From developmental constructivism to sociocultural theory and practice: An expansive analysis of teachers' professional learning in early childhood education

In recent years, sociocultural theory has become an increasingly popular theoretical explanation for development and learning in early childhood education. The articulation of sociocultural theory to practice by teachers used to a predominately developmental-constructivist theoretical perspective represents an area of emerging research interest. This article examines the appropriation of sociocultural theory by a group of Australian early childhood educators participating in a professional development program informed by Developmental Work Research (DWR). The DWR methodology offers the opportunity to examine the processes involved for educators when learning to operate within a new conceptual framework and the implications this holds for their practice. The fi ndings suggest that appropriation of a new theoretical framework such as sociocultural theory involves educators critiquing and analysing existing practices, participating in opportunities to implement new models of work in addition to refl ection on new ways of seeing children, growth, learning and development.