Professor Mariane Hedegaard

Professor in Developmental Psychology, Department of Psychology, University of Copenhagen and Convenor of PPUK (Practice, Person, Development, Culture) Centre, Department of Education, University of Copenhagen


  • Studying children in their everyday life across different institutions.  The focus is children’s activities across different institutional practices, home, school and after school activities, and to follow how children’s activities in families influences their activities in school and after school and vice versa.
  • Formulating a cultural-historical methodology for studying children’s development in everyday settings  drawing on the cultural-historical approach of L.S. Vygotsky and the phenomenology approach of Alfred Schutz, where both institutional practice and children’s motives and engagement is in-cooperated.



  • S. Chaiklin; M. Hedegaard & U. Juul Jensen (Eds.), (1999). Activity theory and social practice. Aarhus: Aarhus University Press.
  • Hedegaard, M. & Lompscher, J. (Eds.), (2000). Learning activity and development. Aarhus: Aarhus University Press.
  • Hedegaard, M. (Ed.) (2001). Learning in classrooms. Aarhus: Aarhus University Press.
  • Hedegaard, M. (2002). Learning and child development. Aarhus: Aarhus University Press
  • Hedegaard, M. & Chaiklin, S. (2005). Radical-local teaching and learning. A cultural-historical approach. Arhus University press.
  • Fleer, M., Hedegaard, M. & Tudge, J (Eds.), (2008). Constructing childhood: global–local policies and practices. World Yearbook 2009, Education and Policy. New York. Routledge. Taylor and Francis.
  • Hedegaard, M. & Fleer, M. (2008). Studying children. A cultural-historical approach. London: Open University Press.
  • Daniels, H. & Hedegaard, M. (Eds.), (In preparation), The practice of support for children and schools: A cultural theory approach. London: Continuum Publishers.


  • Hedegaard, M. (2005). Strategies for dealing with conflicts in value positions between home and school: Influence on ethnic minority student’s development of motives and identity. Culture & Psychology, 11, no 2, 187-205.
  • Hedegaard, M. (2007). The development of children’s conceptual relation to the world, with focus on concept formation in preschool children’s activity. In H. Daniels, M. Cole & J. Wertsch (Eds.), The Cambridge Companion to Vygotsky. Cambridge University Press.
  • Hedegaard, M. (2008). A Model of Children’s Learning Activity that Encompass Institutional Practice from a Cultural-Historical Perspective. In B. van Oers, E. Elbers, R. Van Veer & W. Wardekker.  The transformation of learning. Cambridge: Cambridge University Press.
  • Hedegaard, M. (2009). Children’s development from a cultural-historical approach:
  • children’s activity in everyday local settings as foundation for their development. Mind Culture and Activity, 16(1).


  • Honorary Research Fellow

Research groups

  • OSAT