Early Childhood Education and Care: A Sociocultural Approach by Susan Edwards
By Susan Edwards
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Extra resources for Early Childhood Education and Care: A Sociocultural Approach
The role of educators is not to value one theory or approach t'm-e all others but to remain open to new ways of thinking and to explore +m- these ways of thinking might influence how teachers work with young :':ldren, and what children might gain from their work. Early Childhood Education and Care: A Sociocultural Approach VOICES FROM THE FIELD Parents speak I see k~ndergartenas kind of adjacent to the fam~ly. I think they sort of complement each other. My child takes things from his family into his preschool situation and then he brings th~ngsfrom his preschool situation into his home.
Reflection point Which theories of development and learning do you see as important to your work with young children? Do you think it is possible t o draw on both developmental and sociocultural theory, or are these explanations too contradictory for this to be possible? Thinking about the practice-theory relationship What does the story by the teacher and assistant about the Sri Lankan children suggest to you about how sociocultural theory can be used in practice t o support children's learning?
I believe that the majority of life is about relationships. Our relationship with ourselves, celigion, family, friends, work colleagues, casual acquaintances, technology, Ideas etc. One of the reasons I like sociocultural theory is because it :akes in the context that a person grows up. The educator and assistant found that once they stopped insisting the children dress alone (a form of independence defined by their underszandings of developmental theory) more of the children began to engage In the activity and eventually they learnt to put their smocks on anyway.