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• 2013Digital play in the early years: a contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum213 cited
• 2009Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective210 cited
• 2011‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education187 cited
• 2013Is it play? Towards a reconceptualisation of role play from an activity theory perspective159 cited
• 2022Nature-Based Early Childhood Education and Children’s Social, Emotional and Cognitive Development: A Mixed-Methods Systematic Review151 cited
• 2012Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children136 cited
• 2012Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation122 cited
• 2020Scaffolding and the zone of proximal development: A problematic relationship116 cited
• 2010From learning to development: a sociocultural approach to instruction86 cited
• 2011When everything new is well-forgotten old: Vygotsky/Luria insights in the development of executive functions76 cited
• 2019(Re)Introducing Vygotsky’s Thought: From Historical Overview to Contemporary Psychology73 cited
• 2015The effects of music composition as a classroom activity on engagement in music education and academic and music achievement: A quasi-experimental study