Importance of Early Childhood Theories in Assessment and Documentation | Desklib

This research writing focuses on exploring the association between early childhood theories and their importance in assessment, planning and documentation. It highlights how theories aid in setting standards for early childhood assessments and documentation.

Running head: EARLY CHILDHOOD EDUCATION AND CARE
EARLY CHILDHOOD EDUCATION AND CARE
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Research Task 1
Introduction
As researched by Alvestad et al. (2015), in order to determine the rate of the growth and
milestone achievement in children, the conductance of appropriate screening, assessment and
documentation is of utmost importance. Further taking insights from National Quality Standard’s
Professional Development Program, early childhood theories provide key insights and varied
perspectives on the differential growth and changes occurring across children and hence, are a
key requisite in the determination of comparative standards based on which early childhood
assessments and documentation may be conducted (Early Childhood Australia, 2019). The
following research writing will succinctly focus on exploring the association between early
childhood theories and their importance in assessment, planning and documentation.
Discussion
In accordance to the National Quality Standard (NQS) and The Early Years Learning
Framework (EYLF), early childhood educators must incorporate varied theoretical perspectives,
evidence based research, skills and knowledge during their performance of various
responsibilities pertaining to early childhood professional practice, of which, childhood
assessment, planning and documentation form an essential portion (Early Childhood Australia,
2019). The importance of assessment and screening lies in their ability to monitor a child’s
multifaceted development and evaluate the same based on established standards which further
determine future documentation, recording and planning of appropriate early childhood learning
or teaching techniques based on assessment results acquired with the aid of these standards. It is

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hence, in the formulation of these standards and guidelines, where early childhood theories aid in
setting an introductory scene (Brooks & Meltzoff, 2015).
Early childhood theories about development, growth and learning, emphasize on the
ways in which children develop and grow across the course of childhood towards future
adulthood (Follari, 2015). The focus on learning processes during childhood by early childhood
theorist encouraged societies and educational institutes to consider children as active learners in
need of a holistic growth environment paving the way for inclusion of these theoretical principles
in early childhood assessment and documentation (Bonnay, 2017). As observed by the NQS of
Australia, theories are developed after prolonged thinking, researching and practice. Notable
theories of early childhood have been postulated by Bowlby, Piaget, Erikson, Vygotsky,
Montessori, Steiner and many more. Each theory brings forth its own set opinions and
perspectives and often each theory assesses varied aspects of childhood development such as
learning, behavior, motor skills and cognition (Early Childhood Australia, 2019).
Early childhood professionals utilize these theories during assessment, planning and
documentation of diverse childhood backgrounds (Schachter et al., 2016). Taking insights from
the above, the following examples can be considered: to assess how a child behaves in a group,
the educator may consider Vygotsky’s social learning theory which highlights that childen
acquire cognitive development through social interaction. (Barker, Quennerstedt & Annerstedt,
2015). Like, a child is observed to behave rudely with his teachers or display fear when separated
from his mother and to assess and correct the same, the early childhood educator may consider
operational conditioning learning theories which emphasize that children learn through rewards
and punishments or Bowlby’s theories which explain the effects on a child’s behavior due to
maternal separation anxiety (Speckman, Longano & Syed, 2017). Likewise, the parents of a

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child consult the early childhood educator on their concerns of their child’s inability to hold a
glass, in response to which, and early childhood professional may conduct assessments based on
developmental theories by Jean Piaget who emphasized that children learn across childhood
through interactive processes with the environment using sensory, motor, preoperational an
concrete operation stages (George, 2017). Educators also assess a child’s learning during play,
by considering Froebel’s theories who highlighted that children learn during play and
observational development activities. Assessment of the children’s sensory processes
followed by their intellectual development are considered by following Maria Montessori’s
theories of prioritizing child’s needs (Bonnay, 2017).
Further, early childhood theories, through their extensive explanation on children’s
learning processes aid in the development of a holistic learning environment where the child’s
needs are met through play. Hence, early childhood theories allow early childhood assessments
and documentation to be in compliance with the practice element of the Early Years Learning
Framework (EYLF) which necessitate the conductance of a holistic, play learning environment
by early childhood organizations (Education Services Australia Limited, 2019).
Conclusion
Hence, to conclude, early childhood theories of learning and development play a key role
in documentation, planning and assessment due to their establishment of the unique needs of
children due to years of extensive research underlying these frameworks. Professionals employed
in early childhood settings must continually seek to improve their practice as per the NQS and
EYLF standards by engaging in extensively theoretical based and holistic learning to ensure
positive early childhood outcomes of learning and behavior.

