, 59, 60, 61, 68,
and funds of knowledge 81, 91 168; and secondary analysis 137–138

Peiser, Gillian 136, 137, 148, 149 Rameka, Lesley 116
real questions 10, 23, 94, 96, 110, 155
Pekrun, R. 17 Reggio Emilia approach 43, 118, 119, 126–127
relational pedagogy 10, 11, 38, 109–110,
persistence/perseverance 10, 17, 117, 121;
149, 150, 183; and conceptual language
and life choices/careers 159, 161, 162, 127–128; features of 110, 126; and
flawed knowledge 127; and informal
163, 164 learning 134; and inquiry 96; and
interests-based curriculum 181, 182, 182;
Peters, Sally 117, 127 and knowledge building 126, 127, 129,
130; and learning about the body 127,
physical education 162, 163, 164 128, 129–130; and participatory learning
111; as pedagogy of listening 126–127;
Pinar, William 33 and working theories 114, 125–130, 181
relationships 6, 13, 19, 28, 59, 106, 107
play 6, 8, 9, 15, 16, 17, 19, 52, 172; and Renninger, Ann 13, 15–16
representation 6, 19, 23
caregiving 98; and child-centredness 34, research 58–74; disseminating 67;
dissemination of 73; ethical considerations
35, 41, 52, 135; and curriculum/ in 53, 59, 60; and ethics see ethical aspects
pedagogy 33–34, 37–38, 41, 177; and of research; fieldwork 2, 58, 60, 62; and
educational modes 37–38, 42; and funds funds of knowledge 80–82; mobile/
of identity 95, 114; and funds of micro-ethnographic 26; narrative
methods 157; naturalistic 15, 41, 60, 61,
knowledge 77, 79, 81, 82, 85, 114; as

informal learning 20, 22, 23; and inquiry

see fundamental inquiry questions; and

participatory research 61, 62; and
pedagogy 33–34, 37–38, 46–47,
109–110; and policy 32; research
methods for 26; resources/equipment

for 34

play-based learning in primary education 155

playworlds 44, 45, 124
policy, early childhood 8–9, 45–52; and

assessment 117; and capability theory
49–52; and child development theory 36,
37; international 9, 32–33, 45, 46–47,

Index 191

67–68; participatory see participatory spirituality 97
research; qualitative see qualitative sport 81, 89, 103, 119, 140, 156, 162–164,
methodologies; selective use of 16, 46, 49
researcher reflexivity 60, 61–63 see also jumping
resilience 89, 159, 161, 163; and working Sumsion, J. 49, 53
theories 116, 117, 121 Sutton-Smith, Brian 34
Rinaldi, Carlina 118, 119, 120, 126 Switzerland 118
Riojas-Cortez, Mari 85
risk taking 17, 100, 116, 121, 161 Te Wha-riki 5–7, 8, 115–116, 140; four
Rogoff, Barbara 8, 18, 20–22, 24, 27, 50, principles/five strands of 5–6; key
124; and culture/communities 20, 21; competencies in 154; and mana 6; and
and identity 101; and informal learning Ma-ori language/culture 102; theoretical
21–22, 49; and intent participation 21; underpinning of 7; and working theories
and knowledge building 17 115–117, 118

