Current theoretical perspectives influen dan

Current
theoretical
perspectives
influencing
kindergarten
practitioners in
Victoria, since
the
implementation
of the EYLF
By Lauren Armstrong

Overview


Brief background of researcher



Introduction to the study



Underpinning theories of ECE



An overview of the EYLF



The research design



Data analysis techniques



Preliminary research findings



Implications for practice



Opportunities for further research



Questions

Brief background of researcher
 Early

childhood field

 Diploma

of Children’s Services

 Bachelor
 Honours

of Early Childhood Studies

degree of Bachelor of Education

 Experience
 Room

gained throughout field placements

Leader in Long Day Care and sessional
crèche

Introduction to the study
Research question
What are the current theoretical and pedagogical
perspectives influencing kindergarten practitioners

in Victoria, since the implementation of the EYLF
(DEEWR, 2009)?

In light of
 Traditional developmental theories
 Developmentally Appropriate Practice (DAP)
 Sociocultural theories

Theory in ECE
Traditional developmental theories
Jean Piaget
The evolution of knowledge structures through experience
(Edwards, 2003).

Piaget’s ages and stages of cognitive development
NAEYC’s Developmentally Appropriate Practice
Planning for the individual needs of children,
based on their physical, social and emotional,
cognitive, and language developmental
domains. (Bredekamp & Copple, 1987; Copple &

Bredekamp, eds., 2009)

Sociocultural theories
Lev Vygotsky
“…the social and cultural context in which children
were born served to define how they would develop
and what they would learn” (Edwards, 2003, p. 12).
Vygotsky’s Zone of Proximal Development (ZPD)
Children’s level of development can be defined by
evaluating their current, assisted and future abilities
Potential ability
Independent ability
Assisted ability

The Zone of Proximal Development (ZPD),
(as cited in Edwards, 2009, p. 15).

Sociocultural theories
Barbara Rogoff
“Children’s development is ‘transformed’ as they

participate (through observation, social interaction and
direct teaching) in activities with other people”
(Edwards, 2003, p. 6).

Wide debate
The relevance of two of the most predominant theories in
early childhood education
(Bredekamp and Copple, 2009; Rogoff, 2003; Fleer, 1995; 2005; and Edwards;
2003; 2005; 2009, Aldwinckle, 2001).

Developmentally Appropriate Practice
Some contend that it’s perception of development is too
rigid, while others suggest that it is broad and translatable
to practice
Piagetian theory
Some argue that the universal norms focus upon the age
and stage of individual children – regardless of
social/cultural context
Vygotskian theory
Many see the influences of social and cultural contexts on

learning, and acknowledge children’s potential abilities
and levels of development

A shift in theories
“Whilst the shift in emphasis from
developmental to sociocultural theory has
been liberating in a pedagogical sense,
developmental theory has been ‘so
foundational to the field of early childhood
education that erasing it would seem to
leave us in a mindless limbo in which
everything is relative’”
(Lubeck, 1996; as cited in Edwards, 2003, p. 259)

The EYLF
Elements of the Early Years Learning Framework,
as cited in the EYLF (DEEWR, 2009, p. 10).
Learning Outcomes

Principles

Practices

The Learning Outcomes

The EYLF

Outcome 1:
Children have a strong sense of identity
Outcome 2:
Children are connected with and contribute to their
world
Outcome 3:
Children have a strong sense of wellbeing
Outcome 4:
Children are confident and involved learners
Outcome 5:
Children are effective communicators
(DEEWR, 2009, pp.19-44)

The EYLF

The Principles
Secure, respectful and reciprocal relationships
Partnerships with families
High expectations and equity
Respect for diversity
Ongoing learning and reflective practice

(DEEWR, 2009, p. 12-13)

The Practices

The EYLF

Holistic approaches
Responsiveness to children
Learning through play
Intentional teaching
Learning environment

Cultural competence
Continuity of learning and transitions

Assessment for learning
(DEEWR, 2009, p. 14-18)

The EYLF

The Theories
Developmental theories

Socio-cultural theories
Socio-behaviourist theories

Critical theories
Post-structuralist theories

(DEEWR, 2009, p. 11)

So what?

Identified through the literatures
 Diverse

perspectives regarding the relevance of
traditional developmental theories in ECE

 Shift
 An

in theories and approaches in ECE

absence of research regarding:
- the current perspectives of practitioners,
since the introduction of the EYLF
- how practitioners make sense of the
underpinning theories of the EYLF

The research design
An interpretivist position
Through the processes of interpreting social action,
subjective meaning can be achieved (Bryman, 2012).
A sociocultural perspective
The examination and comparison of specific issues or
phenomena in various sociocultural settings (Bryman, 2012).

Qualitative research methodology
“…acknowledges that human reality is socially and
symbolically constructed, constantly changing in relation
to other facts of social life” (O’Toole & Beckett, 2012, p. 63).

The research design
Participant selection
Kindergarten practitioners recruited through
postgraduate programs in Education at Monash
University, Clayton

Data Collection
1 hour semi-structured, audio-recorded interviews
31 open-ended questions were formulated using
Rogoff’s Three Lenses of Analysis (Rogoff, 2003) as a
theoretical framework

The research design
Barbara Rogoff’s three lenses of analysis (as adapted from
Edwards, 2009, p. 18).
The service

The EYLF

The VEYLDF

Institutional
The participant

Other practitioners
Intrapersonal

Their context

Their beliefs

Interpersonal
Children and families

Other professionals

Common-sense analysis

Data analyses

Responses were interpreted to identify meaning
What are the current theoretical and pedagogical perspectives that influence kindergarten practitioners, since the implementation of the EYLF (DEEWR, 2009)?
Rogoff’s Three Lenses of Analysis: Participant 6
Institutional Lens
Question

Response

Notes/Interpretations

What is your

“…being, perhaps, in the private school sector (as opposed to the

Implies that being connected to a large school system may have resulted

professional opinion

community sector) we missed a lot of information. And I don’t know if

in the information regarding the EYLF getting lost in translation

of the processes

that was based because it was sent somewhere else in our school and we

involved in the

never received it, or was it that we were missed in the loop? I don’t

introduction of the

know” (line 215-217)

EYLF to early

“…our staff attended a PD [Professional Development seminar] in

childhood education

Adelaide, we all panicked – because everyone else seemed to know what

Reiterates the attendance of practitioners to the professional development

in Australia?

they were talking about and we didn’t. And so that was that initial… that

seminar in Adelaide

was in that first year of it being talked about and introduced” (line 217-

Confirms that this was the first information obtained about the EYLF

219)
“…a lot of it came from South Australia, I’m thinking because a lot of
the models that they already had in place there were very reflective of

Suggests that much of the content of the EYLF originated from the South

what is the Framework now. So all their staff… and they were very

Australian Framework

comfortable, and we were just were saying ‘oh my goodness, we don’t

Acknowledges the differences in composure between South Australian

know what this is’” (line 219-221)

practitioners and the practitioners of the service

“…the modules that they then put in place for Victoria weren’t

Suggests a possible lack of understanding and preparation in the

informative – could have been delivered better, I think. I don’t know

deliverance of the Victorian modules

that everyone that delivered them actually knew what they were talking
about. And I think it was a bit of a ‘feel your way’ for some of those

Data analyses

Conceptual analysis

Concepts were categorised within all responses
What are the current theoretical and pedagogical perspectives that influence kindergarten practitioners, since the implementation of the EYLF (DEEWR, 2009)?
Rogoff’s Three Lenses of Analysis: Participant 6
Institutional Lens
Question

Response

Notes/Interpretations

What is your

“…being, perhaps, in the private school sector (as opposed to the

Implies that being connected to a large school system may have resulted

professional opinion

community sector) we missed a lot of information. And I don’t know if

in the information regarding the EYLF getting lost in translation

of the processes

that was based because it was sent somewhere else in our school and we

involved in the

never received it, or was it that we were missed in the loop? I don’t

introduction of the

know” (line 215-217)

