Units and Wholes in the Cultural-Historical Theory of Child Development

A central feature of Mariane Hedegaard’s approach to developmental research is the need to conceptualise children as whole persons, acting in meaningful practices. This wholistic perspective is central in cultural-historical theory. Some historical and conceptual background for this perspective is explicated, especially in relation to child development. Main topics are (a) the relation between appearance and essence, which is illustrated with the concept of social situation of development and (b) ‘analysis into units’, which is widely misunderstood in the secondary literature. Methodological implications for the cultural-historical theory of development are outlined, emphasising the role and relevance of a personality concept.