Current
theoretical
perspectives
influencing
kindergarten
practitioners in
Victoria, since
the
implementation
of the EYLF
Overview
Brief background of researcher
Introduction to the study
Underpinning theories of ECE
An overview of the EYLF
The research design
Data analysis techniques
Preliminary research findings
Implications for practice
Opportunities for further research
Brief background of researcher
Early childhood field
Diploma of Children’s Services
Bachelor of Early Childhood Studies
Honours degree of Bachelor of Education
Experience gained throughout field placements
Introduction to the study
Research question
What are the current theoretical and pedagogical
perspectives influencing kindergarten practitioners
in Victoria, since the implementation of the EYLF
(DEEWR, 2009)?
In light of
Traditional developmental theories
Developmentally Appropriate Practice (DAP)
Traditional developmental theories
Jean Piaget
The evolution of knowledge structures through experience
(Edwards, 2003).
Piaget’s ages and stages of cognitive development
NAEYC’s Developmentally Appropriate Practice
Planning for the individual needs of children,
based on their physical, social and emotional,
cognitive, and language developmental
domains.
(Bredekamp & Copple, 1987; Copple &
Bredekamp, eds., 2009)
Sociocultural theories
Lev Vygotsky
“…the social and cultural context in which children
were born served to define how they would develop
and what they would learn” (Edwards, 2003, p. 12).
Vygotsky’s Zone of Proximal Development (ZPD)
Children’s level of development can be defined by
evaluating their current, assisted and future abilities
Potential ability
Assisted ability
Independent ability
Sociocultural theories
Barbara Rogoff
“Children’s development is ‘transformed’ as they
participate (through observation, social interaction and
direct teaching) in activities with other people”
Wide debate
The relevance of two of the most predominant theories in
early childhood education
(Bredekamp and Copple, 2009; Rogoff, 2003; Fleer, 1995; 2005; and Edwards;
2003; 2005; 2009, Aldwinckle, 2001).
Developmentally Appropriate Practice
Some contend that it’s perception of development is too
rigid, while others suggest that it is broad and translatable
to practice
Piagetian theory
Some argue that the universal norms focus upon the age
and stage of individual children
–
regardless of
social/cultural context
Vygotskian theory
Many see the influences of social and cultural contexts on
learning, and acknowledge
children’s potential abilities
A shift in theories
“Whilst
the shift in emphasis from
developmental to sociocultural theory has
been liberating in a pedagogical sense,
developmental theory has been ‘so
foundational to the field of early childhood
education that erasing it would seem to
leave us in a mindless limbo in which
everything is relative’”
The EYLF
Elements of the Early Years Learning Framework,
as cited in the EYLF (DEEWR, 2009, p. 10).
Learning Outcomes
Principles
The EYLF
The Learning Outcomes
Outcome 1:
Children have a strong sense of identity
Outcome 2:
Children are connected with and contribute to their
world
Outcome 3:
Children have a strong sense of wellbeing
Outcome 4:
Children are confident and involved learners
Outcome 5:
Children are effective communicators
The EYLF
The Principles
Secure, respectful and reciprocal relationships
Partnerships with families
High expectations and equity
Respect for diversity
Ongoing learning and reflective practice
The EYLF
The Practices
Holistic approaches
Responsiveness to children
Learning through play
Intentional teaching
Learning environment
Cultural competence
Continuity of learning and transitions
Assessment for learning
The EYLF
The Theories
Developmental theories
Socio-cultural theories
Socio-behaviourist theories
Critical theories
Post-structuralist theories
Identified through the literatures
Diverse perspectives regarding the relevance of
traditional developmental theories in ECE
Shift in theories and approaches in ECE
An absence of research regarding:
- the current perspectives of practitioners,
since the introduction of the EYLF
- how practitioners make sense of the
underpinning theories of the EYLF
The research design
An interpretivist position
Through the processes of interpreting social action,
subjective meaning can be achieved
(Bryman, 2012).
A sociocultural perspective
The examination and comparison of specific issues or
phenomena in various sociocultural settings
(Bryman, 2012).
Qualitative research methodology
“…acknowledges that human reality is socially and
symbolically constructed, constantly changing in relation
The research design
Participant selection
Kindergarten practitioners recruited through
postgraduate programs in Education at Monash
University, Clayton
Data Collection
1 hour semi-structured, audio-recorded interviews
31 open-ended questions were formulated using
Rogoff’s Three Lenses of Analysis (Rogoff, 2003) as a
Barbara Rogoff’s three lenses of analysis (as adapted from
Edwards, 2009, p. 18).
The service
The EYLF
The VEYLDF
Institutional
The participant
Other practitioners
Intrapersonal
Interpersonal
Their context
Children and families
Their beliefs
Other professionals
Data analyses
Common-sense analysis
Responses were interpreted to identify meaning
What are the current theoretical and pedagogical perspectives that influence kindergarten practitioners, since the implementation of the EYLF (DEEWR, 2009)?
Rogoff’s Three Lenses of Analysis: Participant 6
Institutional Lens
Question Response Notes/Interpretations What is your
professional opinion of the processes involved in the introduction of the EYLF to early childhood education in Australia?
