Early Childhood Development Theories and Practices

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Contents
INTRODUCTION.....................................................................................................................................1
DISCUSSION...........................................................................................................................................1
CHILDHOOD DEVELOPMENT THEORIES.................................................................................................1
RELATION OF CHILDHOOD THEORIES WITH THE LEARNING AND DEVELOPMENT................................4
THEORETICAL CONSTRUCTS RELEVANT TO CHILDREN'S LEARNING AND..............................................5
ROLE OF EARLY CHILDHOOD EDUCATORS IN CHILD DEVELOPMENT.....................................................6
REFERENCES..........................................................................................................................................7
INTRODUCTION

Early childhood education is an essential part of every child's life and is held as the most
important aspect of the development and learning of the child (May., 2013). Child
development is a broad umbrella term used to define the psychological, physical, emotional
and social growth of the child in his early stages of life (Allen & Cowdery., 2014). This
assignment deals with the discussion of early childhood development with relevance to the
role of early education and teaching in their lives. It focuses on the interlinking of the early
childhood development theories and evidence to support that argument that early childhood
development is based on and is influenced by early education and learning. It is essential to
understand how the child’s psychology and development I linked to his physical, social and
psychological environment around and is highly influenced by the education and role of
educators in early childhood. The aim of this assignment is to enhance the understanding and
knowledge regarding early childhood development and its influence on the life of the
individual.
DISCUSSION
CHILDHOOD DEVELOPMENT THEORIES
Philosophical and scientific interest in studying early childhood development is long-standing
and has yielded various evidence. To understand early childhood development through the
theoretical perspective the main concept is divided into four domains (Spodek, & Saracho.,
2014). A developmental perspective states how the development of the child is based on early
formative years in his life. According to Plato, the young individual has to be dealt with
tender and affection as it is the time when they take shape and build the skills that help them
throughout life. It is seen that early childhood is the phase in the life of the individual when
one is mostly dependent on secure and responsive relationships in life. This not only ensures
their survival but secure them emotionally.

According to Urie Bronfenbrenner in the introduction of the Ecological Systems Theory, it
was explained how the child grows and develops within a number of different relationships
that can be understood as one inside another as series of nested Russian dolls (Neal & Neal.,
2013). The child is affected by and affects each system. Also, each phase or system is
affected and interconnected with each other. Each system contains risks and opportunities for
learning and development for the child. He divided the early development phases into four
systems including microsystem, mesosystem, exosystem and macrosystem and keeping the
child in the centre of all (Westley et al., 2013). He explained the influence off members of
each system on the child as microsystem includes closest family members and community
that helps to support the families and help the child to develop in a positive direction.
Mesosystem consist of childcare and childcare communities which enable h families to
achieve services for the children. Exosystem includes parent’s workforces and family policies
that affect the children indirectly. Macrosystem includes providing rights to be safe, loved
and grow and human rights to the child. This system advocates policies and legislation on a
broader part that indirectly affects children (Neal & Neal., 2013). This theory clearly
highlights how the early developmental years are impacted by the introduction of policies and
early childhood regulations. The theory enables the one to experience that every child is
unique and sharing is caring where the involvement of an adult with the emotional connect
with child enables them to learn and develop (Westley et al., 2013). The theory explains the
theory and childhood complexities effectively but it is difficult to be applied to practice as
there is a lack of a detailed mechanism which lacks the extensive scope of ecological and
environmental detailed system. Every individual’s environmental detail is to be considered
while applying this theory and that is lacking in the system. It is difficult to achieve balance
and hierarchy with the information provided or collected. The influence of child in
microsystem has a strong influence on the macro system but the information collected is

fragmented and does not allow any balance (Westley et al., 2013). The theory emphasis on
considered every minute detail in each system that makes its implementation difficult. It is
hence stated that it is not possible to apply the reductionist principle in order to create an
operational framework for early childhood policy (Westley et al., 2013)
Another famous theory by Howard Gardner stated as Multiple Intelligence theory also aims
at discussing the impact of early childhood policy and system on the development of the
child. Gardner's early work in psychology and child development led to the introduction of
six bits of intelligence to describe the development process. These intellectual abilities are the
aptitude of a person that helps them grow and develop. The six bits of intelligence included
verbal-linguistic intelligence, logical-mathematical intelligence, spatial visual intelligence,
bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal
intelligence, naturalist, and existential intelligence. Gardner explained how all these aspects
of the development in early childhood if focused on can help in better development of a child
(Adcock., 2014). All these intelligence if focused and developed using appropriate skills and
strategies can help in better growth. Integrated educational systems, teaching strategies, and
other pedagogical tools are useful in order to address the needs of the students at an early age.
He stated that the mix of theories of education and development should be followed to
achieve better outcomes. Gardner’s theory has some limitation as it does not represent new
thinking on multiple constructs of intelligence, the theory is not legitimate as there are no
tests or activities to measure its reliability, his theory is not compatible with general ability
concept, it is also incompatible with genetic heritability concepts, and it expands the
definition of intelligence to wide rule overpowering other important aspects of development.
RELATION OF CHILDHOOD THEORIES WITH THE
LEARNING AND DEVELOPMENT OF A CHILD