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Research Task 2
Introduction
At present, pedagogical documentation has emerged as an essential requirement of early
childhood settings due to its ability to provide insights through the eyes of the concerned
children (Merewether, 2018). It is the process of observing, collecting and analyzing children’s
ideas and displaying their learning, energy and theories (Fleet. A, Honig .T, Roberston. J,
Semann. A, &Shepaherd. W). Early childhood professionals must practice pedagogical
documentation and consider children’s unique preferences and individuality since this practice
reflects on the child’s image, child’s background, learning deposition of the child and validates
the child’s learning as an active learner.
Discussion
The practice and foundational principles of early childhood pedagogical documentation
draws its inspiration from Reggio Emilia pedagogical philosophies (Bowne et al., 2010). In
accordance to this approach, children’s learning must be designed with a student centered,
constructivist approach where the student will be encouraged to participate actively in their
curriculum design based on their shared experiences, self-reflections and environmental
exploration (Dey et al. 2019). Hence, taking insights from the same, and the principles
highlighted by Ontario’s Pedagogy for Early Years, pedagogical documentation focuses beyond
the mere recording of early childhood events and emphasizes the processes of thinking and
learning adopted by children to understand child development through the eyes of the child
(Ontario Ministry of Education, 2019).

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Pedagogical documentation, is important since it considers learning as a complex,
multifaceted, personalized and emotional process, which compels educators to halt a narrow
understanding of childhood development through merely pen and paper and consider the unique
abilities possessed by each child (Reynolds & Duff, 2016).
Encouragement of a shared understanding and family centered approaches during
learning is another reason highlighting the importance of early childhood pedagogical
documentation (Alvestad & Sheridan, 2015). Pedagogical documentation encourages self-
reflection and exploration of personal ideas among children and simultaneously, compels
teachers and parents to question their understanding of the concerned child’s capabilities. Hence,
this encourages parents and teachers to also engage themselves in the early childhood learning
process and thus, enhances a multiple collaborative shared learning environment (Livingstone &
Hydon, 2019).
The importance of pedagogical documentation lies in its ability to applaud the individual
rights and personalities of the children in early childhood settings as per the EYLF principles.
Due to its adoption of a child or student centered approach, pedagogical documentations
necessitates professionals to respect, empathize and be sensitive to the unique needs of each
child and encourages personalized, culturally sensitive pedagogical practice and direct
participation of children in their learning (Knauf, 2015).
Most importantly, as researched by Petterson (2015), pedagogical documentation allows
children an opportunity to voice their opinions and gain a sense of ownership over their learning
process. Due to pedagogical documentation’s incorporation of student or child centered learning
process, children’s holistic needs directly included in the early childhood learning curriculum,
and hence, their needs, preferences, views and reflections of their surroundings and the behaviors

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of their supervisors (parents, early childhood educators) are considered holistically as per EYLF
Principles. Likewise, pedagogical documentation necessitates educators to question children and
directly communicate with them, rather than merely document observations on pen and paper
(Elfström Pettersson, 2017).
The importance of pedagogical documentation lies in its ability to grant visibility on the
unique, holistic needs of the child, by the educators (Paananen & Lipponen, 2018). Pedagogical
documentation is important since it raises questions on the processes underlying a child’s play
resulting in assessment of his or her unique learning needs and preferences (Kashin, 2019).
While documentation merely emphasizes recording of information, pedagogical documentation
is important since it encourages educators to find meaning underlying the documented children’s
behaviors (Bowne et al., 2010). Finally, pedagogical documentation is needed since it
necessitates educator’ self reflection on the child’s learning processes hence granting each child
a unique sense of identity and reciprocal educator-child relationships, as per the EYLF principles
(Education Services Australia Limited, 2019).
Conclusion
Hence, it can be concluded that pedagogical documentation is important for the
consideration of personalized student’s needs and performance of quality early childhood
professional practice. Early childhood professionals must hence, consider incorporation of
methods of pedagogical documentation in their professional duties and focus beyond merely
their manual observations on pen and paper.

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