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From developmental constructivism to sociocultural theory and practice: An expansive analysis of teachers' professional learning in early childhood education
Edwards, Susan
Edwards, Susan
Author
Abstract
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.
Keywords
activity theory, curriculum, early childhood education, sociocultural theory
Date
2007
Type
Journal article
Journal
Journal of Early Childhood Research
Book
Volume
5
Issue
1
Page Range
83-106
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled