| 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 | 469 | 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 | 347 | 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 | 235 | 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 | 190 | 2005 |
| Participatory learning theories: A framework for early childhood pedagogy H Hedges, J Cullen Early Child Development and Care 182 (7), 921-940, 2012 | 169 | 2012 |
| Teachers’ funds of knowledge: A challenge to evidence-based practice H Hedges Teachers and teaching 18 (1), 7-24, 2012 | 148 | 2012 |
| Relational play-based pedagogy: Theorising a core practice in early childhood education H Hedges, M Cooper Teachers and Teaching 24 (4), 369-383, 2018 | 133 | 2018 |
| Young children’s ‘working theories’: Building and connecting understandings H Hedges Journal of Early Childhood Research 12 (1), 35-49, 2014 | 104 | 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 | 96 | 2011 |
| Inquiring minds: Theorizing children’s interests H Hedges, M Cooper Journal of curriculum studies 48 (3), 303-322, 2016 | 92 | 2016 |
| ‘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 | 85 | 2010 |
| 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 | 81 | 2005 |
| Funds of knowledge in early childhood communities of inquiry H Hedges Unpublished PhD thesis, Massey University, Palmerston North, New Zealand, 2007 | 80 | 2007 |
| 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 | 78 | 2012 |
| 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 | 73 | 2009 |
| 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 | 70 | 2014 |
| Whose goals and interests? The interface of children's play and teachers, pedagogical practices H Hedges Engaging play, 2010 | 69 | 2010 |
| Teacher–parent partnerships: Sharing understandings and making changes N Billman, C Geddes, H Hedges Australasian Journal of Early Childhood 30 (1), 44-48, 2005 | 65 | 2005 |
| 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 | 64 | 2015 |
| Blurring the boundaries: Connecting research, practice and professional learning H Hedges Cambridge Journal of Education 40 (3), 299-314, 2010 | 63 | 2010 |
Maria CooperUniversity of AucklandVerified email at aucklanduni.ac.nz
