Theories into Practice-Understanding and rethinking our work with young children and the EYLF
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Theories into Practice introduces and explores each of the five 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. Each chapter deals with a different group of theories, briefly outlining the major thrust of each group and what it might look like in practice. Some of the major theorists are then focused on in turn. Discussion starter topics follow each theorist and questions for reflection that relate more to thinking about the main concepts in relation to practice are included.
The downloadable file Challenging Aspects of Practice (CAP) provides a tool to help educators identify and consider the theoretical perspectives that act to shape their practice. This tool relates to the National Quality Standard: Quality Area 1. It is designed to stimulating thinking and conversation at the individual and centre level to assist in understanding the interplay between theory and practice.
Pages: 76 | Ages: 0-5 | Published: February 2015
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About the Authors
Andrea Nolan is Professor of Education (Early Childhood) in the School of Education at Deakin University. She has had extensive experience teaching in early childhood education settings as well as in primary schools, and has taught in the TAFE and university sectors, teaching undergraduate and postgraduate students as well as supervising higher degree research students.
Andrea has conducted research in both schools and preschools and has worked on a number of state, national and international projects on literacy development, program evaluation and professional learning for teachers. She has researched the impact of the current Australian reform agenda on professional identities and educator practice, leadership, mentoring, inter-professional work, and reflective practice as a means to better understand practice.
Bridie Raban is currently an Honorary Professor at the University of Melbourne Graduate School of Education. Her past research has focused on language and literacy development, teacher change and development, curriculum and assessment for the early childhood years and quality provision. She was the first Professor of Early Childhood Education in Victoria and the second in Australia, and before this she was Professor of Primary Education (Early Years) at the University of Warwick and President of the UK Reading Association.