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Karnik, R. B., & Tudge, J. R. H. (2010). The reality of pretend play: Ethnic, socioeconomic, and gender variations in young children’s involvement. In E. E. Nwokah (Ed.), Play as engagement and communication. Play and culture studies, Vol. 10 (pp. 63-81). Lenham, MD: University Press of America.
Piccinini, C. A., Tudge, J. R. H., Marin, A. H., Frizzo, G. B., & Lopes, R. C. S. (2010). The impact of socio-demographic variables, social support, and child sex on mother–infant and father–infant interaction. InterAmerican Journal of Psychology, 44(2), 203-212.
Fleer, M., Hedegaard, M., & Tudge, J. R. H. (2009). Constructing childhood: Global–local policies and practices. In M. Fleer, M. Hedegaard, & J. R. H. Tudge (Eds.). The world year book of education 2009: Childhood studies and the impact of globalization: Policies and practices at global and local levels (pp. 1-20). New York: Routledge.
Tudge, J. R. H. (2009). Children’s development under conditions of poverty: A cultural–ecological analysis. In Bastos, A. C. & Rabinovich, E. P. (Eds.). Living in poverty: Developmental poetics of cultural realities (pp. 309-320). Charlotte, NC: Information Age Publishers.
Tudge, J. R. H. (2009). Methods of assessment of young children’s informal mathematical experiences. The Encyclopedia of Language and Literacy Development. Available on line at http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=269
Tudge, J. R. H. (2009). Social contextual theories. In R. A. Shweder, T. R. Bidell, A. C. Dailey, S. D. Dixon, P. J. Miller, & J. Modell (Eds.), The child: An encyclopedic companion (pp. 268-271). Chicago: University of Chicago Press.
Tudge, J. R. H., Freitas, L. B. L., & Doucet, F. (2009). The transition to school: Reflections from a contextualist perspective. In H. Daniels, J. Porter, & H. Lauder (Eds.), Educational theories, cultures and learning: Critical perspectives (pp. 117-133). London: Routledge/Falmer.
Tudge, J. R. H., Mokrova, I., Hatfield, B., & Karnik, R. B. (2009). Uses and misuses of Bronfenbrenner’s bioecological theory of human development. Journal of Family Theory and Review, 1(4), 198-210.
Tudge, J. R. H., & Odero-Wanga, D. (2009). A cultural–ecological perspective on early childhood among the Luo of Kisumu, Kenya. In M. Fleer, M. Hedegaard, & J. R. H. Tudge (Eds.). The world year book of education 2009: Childhood studies and the impact of globalization: Policies and practices at global and local levels (pp. 142-160). New York: Routledge.
Freitas, L. B. L., Shelton, T. L., & Tudge, J. R. H. (2008). Conceptions of US and Brazilian early childhood care and education: A historical and comparative analysis. International Journal of Behavioral Development, 32(2), 161-70.
Tudge, J. R. H., Li, L., & Stanley, T. K. (2007). The impact of method on assessing young children’s everyday mathematical experiences. In O. N. Saracho & B. Spodek (Series Eds.) & O. N. Saracho & B. Spodek (Vol. Eds.) Contemporary perspectives in early childhood education: Mathematics in early childhood education (pp. 187-214). Greenwich, CT: Information Age Publishing.
Doucet, F., & Tudge, J. R. H. (2007). Co-constructing the transition to school: Reframing the “novice” versus “expert” roles of children, parents, and teachers from a cultural perspective. In R. Pianta, M. Cox, & K. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 307-328). Baltimore, MD: Brookes Publishing.
