A_5 From Developmental-constructivism to Socio-cultural Theory and Practice

8/10/2019 A_5 From Developmental-constructivism to Socio-cultural Theory and Practice

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C H A I R : M A S T U R A B T A Z M IC O - C H A I R : N U R U L A I N B T O S M A N

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From developmental-constructivism tosocio-cultural theory and practice :

an expansive analysis of teachers professionallearning in early childhood education

bySuzy Edwards

Monash University, Australia


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Introduction

In recent years discussion surrounding early childhood educationand curriculum has shifted from developmental-constructivist tosocio-cultural theory.

Why shift? Postmodern arguments regarding the subjective nature of

knowledgeDissatisfaction with the normative approach to developmentpromoted by Piagetian theoryArguments have been made about the need for early childhoodcurricula to draw on sociocultural constructions of knowledgedevelopment to promote learning and to support childrens

developmentin socially and culturallyArguments regarding the need to operate from a sociocultural

basis in terms of early childhood curricula practice are to be foundin state-mandated early childhood curriculum documents


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Objectives

a) To examines the appropriation of socio-cultural theory bya group of Australian early childhood educatorsparticipating in a professional development programinformed by Developmental Work Research (DWR).

b) To examine the processes involved for educators whenlearning to operate within a new conceptual frameworkand the implications this holds for their practice.


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Theoretical framework

This study based on the Vygotsky, Rogoff andPiagets theory

Vygotsky and Rogoff Socio-cultural theory

Piaget- Developmental constructivism

very little research has been directed towards

understanding the difficulties with changingteachers beliefs and practices from a developmentalto a sociocultural approach.


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Sample

A group of Australian early childhood educators in ametropolitan municipality in south-easternMelbourne.

From 25 preschool

Only 13 teachers + 1 assistant


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Methodology

Developmental Work Research (DWR)

Involve 2 phase

Nine workshop referred to as Professional Learning

Sessions (PLS) Each sessions of PLS takes 2 hours

For nine months

Audio-recorded and transcribed Questionnaires (qualitative and quantitative)

Action research


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Phase one:Challenging existing understandings of curriculum

PLS 1

Existing conceptions of curriculum and Pre-projectquestionnairephilosophical beliefs

PLS 2

Piagetian theory and DAP

PLS 3

Sociocultural theory (Vygotsky)

PLS 4

Sociocultural theory (Rogoff)

PLS 5

Sociocultural approaches to curriculum


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Phase two:Development of philosophy document

PLS 6

Compare and contrast theoretical approaches andobservational techniques

ACTION RESEARCH : Teachers implement socioculturalobservations and programming and planning techniques

PLS 7

Presentation of data from teacher data files

Post-project questionnaire

PLS 8

Presentation of summarized data from session 7 andcurrent conceptions of curriculum and philosophical beliefs

PLS 9

Presentation and discussion of draft Preschool PhilosophyDocument

Parent

discussionsession 1:beliefs andvaluesabout teachingand learning

Parent session 2: presentation and discussion ofdraftPreschool Philosophy Document


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The Findings

The sociocultural theory implement new models ofwork in addition to reflection on new ways of seeingchildren, growth, learning and development.

Sociocultural theory operated as a culturally

advanced model and tool in curriculum decisionmaking.

Expansive cycle allowed the teachers to considersociocultural theory as an alternative theoretical

framework to explore the new approaches tocurriculum associated with their observationalpractices


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Expansive Cycle

Enacted during phase 1 of the project

Internalizati0n-----------> Externalization

Internalization (constructivist-developmental)

approaches to observation and beliefs aboutcurriculum which represented existing thinkingabout development.

Externalization began with the interruption of the

existing activity allowing criticism and reflection ofinternalized beliefs and processes


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7 stage

Expansive

cycle

Questioningaspects of

existing practice

analysis

of the situationto determine

the causes

modelling a newapproach

examinationand testing of

the

model implementationof the model

reflection

and evaluationof the model

consolidationprocess of

model


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The Implications

The use of DWR in this project illustrates the extentto which professional development opportunities can

be used to provide a forum for teachers to examinetheir existing modes of operation.

DWR allows the process involved in generatingchange to be examined and illustrates howinternalized practices can be challenged and new

models for practice externalized prior to becomingthe next mode of operation.


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Reflections

It is good to have any changes in our teaching andlearning process due to changes in the educationsystem.

Developmental-constructivist a child has to buildtheir own knowledge without any help

Socio-cultural theory a child interact with people,object and event in the environment to develop the

knowledge


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Q & A Session

Question 1 :

What is the objective of this study?


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Question 2 :

This project was conducted in two phases with eachphase representing a particular activity system.

What are the two phase involved?


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Question 3 :

State 7 stages in expansive cycle that enacted duringphase one of the project. Which stage implement to

socio-cultural theory?


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Question 4 :

There are 2 main theory that studied in this project.

State the theory.

What are the difference between this 2 theory?


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Question 5 :

Development-constructivism and socio-culturaltheory?

Which one do you prefer to use the most?Why?

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A_5 From Developmental-constructivism to Socio-cultural Theory and Practice