Critical Evaluation of Contemporary Theories of Child Development and How These Inform the Work of Early Childhood Educators as Pedagogical Leaders

DOI

10.2991/icsshe-17.2017.53How to use a DOI?

Keywords

early childhood education, play and learning, developmental theory, socio-cultural theory, poststructural theory, pedagogy

Abstract

Early childhood education has been stated importance in many government policy agendas. In Australia, the expected learning outcomes for children aged birth to five years are outlined in Early Years Learning Framework (EYLF). This article using contemporary theories' perspectives to provide theoretical scaffolding on children's development, relationship between play and learning are discussed in each theory lens. The author draws from contemporary theories' knowledge to support early years' educators using these theories as a guide in their daily pedagogical practice.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Wei Liu
PY  - 2017/09
DA  - 2017/09
TI  - Critical Evaluation of Contemporary Theories of Child Development and How These Inform the Work of Early Childhood Educators as Pedagogical Leaders
BT  - Proceedings of the 2017 3rd International Conference on Social Science and Higher Education
PB  - Atlantis Press
SP  - 212
EP  - 215
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsshe-17.2017.53
DO  - 10.2991/icsshe-17.2017.53
ID  - Liu2017/09
ER  -