Complex Possibilities: "Working Theories" as an Outcome for the Early Childhood Curriculum

Autor/in	Hargraves, Vicki
Titel	Complex Possibilities: "Working Theories" as an Outcome for the Early Childhood Curriculum
Quelle	In: Contemporary Issues in Early Childhood, 15 (2014) 4, S.319-328 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2014.15.4.319
Schlagwörter	Foreign Countries; Early Childhood Education; Curriculum; Theories; Constructivism (Learning); Social Theories; Systems Approach; Child Development; Cognitive Development; Preschool Children; Grounded Theory; Outcomes of Education; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Curricula; Lehrplan; Rahmenplan; Theory; Theorie; Gesellschaftstheorie; Systemischer Ansatz; Kindesentwicklung; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Neuseeland
Abstract	"Working theories" are described as one of the two principal outcomes of Te Whariki, the early childhood curriculum in Aotearoa New Zealand. Despite its prominence as a curricular outcome, the theoretical positioning of the concept of working theory remains relatively undebated, with researchers readily attributing the term to a constructivist approach to children's cognitive development, or, in line with the current emphasis in New Zealand, to sociocultural theory. Drawing on a small scale study of children's working theories, this article will argue that constructivist and sociocultural theories do not adequately account for the sophistication of this concept in practice and that complexity theory and Deleuzian imagery would be more helpful for describing children's theory creation. Complexity theory and Deleuzian concepts are introduced as potential resources for enhancing our understanding of working theories and, further, for developing pedagogies that address contemporary ethical and political concerns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10