The context of previous working theories. This means learningĪlways takes place in the context of previous understanding, in other words, in Knowledge structures or schemas for encoding new information. For example, neuroscience shows that theīrain identifies patterns between past and present events and stimuli to create Pedagogical approach to developing knowledge, recent findings about the brainĪre congruent with such an approach. A focus on working theories as knowledge outcomes for earlyĬhildhood education emphasises and supports children’s agency in relation toĮmpirical evidence to support a focus on children’s working theories as a ChildrenĬreate working theories in their own way and according to their own purposesĪnd interests. Working theories canĪccommodate many different kinds of knowledge from children’s diverse home and Theories are stimulated by, constructed from, developed and revised withinĬhildren’s contexts, interactions and experiences. Support children’s understanding and meaning-making, and guide their actions, Relationships and generating arguments (which may be implicit). Making connections between experiences and events, determining causal Making sense of phenomena by seeking patterns, explanations and meanings,
Theories and understandings are gradually edited over time so that they containīetter quality knowledge and skill, are better adapted for particular contextsĪnd areas of experience, and are more elaborate, interconnected, applicable and Such are tentative and speculative – the child’s best guess for now. Revised and evolving as children gain more experience and information, and as Have all of those parts then there are none left for me things need to beįairly shared so that everyone who needs them can have them) Insisting ‘that’s what I need but you got all of them and you can’t’ (if you Together heavy things need more glue than lighter things) Lots of glue to stick wood to paper (nails will rip paper glue can join things ‘that’s a girl’s bike’ (that bike is pink pink is a colour associated with
Information in order to draw an inference or shape an argument. Identified by the way in which it connects one or more separate pieces of Children’s knowledge will vary according to prior experience and context, and will involve complex and unique combinations of knowledge, skills, strategies, attitudes and expectations. It recognises that there are many possible theories which take children in different directions, and that these theories are improved and extended as children gain more knowledge and experience. The concept of working theories celebrates children’s unique ways of thinking and inquiring. Working theories are a way in which children draw on and apply ideas and understandings accumulated from their personal and social experiences, in order to make sense of their world. Working theories are holistic learning outcomes for children, and somewhat more complex than discrete and identifiable knowledge outcomes such as ‘can count to ten’.
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