This revised version of Theories into Practice addresses the need of the early childhood educators to better understand how their practices are underpinned by theories of learning, development and wellbeing. Educators draw from a range of perspectives, but it can sometimes be difficult to understand the link between theorists, theories and perspectives and their own practices. This book makes these links clear and easy to understand so educators can talk with more authority to colleagues, families and communities about their work, and reflect constructively on their practices.
Each chapter deals with a different group of theories, briefly outlining the major thrust of each and what it might look like in practice. Some of the major theorists are then focused on in turn. Discussion starter topics follow each theorist to promote discussion on the main topics and threads of the theorist’s thinking. This is followed by questions for reflection that relate more to thinking about the main concepts in relation to practices.
Included in the book is a section on ancestral knowledges, written especially by Kim Kinnear, a proud descendant of Adnyamathanha and Nukunu Community and Country with connections to Maralinga Tjarutja Peoples. This chapter prompts reflection relating to diversity, alongside appropriate ways to acknowledge and understand Aboriginal and Torres Strait Islander ways of knowing and being and what this means for early childhood programs.
About the Authors:
Andrea Nolan is Professor of Education (Early Childhood) in the School of Education at Deakin University. She has had extensive experience teaching in early childhood education settings as well as in primary schools, and has taught in the TAFE and university sectors, teaching undergraduate and postgraduate students as well as supervising higher degree research students. Andrea has conducted research in both schools and preschools and has worked on a number of state, national and international projects on literacy development, program evaluation and professional learning for teachers. She has researched the impact of the current Australian reform agenda on professional identities and educator practice, leadership, mentoring, inter-professional work, and reflective practice as a means to better understand practice.
Bridie Raban was the Foundation Mooroolbeek Professor of Early Childhood Studies at the University of Melbourne. She is currently an Honorary Professorial Fellow at the Melbourne Graduate School of Education and in 2021, she was awarded an Honorary University Fellowship by Hong Kong Baptist University (HKBU). Her past research has focused on language and literacy development, teacher change and development, curriculum and assessment for the early childhood years and quality provision. She was the first Professor of Early Childhood Education in Victoria and the second in Australia, and before this she was Professor of Primary Education (Early Years) at the University of Warwick and President of the UK Reading Association.
