Helen Hedges
Cited by
Cited by
Teaching in early childhood: Time to merge constructivist views so learning through play equals teaching through play
H Hedges
Australasian Journal of Early Childhood 25 (4), 16-21, 2000
Early years curriculum: Funds of knowledge as a conceptual framework for children’s interests
H Hedges, J Cullen, B Jordan
Journal of Curriculum Studies 43 (2), 185-205, 2011
Curriculum in early childhood education: Critical questions about content, coherence, and control
E Wood, H Hedges
The curriculum journal 27 (3), 387-405, 2016
Subject knowledge in early childhood curriculum and pedagogy: Beliefs and practices
H Hedges, J Cullen
Contemporary issues in early childhood 6 (1), 66-79, 2005
Participatory learning theories: A framework for early childhood pedagogy
H Hedges, J Cullen
Early Child Development and Care 182 (7), 921-940, 2012
Teachers’ funds of knowledge: A challenge to evidence-based practice
H Hedges
Teachers and Teaching 18 (1), 7-24, 2012
Young children’s ‘working theories’: Building and connecting understandings
H Hedges
Journal of Early Childhood Research 12 (1), 35-49, 2014
Rethinking Sponge Bob and Ninja Turtles: Popular culture as funds of knowledge for curriculum co-construction
H Hedges
Australasian Journal of Early Childhood 36 (1), 25-29, 2011
Relational play-based pedagogy: Theorising a core practice in early childhood education
H Hedges, M Cooper
Teachers and Teaching 24 (4), 369-383, 2018
‘I understood the complexity within diversity’: preparation for partnership with families in early childhood settings
H Hedges, D Lee
Asia-Pacific journal of teacher education 38 (4), 257-272, 2010
Inquiring minds: Theorizing children’s interests
H Hedges, M Cooper
Journal of Curriculum Studies 48 (3), 303-322, 2016
Preparation for teacher-parent partnerships: A practical experience with a family
H Hedges, C Gibbs
Journal of Early Childhood Teacher Education 26 (2), 115-126, 2005
Funds of knowledge in early childhood communities of inquiry
HD Hedges
Massey University, 2007
Children’s content learning in play provision: Competing tensions and future possibilities
H Hedges
The Sage handbook of play and learning in early childhood, 192-203, 2014
Whose goals and interests? The interface of children's play and teachers, pedagogical practices
H Hedges
Engaging play, 2010
Vygotsky's phases of everyday concept development and the notion of children's “working theories”
H Hedges
Learning, Culture and Social Interaction 1 (2), 143-152, 2012
Teacher–parent partnerships: Sharing understandings and making changes
N Billman, C Geddes, H Hedges
Australasian Journal of Early Childhood 30 (1), 44-48, 2005
Planning, undertaking an disseminating research in early childhood settings: An ethical framework
J Cullen, H Hedges, J Bone
New Zealand Research in Early Childhood Education 12, 109-118, 2009
Sophia's funds of knowledge: Theoretical and pedagogical insights, possibilities and dilemmas
H Hedges
International Journal of Early Years Education 23 (1), 83-96, 2015
Blurring the boundaries: Connecting research, practice and professional learning
H Hedges
Cambridge Journal of Education 40 (3), 299-314, 2010
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