Implicit theories and naïve beliefs: Using the theory of practice architectures to deconstruct the practices of early childhood educators

Journal article


Salamon, Andi, Sumsion, Jennifer, Press, Frances and Harrison, Linda. (2016). Implicit theories and naïve beliefs: Using the theory of practice architectures to deconstruct the practices of early childhood educators. Journal of Early Childhood Research. 14(4), pp. 431 - 443. https://doi.org/10.1177/1476718X14563857
AuthorsSalamon, Andi, Sumsion, Jennifer, Press, Frances and Harrison, Linda
Abstract

This article proposes utilising the theory of practice architectures to uncover and make explicit the beliefs and implicit theories of early childhood educators, as well as to examine the conditions out of which they have emerged. The beliefs and implicit theories of early childhood educators influence many early childhood practices and play a significant role in guiding the pedagogical experiences of children. Aimed at identifying elements of practice that constrain and enable praxis, the theory of practice architectures has been effectively applied in tertiary, secondary and primary education, but has had limited use in early childhood education contexts. The article explores its potential for helping educators better articulate their practices and applies the theory to examine a number of discursive, material and social influences that shape (and are shaped by) early childhood practice. Implications for early childhood educators’ praxisare framed in the context of contemporary challenges of early childhood education.

Keywordsearly childhood educators; practice; practice architectures; praxis
Year2016
JournalJournal of Early Childhood Research
Journal citation14 (4), pp. 431 - 443
PublisherSage Publications Ltd.
ISSN1476-718X
Digital Object Identifier (DOI)https://doi.org/10.1177/1476718X14563857
Scopus EID2-s2.0-85008256580
Page range431 - 443
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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