EYLF to early

“…our staff attended a PD [Professional Development seminar] in

childhood education

Adelaide, we all panicked – because everyone else seemed to know what

Reiterates the attendance of practitioners to the professional development

they were talking about and we didn’t. And so that was that initial… that

seminar in Adelaide

in Australia?

was in that first year of it being talked about and introduced” (line 217-

Confirms that this was the first information obtained about the EYLF

219)
“…a lot of it came from South Australia, I’m thinking because a lot of
the models that they already had in place there were very reflective of

Suggests that much of the content of the EYLF originated from the South

what is the Framework now. So all their staff… and they were very

Australian Framework

comfortable, and we were just were saying ‘oh my goodness, we don’t

Acknowledges the differences in composure between South Australian

know what this is’” (line 219-221)

practitioners and the practitioners of the service

“…the modules that they then put in place for Victoria weren’t

Suggests a possible limitation of understanding and preparation in the

informative – could have been delivered better, I think. I don’t know

deliverance of the Victorian modules

that everyone that delivered them actually knew what they were talking
about. And I think it was a bit of a ‘feel your way’ for some of those

Data analyses
Thematic analysis
Concepts were grouped into common themes
What are the current theoretical and pedagogical perspectives that influence kindergarten practitioners, since the implementation of the EYLF (DEEWR, 2009)?
Intrapersonal Lens
Theme
Participant 1
Participant 2
Participant 3
Participant 4
Participant 5
Participant 6
Major Themes
Perceptions
Sense of stress
Transition
Struggle of working
A sense of being
Implies that
First time that
Changes in documentation
of confusion and confusion
from the
with Diploma-qualified overwhelmed
changes in
practitioners had (1), planning processes,
Changes in
traditional
practitioners and their
Having to comply with
influential
heard about the
presentation of program
content, self-perception (1)
documentation
approaches to
developmental
new requirements
theories are
EYLF
and the perception of ‘best
‘One right
more
perspective
Similarities between the
related to
approach’
contemporary
experience in
Shift from
practice’ and applicability
“‘do what your teacher practices previously in
The process of
the field and
approaches
place and practices
developmental
to individual service (1)
says, but then come
incorporating
Other
practices &
One right approach (1),
and listen to me and I’ll identified within the EYLF not directly
developmental
practitioners
show you why we
Changes occurred in selfchanges in
related to the
discarding old approaches
and more
found this
don’t do it that way’”
perception as a practitioner EYLF
the perception
(1) and complying with
Admits that
(line 46-47)
contemporary
transition
Changes of planning
of “best
new requirements with no
“it’s a double-edged
approaches
difficult
processes and presentation maintaining
practice” has
predetermined approach (1)
Still attempting
of program content to
the practices
sword” (line 45-46)
evolved
Perceives that transition
of several
to apply
“polar opposites” (line
families and services
links to change from
frameworks
traditional
51) Extreme
Initial anxiety in
Differences
developmental theory (4)
theorists
differences between the attempting to develop an
between
can be a
Attempting to incorporate
Concern in the
developmental
understanding of the
daunting
developmental
developmental theory (1)
shift from
perspective throughout EYLF
process
domains and the and refers to others in the
developmental
the Diploma and the
with “one right way of
outcomes
field who do so (1)
theory
theories which
doing things” (line 37)
Struggling to understand
Not promoting
Sense of inquiry which
underpin current
Difficulty in the theories and apply theories
developmental
practice
questions the theories
design and
to practice (3)
domains
underpinning
Some kindergartens are behind practice
Difficulty, anxiety,
Other practitioners may
Struggle in
concepts of the
utilising the elements
confused, overwhelmed,
respond more effectively
understanding
VEYLDF
of developmental
daunted (5)
theory in the EYLF to
the significance
to a predetermined
Extreme differences
of theories and
justify the applicability approach
Suitability to
between old and new
the ability of
of developmental
practice
approaches (1); similarities
transforming
theory
(1); changes in theory
theory into
related to experience (1)
practice