Elliot, J. & Tudge, J. (2007). The impact of the west on post-Soviet Russian education: change and resistance to change. Comparative Education, 43, 93-112. (pdf)
Tudge, J., Odero, D., Piccinini, C.A., Doucet, F., Sperb, T. M., & Lopes, R. S. (2006). A Window Into Different Cultural Worlds: Young Children's Everyday Activities in the United States, Brazil, and Kenya. Child Development, 77, 1446-1469. (pdf)
Tudge, J., & Hogan, D. (2005). An Ecological Approach to Observations of Children's Everyday Lives. In S.Greene & D. Hogan (Eds.), Researching Children's Experience (pp.102-121). Thousands Oaks: CA: Sage Publications. (pdf)
Tudge, J., & Doucet, F. (2004). Early mathematical experiences: observing young Black and White children's everyday activitites. Early Childhood Research Quarterly, 19, 21-39. (pdf)
Scrimsher, S., & Tudge, J.R.H.(2003). The Teaching/Learning Relationship in the First Years of School: Some Revolutionary Implications of Vygotsky's Theory.Early Education & Development, 14, 293-312. (pdf)
Tudge, J., Odero, D., Hogan, D., & Etz, K. (2003).Relations between the everyday activities of preschoolers and their teachers' perceptions of their competence in the first years of school. Early Childhood Research Quarterly, 18, 42-64. (pdf)
Tudge, J.R.H., & Scrimsher, S. (2003). Lev S. Vygotsky on education: A cultural-historical, interpersonal, and individual approach to development. In B.J. Zimmerman & D. H. Schunk (Eds.), Educational psychology: A century of contributions (pp. 207-228). Mahwah, NJ: Lawrence Erlbaum Associates. (pdf)
Tudge, J., Hayes, S., Doucet, F., Odero, D. Kulakova, N., Tammeveski, P., & Meltsas, M. (2000). Parents' participation in cultural practices with their preschoolers. Psicologia: Teoria e Pesquisa, 16, 1-10. (pdf)
Tudge, J., Hogan, D., Snezhkova, I., Kulakova, N., & Etz, K. (2000). Parents' child-rearing values and beliefs in the United States and Russia: The impact of culture and social class. Infant and Child Development, 9, 105-121. (pdf)
Tudge, J. (2000). Theory, method, and analysis in research on the relations between peer collaboration and cognitive development. The Journal of Experimental Education, 69, 98-112. (pdf)
Tudge, J., Doucet, F., Odero, D., Tammeveski, P., Lee, S., Meltsas, M., & Kulakova, N. (1999). Desenvolvimento infantil em contexto cultural: O impacto do engajamento de pre-escolares em atividades do cotidiano familiar. Interfaces: Revista de Psicologia,2, 23-32. (pdf)
Tudge, J. R. H., & Hogan, D. M. (1999). Implications of Vygotsky's Theory for Peer Learning. In A.M. O'Donnell & A. King (Eds.) Cognitive Perspecitves on Peer Learning (pp. 39-65). Mahwah, NJ: Lawrence Erlbaum Associates. (pdf)
Tudge, J. R. H., Hogan, D. M., & Etz, K. E. (1999). Using naturalistic observations as a window into children's everyday lives. In F. M. Berardo (Series Ed.) & C. Shehan (Vol. Ed.), Contemporary perspectives on family research: Vol. 1, Re-visioning children as active agents of family life (pp. 109-132). Stanford, CT: JAI Press. (pdf)
Tudge, J. R. H., Hogan, D. M., Lee, S., Meltsas, M., Tammeveski, P., Kulakova, N. N., Snezhkova, I. A., & Putnam, S. A. (1999). Cultural heterogeneity: Parental values and beliefs and their preschoolers' activities in the United States, South Korea, Russia, and Estonia. In A. Goncu (Ed.), Children's engagement in the world, 62-96. New York: Cambridge University Press. (pdf)
Tudge, J., Lee, S., & Putnam, S. (1998). Young Children's Play in Socio-Cultural Context: South Korea and the United States. In S. Reifel (Series Ed.) & M. C. Duncan, G. Chick, & A. Aycock (Vol. Eds.), Play & Culture Studies: Vol. 1. Diversions and Divergences in Fields of Play (pp. 77-90). Connecticut: Ablex Publishing Corporation. (pdf)
Tudge, J., Gray, J. T., & Hogan, D. M. (1997). Ecological Perspectives in Human Development: A Comparison of Gibson and Bronfenbrenner. In J. Tudge, M. J. Shanahan, & J. Valsiner (Eds.), Comparisons in Human Development (pp. 72-105). Cambridge University Press. (pdf)
Tudge, J.,& Putnam, S. (1997). The Everyday Experiences of North American Preschoolers in Two Cultural Communities: A Cross-level Analysis. In J. Tudge, M. J. Shanahan, & J. Valsiner (Eds.), Comparisons in Human Development (pp. 252-281). Cambridge University Press. (pdf)
Tudge, J. R. H. (1996). The Cognitive Cosequences of Collaborative Problem Solving With and Without Feedback. Child Development, 67, 2892-2909. (pdf)
Tudge, J. R. H., & Winterhoff, P. (1993). Vygotsky, Piaget, and Bandura: Perspectives on the relations between the social world and cognitive development. Human Development, 36, 61-81. (pdf)
Tudge, J. R. H. (1992). Processes and Consequences of Peer Collaboration: A Vygotskian Analysis. Child Development, 63, 1364-1379. (pdf)