Theory-informed beliefs in early childhood education
Contradictions in child development theories and models of play
Bibliographic Data
| ID | 21511005 |
|---|---|
| Authors | Anne Suryani (0000-0002-5338-2052, Monash University, corresponding author), Marilyn Fleer (0000-0002-1224-5510, Monash University) |
| Year | 2025 |
| Volume | 51 |
| Issue | 4 |
| Pages | 507-527 |
| Publication date | 2025-07-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Oxford Review of Education (JOURNAL) |
| Journal identifiers | ISSN: 0305-4985 • E-ISSN: 1465-3915 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03054985.2024.2331180 |
| OpenAlex | W4394999632 |
| Language | EN |
| References cited | 26 |
Theory-informed practice has a long tradition within the profession of early childhood education in Australia and internationally.Aligned with longstanding policy and curriculum in Australia, the profession has seen a prominence of resources informed by biological, behaviourism/socio-behaviourist, social learning, psycho-genetic, culturalhistorical, critical and poststructuralist theories.Despite the plethora of theories being supported within early childhood education and care, little research has been directed to determining if and how educators use theory to inform their play practices.This paper takes up the challenge by surveying 200 Australian early childhood educators about the theories that were most relevant to their practices and the models of play that informed their day-to-day work in centres.Higher qualified educators were informed most by culturalhistorical theory whilst technically qualified educators were more guided by social learning theory.Playwork was the model of play found to be most familiar to all educators.However, the results also show a limited alignment between theories of learning and development and models of play, suggesting an interesting contradiction in understandings of educators that is worthy of further research
Child development · Critical theory · Developmental psychology · Developmental stage theories · Early childhood education · Education theory · Epistemology · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Early Childhood Education and Development · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
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Verbal behavior.
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The Cultural Nature of Human Development
Implicit theories and naïve beliefs
Learning, development and the early childhood curriculum
A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens
The psychology of intelligence
| Citation velocity | historical |
|---|---|
| Highly cited | No |