Further reading
Ang, L. (2010). Critical Perspectives on Cultural Diversity in Early Childhood: Building an Inclusive Curriculum and Provision. Early Years, 30(1), 41-52.
Chesworth, L. (2016). A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives. International Journal of Early Years Education, 24(3), 294-308.
Chesworth, L. (2019). Theorising young children’s interests: Making connections and in-the-moment happenings. Learning, Culture and Social Interaction. 23, 100263. doi.org/10.1016/j.lcsi.2018.11.010 .
Chesworth, L. and Hedges, H. (in press) Children’s interests and curriculum making in early childhood education, International Encyclopaedia of Education (4th Edition). Elsevier.
Cooper, M., & Hedges, H. (2014). Beyond participation: What we learned from Hunter about collaboration with Pasifika children and families. Contemporary Issues in Early Childhood, 15(2), 165-175. http://dx.doi.org/10.2304/ciec.2014.15.2.165
Esteban-Guitart, M. (2016). Funds of identity: Connecting meaningful learning experiences in and out of school. New York, NY: Cambridge University Press.
Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the Funds of Knowledge approach. Culture & Psychology, 20(1), 31–48. doi:10.1177/1354067X13515934
Falchi LT, Axelrod Y, Genishi C. (2014). “Miguel es un artista”—and Luisa is an excellent student: Seeking time and space for children’s multimodal practices. Journal of Early Childhood Literacy, 14(3), 345-366. doi:10.1177/1468798413501185
Fleer, M. (2010). Early learning and development : Cultural-historical concepts in play. Cambridge: Cambridge University Press.
González, N. Moll, L. C. & Amanti, C. (2005). Funds of Knowledge. Theorizing practices in households, communities and classrooms, London: Routledge.
Hedges, H. (2022) Children’s Interests, Inquiries and Identities: Curriculum, pedagogy, learning and outcomes in the early years, Abingdon: Routledge.
Hedges, H. (2021) Working theories: Current understandings and future directions, Early Childhood Folio, Volume 25 (Number 1): pages 32 - 37, available from https://www.nzcer.org.nz/system/files/journals/early-childhood-folio/downloads/ECF%202021_1_032_4.pdf
Hedges, H. & Cooper, M. (2018). Relational play-based pedagogy: Theorising a core practice in early childhood education. Teachers and Teaching: Theory and Practice, 24(4), 369-383.
Moll, L., Amanti, C., Neff, D. & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.
Peters, S., Davis, K. & McKenzie, R. (2018). Children’s ‘working theories’ as curriculum outcomes. In C. Trevarthen, J. Delafield-Butt and A-W. Dunlop, eds. The child’s curriculum. Oxford: Oxford University Press. pp. 296-310.
Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University Press.
Rogoff, B., Dahl, A. and Callanan, M. (2018). The importance of understanding children’s lived experience, Developmental Review, 50(a), 5-15. DOI: 10.1016/j.dr.2018.05.006
Rogoff, B., Moore, L. C., Correa-Chávez, M., & Dexter, A. L. (2015). Children develop cultural repertoires through engaging in everyday routines and practices. In J. E. Grusec and P. D. Hastings, eds. Handbook of socialization: Theory and research. The Guilford Press. pp. 472–498.
Salter, R. & Chesworth, L. (2021) Participatory story sharing practices in the early years with Central and Eastern European families in Scotland, International Journal of Early Years Education, doi: 10.1080/09669760.2021.1971948
Souto-Manning, M. & Mitchell, C.H. (2009). The Role of Action Research in Fostering Culturally-Responsive Practices in a Preschool Classroom. Early childhood education journal, 37(4), 269–277.
Souto-Manning, M. & Rabadi-Raol, A. (2018). (Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children. Review of Research in Education 42 (1), 203-225.
Vygotsky, L. S. (1987). The development of scientific concepts in childhood (N. Minick, Trans.) In R. W. Rieber and A. S. Carton, eds. The collected works of L.S. Vygotsky: problems of general psychology. New York: Plenum Press. pp. 167–242.
Wood, E. (2020). Learning, development and the early childhood curriculum: A critical discourse analysis of the Early Years Foundation Stage in England. Journal of Early Childhood Research, 18(3), 321 – 336.
Wood, E. & Hedges, H. (2016). Curriculum in early childhood education: Critical questions about content, coherence, and control. The Curriculum Journal, 27(3), 387-405.