Childrens Development EDFD167

Chapter three in Programming and Planning, in Early childhood settings

touches on themes and issues involved in Contemporary perspectives
on childrens learning, development and play.
These themes include Theoretical bases for learning, development and
play, which discusses Bronfenbrenners (1979) ecological theory, which
considers childrens development within the context of systems of
relationships, and Vygotskys (1978) sociocultural theory, which is
developed on the idea that childrens social and cultural contexts
influence their development and learning, just as children themselves
influence these contexts. Building on this theory, Rogoff (2003)
emphasised the importance of childrens culture and the way in which
this directly influences their development and learning.
The chapter also highlighted the importance of Childrens development,
which forms the basis of early childhood education. This includes the
Physical and motor development, such as brain development and
development in later years. Social and Emotional development, also
came under the category of childrens development, touching on
attachment, understanding the self, gender, understanding others, peer
relationships and temperament. Also in this Category was Cognitive
development, which discussed Piagets theory (1962) that childrens
thinking shows their unique way of understanding and interpreting the
world, and Vygotskys theory (1978) which stressed the role of the
individual as a social being, influenced by the social world, and
particularly by the surrounding culture.
Lastly when looking at childrens development, language acquisition is
of major importance, including learning more than one language and
developing literacy and numeracy. I was interested to read about
childrens learning through participation and making sense of their
world, which poses questions about how children learn and what

children should be learning, for example Katz and Chard (1989) four
learning goals which include acquisition of knowledge, skills, plus the
development of disposition and feelings. The chapter also highlights the
importance of Childrens play, including the ten stages of play; play as a
social experience and play based pedagogy.
One question the text raises for me as a future educator of young
children, is Which theory on early childhood development, Piaget or
Vygotsky resonates with me more? This is an important question as
cognitive development is vital in the early years, as it leads to knowing,
reasoning, planning, problem solving, representing and remembering.
While Piagets theory stresses that there are qualitative differences in
the ways children interpret and think about the world, as well as being
actively involved in the construction of their own knowledge and
understanding through experience (Arthur et al. 2012. p, 89),
Vygotskys theory stressed the role of the individual as a social being,
influenced by the social world and their environment. Both theories
recognise the importance of children encountering challenge in a
supportive environment, however Piaget believed cognitive
development resulted from the children encountering a situation they
could not understand, while Vygotsky believed the zone of proximal
development reflected the psychological space just beyond childrens
capabilities, where assistance and guidance was most effective (Arthur
et al. 2012. p, 80). Piagets theory has been seen as an alternative to
Vygotskys theory, so as an educator, it is important to reflect on which
theory influences me in my early childhood classroom setting.
Another Question the text raises for me as an educator, is How do I
provide a stimulating environment and plan appropriate activities to
enhance childrens learning and development? The learning
environment is an extremely vital part of teaching early childhood, as
the way children respond to their learning environment determines their
acquisition of knowledge, skills and their development of dispositions

and feelings. It is also important to provide many stimulating

opportunities to promote language development, literacy and numeracy
acquisition. Planning exciting and captivating activities encourages
children to participate and become actively involved and immersed in
the learning experience by being curious and inquisitive, with some
encouragement and guidance along the learning journey. This enriched
learning environment will encourage children to actively comment,
question and interact, attempting to make sense of their world.
The third question that the text raises for me, parallels the second
question, but focuses on the social development of the child. How do I
plan and provide an environment which stimulates and promotes
childrens social development. Providing activities and a happy,
cooperative environment is fundamental in helping children to
understand others and themselves. Opportunities to interact with peers
are an important element in childrens play, development and learning
and the establishment of friendships with peers is extremely important.
Play must be a child directed, rather than an adult directed experience,
hopefully the childs social development, as experienced through a
play-based pedagogy, will deliver confident, happy and well-adjusted
children.
As a future educator of young children, some important implications
have been raised in the chapter. As theory and practice interact, l will
shape and form my views on theoretical bases for learning,
development and play. The relationship between development and
learning is supported by quality teaching, as underpinned by play-based
(child directed) learning. (Arthur et al. 2012. p, 72) Play is not just a
vehicle for learning, but is also where children can demonstrate what
they have learnt. Educators must have a positive relationship with the
children, so that they can be sensitive responders to the childs culture,
language, individual needs and interest, as they actively guide learning.
Sensitive and compassionate educators who provide guidance that is

attuned to childrens current level of understanding enable them to

learn concepts that were initially beyond individual comprehension.
(Arthur et al. 2012. p, 98). I can draw from this chapter, that childrens
development and learning in the early childhood years, is reliant on a
stimulating learning environment and that its through our
understandings of childrens learning, development and play that
inform us, the educators how to adequately plan educational programs
that are relevant, interesting and meaningful. (Arthur et al. 2012. p,
72).
Contemporary perspectives on childrens learning, development and
play, chapter three from Programming & planning in early childhood
settings, provides contemporary perspectives of the theoretical bases
for learning, development and play, childrens development, childrens
learning and childrens play and play-based learning. I feel I have learnt
much by reading this chapter and it has helped initiate my
understanding and shape my thoughts and ideas about how to best
provide a learning environment that young children will thrive in.

References.

Arthur, L, Beecher, B, Death, E, Dockett, S & Farmer, S, 2012,

Programming and Planning in Early Childhood Settings, Harcourt
Australia.