Chapter 1 Introduction: Children, Development and Education – A Dialogue Between Cultural Psychology and Historical Anthropology

Chapter 2 Darwin and Vygotsky on Development: An Exegesis on Human Nature

Chapter 3 Two Lines of Development: Reconsidering and Updating Vygotsky’s Argument

Chapter 4 Material Culture, Semiotics and Early Childhood Development

Chapter 6 Mimesis in Early Childhood: Enculturation, Practical Knowledge and Performativity

Chapter 7 Speculative Fantasies: Infancy in the Educational Discourse of Early Modern Germany

Chapter 8 A Cultural-Historical Approach to Children’s Development of Multiple Cultural Identities

Chapter 9 Under the Sign of the Coffee Pot: Mealtime Rituals as Performative Practices

Chapter 10 School Curriculum as Developmental Resource: Gender and Knowledge

Chapter 11 Configuration of Ontologies: An Inquiry into Learning Designs

Chapter 12 Enacting Human Developments: From Representation to Virtuality

Chapter 13 “Troubling” Essentialist Identities: Performative Mathematics and the Politics of Possibility

Chapter 14 The Role of Practice in Cultural-Historical Science