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Working theories in early childhood education

Working theories are an important process of knowledge construction and meaning-making for young children.

Working theories are a way in which children make sense of their world and integrate new knowledge accumulated from their personal and social experiences into their existing understanding of the world. Working theories involve children in abstracting information from their experiences and observations, and connecting it with their existing knowledge in meaningful ways.

Working theories are defined as provisional (subject to change), functional (supporting children’s understanding and action), situated (stimulated and created within children’s relationships, contexts and experiences) and created and owned by children.

Working theories engage children’s thinking and meaning-making, and support individual knowledge construction and early academic learning. Working theories may assist children in moving from everyday concepts to more formal scientific concepts, while a focus on supporting and developing children’s thinking and working theories is likely to provide cognitively challenging programmes for children. Keeping track of the working theories that children develop around their identity as learners and their learning processes may be important as these theories are likely to mediate children’s learning and participation.

Working theories is a concept unique to New Zealand, and the research base is limited but growing. There is no empirical evidence linking particular pedagogical strategies with children’s working theory formation and development, nor has the concept of working theories as a curricular outcome been evaluated for its impact on learning. However, case study evidence, and teacher action research are used to make a set of recommendations for pedagogically-sound practices related to working theories.

The following strategies can support teachers in implementing play pedagogies:

  • Be clear about how play pedagogies can best support the desired learning in your setting
  • Structure play opportunities through careful planning of the environment
  • Intentionally plan to extend children’s self-directed play
  • Observe carefully and take care when determining how to intervene in play in order to support children’s autonomy
  • Teach and support play skills

  • How do you identify, document, and respond to children’s working theories?
  • Do children understand that you value their unique theorising and processes of learning?
  • What opportunities do children have to engage in knowledge-building and theorising?
  • How do you promote collaborative inquiries that involve groups of children, teachers and families in developing and testing working theories?
  • How important is it for children to develop accurate concepts and knowledge?

Daniel Lovett
Early childhood education resources

A closer look at working theories

Amanda Howley-Rouse -
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Pedagogical tools for developing a project
Curriculum design in early childhood education

Pedagogical tools for developing a project

Amanda Howley-Rouse -
0
Outdoor explorers: Risk-taking beyond the centre
Curriculum design in early childhood education

Outdoor explorers: Risk-taking beyond the centre

Amanda Howley-Rouse -
0
Projects at Pakuranga Baptist Kindergarten
Curriculum design in early childhood education

Projects at Pakuranga Baptist Kindergarten

Amanda Howley-Rouse -
0
Nature Man: a project by Pakuranga Baptist Kindergarten
Curriculum design in early childhood education

Nature Man: a project by Pakuranga Baptist Kindergarten

Amanda Howley-Rouse -
0
Engaging with the community: Meeting the real Nature Man!
Curriculum design in early childhood education

Engaging with the community: Meeting the real Nature Man!

Amanda Howley-Rouse -
0
Responding to children’s interests and working theories
Early childhood education resources

Responding to children’s interests and working theories

Nina Hood -
0
Supporting and extending children’s working theories
Working theories in early childhood education

Supporting and extending children’s working theories

Amanda Howley-Rouse -
0
Daniel Lovatt
Early childhood education resources

Enriching children’s working theories

Nina Hood -
0
Working theories
Working theories in early childhood education

Working theories

Nina Hood -
0
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