Theorists
Using Early Childhood THEORISTS to support quality practice.
​The National Quality Standard does not prescribe what best practice looks like, it encourages education and care services to draw on a range of current research, theory and understandings about early and middle childhood to decide this for themselves. (ACECQA, 2024) pg 11.
The EYLF 2 Curriculum Guide assumes that “Different theories, world views and knowledges inform early childhood approaches and practices to promote children’s learning, development and wellbeing. Educators draw upon a range of perspectives in their work.” Is this true of your centre? In a 2020 publication the NQF suggests we should “be familiar with …Montessori, Piaget, Vygotsky, Steiner, Bowlby, Bronfenbrenner, Rogoff, Foucalt … when planning play-based learning approaches”, (ACECQA, 2020) but these are only a few of the suggested theorists that support current quality practice.
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Are Educators confident that they are using current best practice in their daily curriculum?
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Do Educators understand why they do what they do?
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Are Educators able to link their practice and analysis of children’s learning to relevant Theorists?
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Are appropriate theorists used to inform critical reflection and support improved practice?
This workshop will focus on developing Educator expertise regarding twenty (20) of the most accepted Early Childhood Theorists. Educators will view short you tube clips about the theorists and then consider how this theorist could inform their daily practice. Through viewing, discussing, playing brief games and learning a theorist rap Educators will develop skills to link learning stories, reflections and curriculum to relevant theorists.
Relevant Links:
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NQF Area 1: Educational Program and Practice
1.2.1 Intentional Teaching “ Educators are deliberate, purposeful, and thoughtful in their decisions and actions”.
NQF Area 4: Staffing Arrangements
4.2.2 Professional Standards “ Professional standards guide practice, interactions and relationship’s.
EYLF 2 Practice : Assessment and evaluation for learning, development and wellbeing
Principle : Critical Reflection and ongoing professional learning
Principle : Collaborative leadership and teamwork