Importance of Early Childhood Theories in Assessment and Documentation | Desklib

Running head: EARLY CHILDHOOD EDUCATION AND CARE
EARLY CHILDHOOD EDUCATION AND CARE
Name of the Student:
Name of the University:
Author note:

1EARLY CHILDHOOD EDUCATION AND CARE
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

2EARLY CHILDHOOD EDUCATION AND CARE
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