From developmental-constructivism to

socio-cultural theory and practice :

an expansive analysis of teachers professional
learning in early childhood education
by
Suzy Edwards
Monash University, Australia

CHAIR: MASTURA BT AZMI

CO-CHAIR : NURUL AIN BT OSMAN
PLG 561/4

Introduction
In recent years discussion surrounding early childhood education

and curriculum has shifted from developmental-constructivist to

socio-cultural theory.
Why shift?
Postmodern arguments regarding the subjective nature of
knowledge
Dissatisfaction with the normative approach to development
promoted by Piagetian theory
Arguments have been made about the need for early childhood
curricula to draw on sociocultural constructions of knowledge
development to promote learning and to support childrens
development in socially and culturally
Arguments regarding the need to operate from a sociocultural
basis in terms of early childhood curricula practice are to be found
in state-mandated early childhood curriculum documents

Objectives
a)

To examines the appropriation of socio-cultural theory by

a group of Australian early childhood educators
participating in a professional development program
informed by Developmental Work Research (DWR).

b)

To examine the processes involved for educators when

learning to operate within a new conceptual framework
and the implications this holds for their practice.

Theoretical framework
This study based on the Vygotsky, Rogoff and

Piagets theory

Vygotsky and Rogoff Socio-cultural theory

Piaget- Developmental constructivism

very little research has been directed towards

understanding the difficulties with changing

teachers beliefs and practices from a developmental
to a sociocultural approach.

Sample
A group of Australian early childhood educators in a

metropolitan municipality in south-eastern

Melbourne.
From 25 preschool
Only 13 teachers + 1 assistant

Methodology
Developmental Work Research (DWR)

Involve 2 phase
Nine workshop referred to as Professional Learning

Sessions (PLS)
Each sessions of PLS takes 2 hours
For nine months
Audio-recorded and transcribed
Questionnaires (qualitative and quantitative)
Action research

Phase one:
Challenging existing understandings of curriculum
PLS 1
Existing conceptions of curriculum and Pre-project
questionnaire philosophical beliefs
PLS 2
Piagetian theory and DAP

PLS 3
Sociocultural theory (Vygotsky)
PLS 4

Sociocultural theory (Rogoff)

PLS 5
Sociocultural approaches to curriculum

Phase two:
Development of philosophy document
PLS 6
Compare and contrast theoretical approaches and
observational techniques
ACTION RESEARCH : Teachers implement sociocultural
observations and programming and planning techniques
PLS 7
Presentation of data from teacher data files
Post-project questionnaire
Parent
discussion
session 1:
beliefs and
values
about teaching
and learning

PLS 8
Presentation of summarized data from session 7 and
current conceptions of curriculum and philosophical beliefs
PLS 9
Presentation and discussion of draft Preschool Philosophy
Document
Parent session 2: presentation and discussion of
draft Preschool Philosophy Document

The Findings
The sociocultural theory implement new models of

work in addition to reflection on new ways of seeing

children, growth, learning and development.
Sociocultural theory operated as a culturally
advanced model and tool in curriculum decision
making.
Expansive cycle allowed the teachers to consider
sociocultural theory as an alternative theoretical
framework to explore the new approaches to
curriculum associated with their observational
practices

Expansive Cycle
Enacted during phase 1 of the project

Internalizati0n-----------> Externalization
Internalization (constructivist-developmental)

approaches to observation and beliefs about

curriculum which represented existing thinking
about development.
Externalization began with the interruption of the
existing activity allowing criticism and reflection of
internalized beliefs and processes

7 stage

modelling a new
approach

examination
and testing of
the
model

analysis
of the situation
to determine
the causes

Questioning
aspects of
existing practice

implementation
of the model

reflection
and evaluation
of the model

Expansive
cycle

consolidation
process of
model

The Implications
The use of DWR in this project illustrates the extent

to which professional development opportunities can

be used to provide a forum for teachers to examine
their existing modes of operation.
DWR allows the process involved in generating
change to be examined and illustrates how
internalized practices can be challenged and new
models for practice externalized prior to becoming
the next mode of operation.

Reflections
It is good to have any changes in our teaching and

learning process due to changes in the education

system.
Developmental-constructivist a child has to build
their own knowledge without any help
Socio-cultural theory a child interact with people,
object and event in the environment to develop the
knowledge

Q & A Session
Question 1 :
What is the objective of this study?

Question 2 :
This project was conducted in two phases with each
phase representing a particular activity system.
What are the two phase involved?

Question 3 :
State 7 stages in expansive cycle that enacted during
phase one of the project. Which stage implement to
socio-cultural theory?

Question 4 :
There are 2 main theory that studied in this project.
State the theory.
What are the difference between this 2 theory?

Question 5 :
Development-constructivism and socio-cultural
theory?
Which one do you prefer to use the most?Why?