The difference between early childhood development and childhood education can be
summarized as the nurture and nature debate. Early education is mainly focused on
environmental concerns whereas child development is focused on latent abilities and
developmental milestones. Some of the policies adequately inform and explain how early
development has an influence on the policy framework and can be linked to the early learning
of a child. According to the Victorian Early Years Learning Framework, the learning and
development of a child are interrelated and is essential in the initial eight years of life
(Victorian Early Years Learning and Development Framework., 2011). It is stated that a child
learns from birth to each stage as a foundation for the next step in life and early learnings are
an essential part of the development for every child. The policy states how five important
learning outcomes for a child enables their development including a strong sense of
identification, ability to connect and contribute, a strong sense of wellbeing, confidence and
involvement in learning and effective communication skills. These outcomes are the
framework for the development of the learning and development essentials for every child by
their educator. The framework involves the role of family and professionals and their efforts
to help a child through practice principles, transitions of life and achieving positive outcomes.
VEYLF manages to follow the theoretical basis of early childhood development as explained
by the Ecological system theory (Victorian Early Years Learning and Development
Framework., 2011). The policy focuses on managing the ability of the child to develop and
learn as per the influence of different systems present for them including policies for their
wellbeing, education, transition, and skill development. The practice principles followed by
VEYLF includes collaboration, effectiveness and reflective practices (Victorian Early Years
Learning and Development Framework., 2011). This includes family centeredness,
partnership working, high expectation, fostering equity and diversity, respect, integrated
teaching, assessment and learning development, and reflection on own practices. The

interrelation and incorporation of the theories of childhood development strengthen the
framework and allows the policies for early childhood interventions and development
strategies to work effectively as per children's needs (Meltzer., 2018).
THEORETICAL CONSTRUCTS RELEVANT TO CHILDREN'S
LEARNING AND WELLBEING
The theoretical construct of wellbeing is highly influenced and applied concept since the
1980s but since 2000 the concept came into better existence and allows the wellbeing of
children in early stages of life to be a part of their development. Previously the terms
happiness, utility, and welfare were closely found to be associated with the “quality of life”
concept but theorist later concluded that wellbeing is a subject that can position itself later or
sooner as the target aspect in one’s life. The theories of wellbeing are well discussed but later
the theory of hedonism is added to further strengthen the concepts (Kern et al., 2015).
Nowadays education is based on subject wise focus so it is a question whether these theories
will fulfil the aim of today’s curriculum. It also defined the concept of self-satisfaction and
delivery of the performance accordingly as per own will. To further build the concept two
theories of nature fulfilment are introduced including human nature fulfilment theory ad
Nussbaum's capabilities approach that allows the necessity based outcomes-based approach
for the development. These theories have merged into the introduction of concepts like play-
based learning, learning by doing and logical interpretations (Kennedy., 2012). The
development of the brain is more suitably related to the practical approach and logical
application rather than theoretical understanding
ROLE OF EARLY CHILDHOOD EDUCATORS IN CHILD
DEVELOPMENT

Early educators play a crucial role in the life of the individual. They are the one responsible
for laying the groundwork for a successful future. Early childhood educators are the teachers
who work in order to specialize in working with young children (Denham et al., 2012). Their
basic roles include providing nursing and instruction to the children. The topics they cover
during this phase include vocabulary, basic reading, writing and developing functional and
social interaction. As explained by the Early Years Learning Framework that aims at
providing a reference for the educators to be able to achieve positive outcomes for better
development in early age. This framework presents different guidelines for the educators to
follow to be able to provide better services and education to the toddlers and young children
(Developmental milestones and the Early Years Learning Framework and the National
Quality Standards., 2015). The early teacher enables the development of respect,
communication skills, creativity, and flexibility in a child (Gordon & Browne., 2013). In
every session, the teacher tries to nurture the child by engaging him in activities that are
productive and helps in earning basic ethics and values to the child. Listening is an important
concept followed by ECE. The teachers in early childhood help in the development of
cognition, function, motor skills, creative skills, thinking, logical thinking and development
of own identity and uniqueness from the world (Gunderson et al., 2012). All these aspects are
essential to developing for the development of different intelligence and also help
identification of the calibre of the child.

REFERENCES
Adcock, P. K. (2014). The longevity of multiple intelligence theory in education. Delta
Kappa Gamma Bulletin, 80(4), 50.
Allen, E. K., & Cowdery, G. E. (2014). The exceptional child: Inclusion in early childhood
education. Nelson Education.
Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers
of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137-
143.
Developmental milestones and the Early Years Learning Framework and the National
Quality Standards., (2015). Retrieved from
(https://www.dss.gov.au/our-responsibilities/families-and-children/publications-articles/
developmental-milestones-and-the-eylf-and-nqs) last accessed on 20/05/2019.
Gordon, A. M., & Browne, K. W. (2013). Beginnings & beyond: Foundations in early
childhood education. Cengage learning.
Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents
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Kennedy, D. (2012). Well of Being, The: Childhood, Subjectivity, and Education. SUNY
Press.

Kern, M. L., Waters, L. E., Adler, A., & White, M. A. (2015). A multidimensional approach
to measuring well-being in students: Application of the PERMA framework. The journal of
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May, H. (2013). The discovery of early childhood. Wellington: NZCER Press.
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Victorian Early Years Learning and Development Framework., (2011). Published by Early
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