Taking Children and Young People Seriously

'This seminal book brings together the life work of two of the most respected cultural-historical scholars in education and child development. The theoretical problem tackled is the relations between learning and development. Their brilliant scholarship has produced a classic text, and much-needed new thinking on caring as relational pedagogy.' Marilyn Fleer, Monash University, Australia 'This book is a must to all teachers, parents, and adults interested in understanding and educating children in our perplexed world. It brings hope for the present and future by demonstrating the transformative power of caring, respectful, and agentic relations between children and adults.' Kristiina Kumpulainen, University of Helsinki, Finland 'A book that helps practitioners help children and their families, from infancy to adolescence. Combining theoretical knowledge and real-life examples, the authors succeed in demonstrating that care can nurture agency, making clear why taking children's emotions, intentions and sense-making seriously is a necessary attitude for supporting development.' Juliana C. Pasqualini, State University of São Paulo, Brazil 'This is a timely book. The authors break away from many outdated canons portraying children as passive recipients of socialization. Instead, attention is drawn to capturing children's own activities and experiences – and the supports that society needs to provide for these – as central to development. Practitioners, families, and other carers will certainly benefit from this novel approach to perennial questions about child development.​' Anna Stetsenko, City University of New York, USA 'The fruitful collaboration between two distinguished scholars has resulted in a unique book about how children develop and how adults can 'work relationally' to support them. This theoretically sophisticated contribution offers concepts and inspiration for professional practice. The book, richly illustrated by empirical examples from children's everyday life, is highly relevant for students, practitioners, educators, and researchers.' Oddbjørg Skjær Ulvik, Oslo Metropolitan University, Norway