Theories and Pedagogy which Guides our Professional Practice

THEORIES AND APPROACHES WHICH INFORM OUR PRACTICE AS EARLY CHILDHOOD EDUCATORS

Maslow’s “Hierarchy of Needs” and the importance of a sense of belonging

Gardiner’s Multiple Intelligences inspires us to look for and value all the ways that children “know” their world and act in it

Mallaguzzi’s “Hundred Languages of Childhood” enhances our curiosity about each child’s most comfortable way or communicating their thinking and feeling experiences

Vygotsky’s notion of learning occurring through relationship and interaction and Zone of Proximal Development

Erickson’s understanding of the psycho-social tensions at developmental stages in early childhood

Piaget’s understanding of the cognitive imperatives of phases of children’s early development. For example the importance of sensori-motor experiences for young children

Clay’s interest in children’s “Emergent Literacies” and the recognition that this occurs as a continuum from in-utero, birth and through childhood rather than literacy education commencing when formal education starts

Shankar’s work on Children’s Self-Regulation

Bronfenbrenner’s Ecology of Childhood