- Title: Theoretical Perspectives Database
- Weighting: 35%
- Length:2500 words
- Due:Week 9
- Learning Outcome:1
Description:
This assessment is designed to develop your ability to think about child development through different theoretical perspectives and explore how different perspectives can and will inform your practice as an educator in an early childhood education service. You will have opportunities each week to consolidate your understanding of each developmental domain and the theory that informs an educator’s approach toward supporting and extending children’s development and learning within each developmental domain.
For this assessment, you will need to use class notes, textbook readings and articles to source information for your Theoretical Perspectives Database. You are to use the table provided (see below):
1. Select three (3) theorists whose perspectives are most relevant to each developmental domain.
- A minimum of three (3) different theorists must be identified across both cognitive and language developmental domains for this assessment.
- For each theorist, identify and summarise a minimum of 3 key points for each theoretical perspective. How does each theorist believe children develop within particular developmental domains?
- The same theorists can include aspects across various developmental domains,however,ensure your key points are tailored to ensure relevance to each individual developmental domain.
i. For example, you can choose Lev Vygotsky to use as 1 (of 2) theorists for each of the 3 developmental domains, however, you must explain which parts of Vygotsky’s theoretical perspectives is relevant to each individual developmental domain (physical, emotional and social).
2. Implications for Practice:
- For each theorist/theoretical perspective, provide a minimum two (2) implications for practice for each age range (0-2 years, 2-3 years, 3-5 years).
- Reflecting on your chosen theorist and your Question 1 responses above, explain how each theoretical perspective can inform an educator’s practice with children of each age range in an early childhood service.
i. Think about how the theoretical perspective influences the teaching strategies an educator might use to support a child’s developmental abilities at each age bracket (0-2 years, 2-3 years, 3-5 years).
ii. Think about the similarities and differences between each theoretical perspective and how it influences your teaching strategies with children. This includes both the way you approach, interact and engage with children directly as well as considerations around the physical environment, as well as the materials and resources you might choose to provide.
- As mentioned above, the same theorists can be identified across multiple developmental domains,however,ensure your key points are tailored to ensure relevance to each individual developmental domain.
i.For example, Vygotsky’s theory can be used to support children’s development across multiple domains. If you choose to identify Vygotsky as one of your theorists, you will identify the parts of Vygotsky’s theory that is most relevant to the domain. A further example, if you chose to identify Zone of Proximal Development (ZPD) as one of Vygotsky’s key theoretical concepts, how could you apply this as an educator to support children’s language development? How could you apply ZPD as an educator to support social development?
- Refer to the DEEWR (n.d.)document to guide your understanding of developmental skills typically demonstrated across various ages.
- Refer to theBelonging, being & becoming: TheEarly Years Learning Framework for Australiadocument to guide your understanding of developmental outcomes and how educators can support children to develop these outcomes (Australian Government Department of Education and Training, for the Council of Australian Governments, 2009).
Refer to theDEEWR (n.d.) Developmental Milestonesdocument to guide your understanding of developmental skills typically demonstrated across various ages.
Refer to theBelonging, being & becoming: TheEarly Years Learning Framework for Australiadocument to guide your understanding of developmental outcomes and how educators can support children to develop these outcomes (Australian Government Department of Education and Training, for the Council of Australian Governments, 2009).
Readings:
Australian Government Department of Education and Training, for the Council of Australian Governments. (2009).Belonging, being & becoming: The Early Years Learning Framework for Australia. https://www.education.gov.au/child-care-package/resources/belonging-being-becoming-early-years-learning-framework-australia
Department of Education, Employment and Workplace Relations. (n.d.).Developmental milestones and the Early Years Learning Framework and the National Quality Standards.https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdf
Developmental Domain
|
Theorist
|
Summary of Key Concepts
|
Implications for Practice
Children 0-2 years
|
Implications for Practice
Children 2-3 years
|
Implications for Practice
Children 3-5 years
|
Language Development
|
|
|
1.
2.
|
1.
2.
|
1.
2.
|
|
|
1.
2.
|
1.
2.
|
1.
2.
|
Emotional Development
|
|
|
1.
2.
|
1.
2.
|
1.
2.
|
|
|
1.
2.
|
1.
2.
|
1.
2.
|
Social Development
|
|
|
1.
2.
|
1.
2.
|
1.
2.
|
|
|
1.
2.
|
1.
2.
|
1.
2.
|