Motives in Children's Development

Mariane Hedegaard is Professor in Developmental Psychology and Head of the Centre for Person, Practice, Development and Culture at the University of Copenhagen. In 2010 she was awarded a Doctorate honoris causa by the University of Pablo Olavide, Seville. Professor Hedegaard was the founding president of the International Society for Cultural Research and Activity Theory (ISCRAT), now ISCAR. Her research interests include children's activities across different institutional practices. She has authored and co-edited 23 books, nine in English, including Constructing Childhood: Global-Local Policies and Practices; Studying Children: A Cultural-Historical Approach and Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. Anne Edwards is Professor of Educational Studies and Director of the Department of Education at the University of Oxford. She holds a visiting professorship at the University of Oslo and in 2010 was awarded a Doctorate honoris causa by the University of Helsinki. With Viv Ellis, she coordinates the Oxford Centre for Sociocultural and Activity Theory Research (OSAT). Her recent research draws on cultural historical and activity theory approaches to learning and organisational change, focusing on professional learning and in particular the relational turn in expertise. Professor Edwards's recent books include: Improving Interprofessional Collaborations: Multi-Agency Working for Children's Wellbeing; Activity Theory in Practice: Promoting Learning across Boundaries and Agencies; Learning Teaching: Cultural Historical Perspectives on Teacher Education and Development; Being an Expert Professional Practitioner: The Relational Turn in Expertise and Improving User-Engagement in Educational Research. Marilyn Fleer holds the foundation chair for early childhood education at Monash University, Australia and is the Research Director for the research group Child and Community Development. She has led 52 research projects, most of which have been funded by nationally or internationally competitive grants. Since 1988 Professor Fleer has published more than 300 articles, books and chapters. Her recent works include: Studying Children: A Cultural-Historical Approach; Early Childhood Education: Society and Culture; Play and Learning in Early Childhood Settings; Constructing Childhood: Global-Local Policies and Practices and Early Learning and Development: Cultural-Historical Concepts in Play. Professor Fleer serves as president of the International Society for Cultural Activity Research (ISCAR).

• Part I. Motives, Emotions and Development: 1. The dynamic aspects between children's learning and development Mariane Hedegaard; 2. The connections between motives and will in the development of personality Elena Kravtsova and Gennady Kravtsov; 3. Advancing on the concept of sense: subjective sense and subjective configurations in human development Fernando Gonzales Rey; 4. Early stages in children's cultural development Vladimir P. Zinchenko; Part II. Cultural Practice Motives and Development: 5. The development of motives in children's play Marilyn Fleer; 6. Developing motivation through peer interaction: a cross-cultural analysis Jose Sanchez Medina and Virginia Martinez; 7. Developing social identities and motives in school transitions Ditte Winther-Lindquist; 8. Motives matter: a cultural historical approach to IT mediated subject matter teaching Kåre Stenild and Ole Iversen; 9. Motivation for school learning: enhancing the meaningfulness of learning in communities of learners Willem Wardekker, Annoesjka Boersma, Geert ten Dam and Monique Volman; Part III. Creating Conditions for Children's Engagement: 10. Expertise in the children's workforce: knowledge and motivation in engagement with children Anne Edwards; 11. Changing situations and motives Harry Daniels; 12. A conceptual perspective for investigating motive in cultural-historical theory Seth Chaiklin.

“Motives in Children’s Development is devoted to the important yet insufficiently explored topic of motivation and emotion in childhood development. This volume makes important steps forward in developing and elaborating a theoretical framework that shifts the unit of analysis in psychology away from the individual toward social interactions and relationships between children and their social world.” – Anne Stetsenko, The Graduate Center of the City of New York