Samoa/Samoan identity 86, 87, 101, 103, 106 teacher knowledge 11, 46, 47, 73, 78, 134,
Scandinavia 46, 146, 155 135, 141–149; and child-centredness 143;
school readiness 7, 9, 33, 35, 41, 46, 95, professional see professional knowledge;
rethinking 142–149, see also teachers’
110, 177, 180; and policy 48–49, 52, interests
149, 155, 178, 180
science/nature 23, 44, 81, 99, 137, teacher-centredness 8, 35, 135–136
138–139; and life choices/careers teachers 5, 6, 8, 9, 12, 33, 42, 44, 165; and
155–156, 158–159, 160, 161; and
working theories 127, 128, 129–130 children’s choice 41; constraints on 35;
secondary education 39, 46, 136, 139, 155, and emergent curricula 43; and funds of
159, 161, 164 knowledge 77, 78, 81–86, 91; home visits
self-motivated activities 2, 16, 26 by 71, 76, 82–84, 85, 86–87, 88; identity
Sen, Amartya 50–51, 158 135, 136, 143, 147, 148; and inquiry 23;
Shin, D.D. 15 and parents 46; and participatory research
Shulman, S. 145 60, 62, 66–67, 71, 72; and professional
siblings 2, 67, 71, 81, 98 learning 46, 73, 140; professionalism of
Singapore 47 47–48, 143; and working theories 117,
situational interest 16, 17 118–119, 121, 123, 125–126, see also
skateparks 26, 156 professional knowledge
Slatter, B. 15 teachers’ interests 43, 134–150, 176; and
Slot, Esther 156, 166, 167, 169 child-centredness 11, 82, 135–136, 137,
slow pedagogy/knowledge 127 139, 141, 143, 150; cultural 140–141;
social actors, children as 40 and curriculum/pedagogy 7, 11,
social media 2, 69, 82 134–135, 136–137, 138, 150; and funds
socio-dramatic play 15, 19, 71, 78, 85, of knowledge/identity 134, 135, 148,
98, 138 150; personal 135, 136, 138–140;
sociocultural theory 7, 8, 9, 145, 149, 150, repositioning of 135, 143, 148, 150; and
154, 174; and dispositions 116; and funds treehouse project 142, see also professional
of identity see identity, funds of; and knowledge; teacher knowledge
funds of knowledge see knowledge, funds technology 20, 44, 69, 82, 104–105, 138, 159
of; and identity 101; and informal tertiary education 155–156, 159, 160, 162,
learning 14, 18, 20, 25–27, 28, 28n1, 59; 163, 164
and participatory research 61, 73, 74; and toddlers 2, 10, 18, 59, 65, 73, 97
pedagogical relationships 17; and policy transferability 21, 44
32, 51; and projects/concepts/playworlds treehouse project 142
44–45, 45; and teachers’ interests 82, see triggering of interests 15, 16, 18, 21, 25, 28
also childhood studies Tsitouridou, Melpomeni 4, 42
sociology 8, 36, 39, 40, 52, 53, 59, 60 Turkle, Shelley 155–156
special education 156
spiral of knowing 23, 24, 124, 125, 179–180 United Nations Convention on the Rights
of Children (UNCROC) 39, 40

United States (US) 39, 43, 80, 83, 137, 140
Urban, Mathias 143

192 Index

Vélez-Ibáñez, C. 80–81 Williamson, Joanna 124–125
verbs, active 8, 21, 127 Wilson, S. 145
Verhoeven, M. 155 Wood, Elizabeth 37–38, 42, 46, 98, 118,
Vintimilla, C. 14, 35, 45
Vygotsky, Lev 7, 8, 10, 18–20, 27, 45, 106, 179, 181
working theories 10–11, 12, 114–131, 174,
111, 177; and authentic learning 19, 20,
23; and children’s agency 40–41; and 175, 176–181, 183; and assessment 115,
imagination 19, 20, 44; and informal 116–117, 119; and curriculum 12, 114,
learning 20, 21, 22; and intellect–affect 115–116, 118, 123–125, 129, 178; and
connection 11, 18, 153, 154, 158, 169; flawed knowledge 127; and knowledge
and learning leads development concept building 118, 124, 126, 127, 129, 130;
18–19, 37; and zone of proximal and learning dispositions 114, 116–117,
development/mediation 19, 24, 178, see 130; and learning stories 117, 119; and
also post-Vygotskian theories learning to jump 119–121; and making
friends 121–123; as outcomes see holistic
Wagner, J. 46 outcomes; and relational pedagogy 114,
Walsh, Daniel 35 125–130, 181; research on 117–118, 126;
well-being 6, 33, 50, 77, 83, 97, 99–100; and and spiral of knowing 124, 125, 179–180
Wozniak, R.W. 15
capability theory 115, 117, 119, 158, 175
Wells, Gordon 8, 27, 129, 140; and inquiry Young, Doris 42
youths/young adults 8, 11, 25, 26, 156,
11, 18, 22–23, 94, 96, 117, 173; and real
questions 10, 23, 94, 96, 110, 155; and 157–158, 176, see also interests, children’s,
spiral of knowing 24, 124, 180 long-term outcomes of
Western norms 36, 41, 60, 80, 135
whakamana see empowerment zone of proximal development/mediation
Whyte, K.L. 83, 84 19, 20, 24, 34, 126, 178