Bachelor of Early Childhood Education and Care (Birth-5)

Fact Sheet – Early Childhood Learning Theories

Educators can use theories to assist them to make sense of and respond to different circumstances and contexts.
When educators understand the theoretical perspectives that underpin their practice they are engaging in
professional enquiry which leads to pedagogical documentation and planning taking on a new level of understanding
and interpretation.

Drawing on a range of perspectives and theories can challenge traditional ways of seeing children, facilitating
learning, and encourages educators to:
 Investigate why they act on the ways they do.
 Discuss and debate theories to identify strengths and limitations.
 Recognise how the theories and beliefs that they use to make sense of their work enable but also limit their
actions and thoughts.
 Consider the consequences of their actions for children’s experiences.
 Find new ways of working fairly and justly.

Theoretical Theorists Key Ideas Practices

Perspectives
Behaviour is learned and can Positive behaviour is reinforced by
be influenced by the rewards.
responses children receive to Educators decide on the tasks to be
their behaviour. learnt and then direct children to
Skinner
undertake these tasks.
Behaviourist Pavlov
Educators make decisions about what
Bandura
is to be learnt and then provide what
is necessary in response to children’s
behaviour to ensure the learning
occurs.
Development is determined Planning is based on individual
by genetic and environmental development.
Piaget influences.
Steiner Observations are used to identify
Development drives learning. developmental milestones.
Montessori
Developmental Development is holistic and all Analysis of information is based on
Gardner
domains are linked together. developmental theory and milestones.
Donaldson
Bowlby Development is both linear Opportunities and experiences are
and variable. planned to achieve developmental
goals and milestones.
Relationships and cultural Planning is informed by children’s
participation are the social and cultural contexts.
Vygotsky foundation for learning.
Bruner Opportunities and experiences are
Learning drives development. connected to children’s lives.
Bonfenbrenner
Socio-cultural Learning is scaffolded by other Educators use intentional teaching and
Malaguzzi
adults and peers. scaffolding to support learning.
Rogoff
Children are active Children’s learning is captured in
participants and contribute to various forms that make the learning
their own learning. visible in meaningful ways.
 Question and challenge whose
knowledge/s are being
assumed, how they are being
used and how they inform the
early childhood curriculum.
Friere Children have a right to be
Critical
Habermas heard and consulted.
Children have a sense of
agency.
Social justice and equality can
be supported through
education.
Invite early childhood educators to
challenge assumptions about
curriculum, and consider how their
decisions may affect children
differently.
Programs are co-constructed with
children and families.
Planning considers learning from the
child’s perspective.
Educators use critical reflection to
make curriculum decisions.

There are many ways of Educators need to be responsive and

knowing and learning. reactive to the different learning and
development pathways for children.
Children’s identities shift
Post Foucault when they participate in Planning reflects children’s diverse
Structuralist MacNaughton different social groups. knowledge and experience.
and Bourdieu Teaching strategies consider power
Post Canella and equity in relationships, and
Modernism Grieshaber actively promote social inclusion.
A range of assessment methods are
used, incorporating the analysis of
different perspectives.

Adapted from:

Nolan, A. & Raban, B. (2015). Theories into practice: Understanding and rethinking our work with young children. Melbourne:
Teaching Solutions.