Findings
Demographics of participants
Category
Family context

Education

Higher Education

Information

Participants

Female

6

Married

6

Children

5

Completed VCE

5

Diploma of Children’s Services

4

Completed Bachelor degree in

6

Education (BECS/BECE)
Completed a Master of Education
Experience in the field

Ranges from 6 months to 23 years

Experience as a qualified kindergarten

Ranges from 1.5 years to 23 years

practitioner

3

Findings
Perceptions of influential theories to individual practice
Theory
Perception
Sociocultural theory
Preference to theory – links to university
training
Vygotsky’s cultural-historical theory Preference to theory – links to university
training
Traditional developmental theory
Emphasised in prior tertiary training
Influential to practice
Barbara Rogoff’s sociocultural
theory
Urie Bronfenbrenner’s Ecological
Preference to theory – links to university
theory
training
The Reggio Emilia approach
Incorporated into practice
Multiple theories
Howard Gardner’s Theory
Bruner’s theory
Erik Erikson
John Dewey
Freud’s theory
Attachment theory
Postmodernist theories
Poststructuralist theories
Holistic approach

Utilises many theorists in practice
Multiple Intelligences theory
Supports the Reggio Emilia approach
Emphasised in prior tertiary training
Emphasised in prior tertiary training
Taught in prior tertiary training
Taught in prior tertiary training
Currently influences practice
Currently influences practice
“… eclectic viewpoint of many” (6:20)

Participants
5

4
4
3
2
2
2
1
1
1
1
1
1
1
1
1

Findings
Significant themes
 Confusion

among practitioners and services

 Resistance

from the early childhood field

 Diverse

understandings of the new curriculum,
traditional and contemporary theories

 Various

levels of support and training

 Difficulties

families

in building effective partnerships with

Transition and
implementation
of the new
curriculum

Findings
“‘Here you go, off
you go’” (line 167)

Changes in
self-perception
“it’s polar
opposites of
what we’ve
learned
previously”
(3:54-55)

Theories, principles
and practices of
the EYLF

Institutional

CONFUSION

Intrapersonal

Translating new
theories into practice
Accountability:
stress, workload
and responsibility

Understanding
family
perspectives
and their
interpretations
of the EYLF

Interpersonal
“a steep learning
curve for a lot of
us”(6:110-111)

Partnerships with
families and family
involvement

Findings

Traditional
approaches of tertiary “this is just a phase;
they’ll go back to
institutions, diploma
Piaget” (1:188-190)
students, preschool
field officers and NQS
assessors
A “reluctance to
change” perspectives
and practices
“Piaget is God
and anybody
else is a threat”
(3:33-34)

Services and training
facilities still attempting to
apply or revert to
traditional approaches

Institutional

RESISTANCE

Intrapersonal

Interpersonal

Struggling to let go
of traditional
approaches
Struggling to incorporate and
comply with “nonprescribed” approaches and
new theories

Some families still
value traditional
approaches due to
their similarities with
formal schooling

Traditionallytrained
practitioners,
and long-term
in the field
“A lot of older
colleagues…
they’re having
difficulty with
the nonprescribed way
of doing things”
(3:37-39)

So what?
Implications for practice
Inconsistencies across the field due to:
 Diverse

interpretations of the new curriculum and
its underpinning theories and practices

 Disparities

of content and delivery within tertiary
and university training

 An

imbalance in the provision of quality support,
training and professional development within
individual services

What now?
Opportunities for further
research
 Perceptions

of traditionally-trained practitioners
in the field who have not participated in recent
university training

 Theoretical

and pedagogical content and
delivery at tertiary and university levels

 Availability

and quality of support and
professional development across services at
management and departmental levels

“Research is about uncovering and enabling the
emergence of new understandings, insights and
knowledge. The best research will always involve
close, ongoing collaboration between those who
plan the research, those who carry it out, those
who participate in it, and those for whom the
results have an impact”.
(Rolfe & Mac Naughton, in Mac Naughton, Rolfe & Siraj-Blatchford,
2010, pp. 3-4)

References
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References
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Questions