Children’s ‘working theories’ as curriculum outcomes

Abstract

This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.

Ready or Not to Adopt a Pedagogy of Play for Children Starting School in Scottish Primary Schools-Is this a Major Transition for Teachers?

“…Whether the child starting school continues to experience a pedagogy of play, which Australian researchers Nolan and Paatsch (2018:42) define as "purposeful, co-construction of knowledge with others (peers and teachers) within social and cultural worlds" is debateable and arguably inconsistent across Scotland. However, adopting playful pedagogies has become the focus of recent professional development for many primary school teachers who are increasingly acknowledging the value of alternative pedagogical approaches, including play as the way to build on what children already know and can do as they start school (Grogan and Duncan 2017;Palmer 2020;Peters et al 2018).…”