Abstract:
Every qualified early childhood practitioner has some knowledge of the theories that, over time, have been suggested as underpinning and explaining the learning and development of children in the early years. It is often assumed that knowing theory is sufficient and that aligning theory with practice is a reasonably straightforward process. In 2011, early childhood practitioners have a greater choice of theoretical perspectives to choose from than ever before. These perspectives come from different eras and disciplines, offer conflicting points of view and vary in the agendas they create for being with very young children. When practitioners think deeply about the theories/ideas that flow into their practice in a connected, personally meaningful and storied way, children benefit.