Early Childhood Education: Learning Theorists
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Theories into Practice : Understanding and Rethinking Our Work with Young Children and the EYLF by ISBN: 9781925145502Publication Date: 2015Theories into Practice introduces and explores each of the major groups of theories described in the EYLF that inform practice in the early childhood field. In doing so, it addresses the need of the early childhood educators to better understand how their practice is underpinned by theories of learning and development.
The book provides a helpful table that sets out the leading theorists, focus, and implications for practice of each theory.
Learning Theories and the EYLF
"Different theories about early childhood inform approaches to children’s learning and development"
Council of Australian Governments 2009, Belonging, being and becoming - the early years learning framework for Australia, Department of Education and Training, Canberra, p 12.
Developmental Theorists
"theories that focus on describing and understanding the processes of change in children’s learning and development over time"
Council of Australian Governments 2009, Belonging, being and becoming - the early years learning framework for Australia, Department of Education and Training, Canberra, p 12.
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Jean Piaget (1896 - 1980) |
Rudolf Steiner (1861 - 1925) |
Maria Montessori (1870 - 1952) |
Howard Gardner (1943 - ) |
Socio-cultural Theorists
"theories that emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development"
Council of Australian Governments 2009, Belonging, being and becoming - the early years learning framework for Australia, Department of Education and Training, Canberra, p 12.
Lev Vygotsky (1896 - 1934) |
Jerome Bruner (1915 - ) |
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Urie Bronfenbrenner (1917 - 2005) |
Loris Malaguzzi (1920 - 1994) |
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Barbara Rogoff (1950 - ) |
Socio-Behaviourist Theorists
"theories that focus on the role of experiences in shaping children’s behaviour"
Council of Australian Governments 2009, Belonging, being and becoming - the early years learning framework for Australia, Department of Education and Training, Canberra, p 12.
Ivan Pavlov (1849 - 1936) |
Frederic Skinner (1904 - 1990) |
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Albert Bandura (1925 - ) |
Critical Theorists
"theories that invite early childhood educators to challenge assumptions about curriculum, and consider how their decisions may affect children differently"
Council of Australian Governments 2009, Belonging, being and becoming - the early years learning framework for Australia, Department of Education and Training, Canberra, p 12.
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Jurgen Habermas (1929 - ) |
Paulo Freire (1921 - 1997) |
Post-structuralist Theorists
"theories that offer insights into issues of power, equity and social justice in early childhood settings"
Council of Australian Governments 2009, Belonging, being and becoming - the early years learning framework for Australia, Department of Education and Training, Canberra, p 12.
Michel Foucault (1926 - 1984) |
Pierre Bourdieu (1930 - 2002) |
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Gaile Cannella (1951 - ) |
Post-Humanism
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Karen Barad (1956 - ) |
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Articles by other leading theorists
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Deleuze and Guattari
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Movement and Experimentation in Young Children's Learning: Deleuze and Guattari in Early Childhood Education by In contemporary educational contexts young children and learning are tamed, predicted, supervised, controlled and evaluated according to predetermined standards. Contesting such intense governing of the learning child, this book argues that the challenge to practice and research is to find ways of regaining movement and experimentation in subjectivity and learning. Vivid examples from Swedish preschools - involving children, teachers, teacher students and educators and researchers - are woven together with the theories of French philosophers Gilles Deleuze and Félix Guattari, bringing important new concepts and practices to the early childhood field. This ground-breaking book investigates three key areas: the need to focus on 'process' rather than 'position', as positioning of any kind, such as learning goals or developmental stages, hampers movement. working with methods that recognise science's inventiveness and productivity, demonstrating how the events in which children take part can remain open ended and in movement. Re-considering the dichotomy between the individual and society as a 'cause and effect' relationship, which immobilizes subjectivity and learning and hinders experimentation. Challenging dominant ways of thinking, Movement and Experimentation in Young Children's Learning offers new possibilities for change and provokes a re-evaluation of the educational system's current emphasis on predetermined outcomes and fixed positions. This book provides researcher and students with a sound theoretical framework for re-conceptualising significant aspects of movement and experimentation in early childhood. Its many practical illustrations make this a compelling and provocative read for and student taking course in Early Childhood Studies. nbsp;ISBN: 9780203881231Publication Date: 2009-02-27
Giles Deleuze (1925 - 1995) and Felix Guattari (1930 - 1992)