“…being, perhaps, in the private school sector (as opposed to the
community sector) we missed a lot of information. And I don’t know if that was based because it was sent somewhere else in our school and we
never received it, or was it that we were missed in the loop? I don’t know” (line 215-217)
“…our staff attended a PD [Professional Development seminar] in Adelaide, we all panicked – because everyone else seemed to know what
they were talking about and we didn’t. And so that was that initial… that was in that first year of it being talked about and introduced” (line 217 -219)
“…a lot of it came from South Australia, I’m thinking because a lot of
the models that they already had in place there were very reflective of
what is the Framework now. So all their staff… and they were very
comfortable, and we were just were saying ‘oh my goodness, we don’t
know what this is’” (line 219-221)
“…the modules that they then put in place for Victoria weren’t
informative –could have been delivered better, I think. I don’t know that everyone that delivered them actually knew what they were talking about. And I think it was a bit of a ‘feel your way’ for some of those
Implies that being connected to a large school system may have resulted in the information regarding the EYLF getting lost in translation
Reiterates the attendance of practitioners to the professional development seminar in Adelaide
Confirms that this was the first information obtained about the EYLF
Suggests that much of the content of the EYLF originated from the South Australian Framework
Acknowledges the differences in composure between South Australian practitioners and the practitioners of the service
Data analyses
Conceptual analysis
Concepts were categorised within all responses
What are the current theoretical and pedagogical perspectives that influence kindergarten practitioners, since the implementation of the EYLF (DEEWR, 2009)?
Rogoff’s Three Lenses of Analysis: Participant 6
Institutional Lens
Question Response Notes/Interpretations
What is your
professional opinion
of the processes
involved in the
introduction of the
EYLF to early
childhood education
in Australia?
“…being, perhaps, in the private school sector (as opposed to the
community sector) we missed a lot of information. And I don’t know if
that was based because it was sent somewhere else in our school and we never received it, or was it that we were missed in the loop? I don’t
know” (line 215-217)
“…our staff attended a PD [Professional Development seminar] in Adelaide, we all panicked – because everyone else seemed to know what they were talking about and we didn’t. And so that was that initial… that was in that first year of it being talked about and introduced” (line 217 -219)
“…a lot of it came from South Australia, I’m thinking because a lot of
the models that they already had in place there were very reflective of
what is the Framework now. So all their staff… and they were very
comfortable, and we were just were saying ‘oh my goodness, we don’t know what this is’” (line 219-221)
“…the modules that they then put in place for Victoria weren’t informative –could have been delivered better, I think. I don’t know that everyone that delivered them actually knew what they were talking about. And I think it was a bit of a ‘feel your way’ for some of those
Implies that being connected to a large school system may have resulted in the information regarding the EYLF getting lost in translation
Reiterates the attendance of practitioners to the professional development seminar in Adelaide
Confirms that this was the first information obtained about the EYLF
Suggests that much of the content of the EYLF originated from the South Australian Framework
Acknowledges the differences in composure between South Australian practitioners and the practitioners of the service
Data analyses
Thematic analysis
Concepts were grouped into common themes
What are the current theoretical and pedagogical perspectives that influence kindergarten practitioners, since the implementation of the EYLF (DEEWR, 2009)? Intrapersonal Lens
Theme Participant 1 Participant 2 Participant 3 Participant 4 Participant 5 Participant 6 Major Themes Perceptions
of confusion
Sense of stress and confusion Changes in documentation
‘One right approach’
The process of incorporating developmental and more contemporary approaches Still attempting to apply traditional theorists Concern in the shift from developmental theory Not promoting developmental domains Struggle in understanding the significance of theories and the ability of transforming theory into practice
Transition from the traditional approaches to more contemporary approaches Other practitioners found this transition difficult
Struggle of working with Diploma-qualified practitioners and their developmental perspective
“‘do what your teacher
says, but then come
and listen to me and I’ll
show you why we
don’t do it that way’”
(line 46-47)
“it’s a double-edged
sword” (line 45-46)
“polar opposites” (line 51) Extreme
differences between the developmental perspective throughout the Diploma and the theories which underpin current practice
Some kindergartens are utilising the elements of developmental theory in the EYLF to justify the applicability of developmental theory
A sense of being overwhelmed
Having to comply with new requirements Similarities between the practices previously in place and practices identified within the EYLF Changes occurred in self-perception as a practitioner Changes of planning processes and presentation of program content to families and services Initial anxiety in attempting to develop an understanding of the EYLF
with “one right way of
doing things” (line 37) Sense of inquiry which questions the theories behind practice Other practitioners may respond more effectively to a predetermined approach
Implies that changes in influential theories are related to experience in the field and not directly related to the EYLF Admits that maintaining the practices of several frameworks can be a daunting process
First time that practitioners had heard about the EYLF Shift from developmental practices & changes in the perception
of “best domains and the outcomes Difficulty in the design and underpinning concepts of the VEYLDF Suitability to practice
Changes in documentation (1), planning processes, presentation of program content, self-perception (1)
and the perception of ‘best practice’ and applicability
to individual service (1) One right approach (1), discarding old approaches (1) and complying with new requirements with no predetermined approach (1) Perceives that transition links to change from developmental theory (4) Attempting to incorporate developmental theory (1) and refers to others in the field who do so (1) Struggling to understand theories and apply theories to practice (3)
Difficulty, anxiety, confused, overwhelmed, daunted (5)
