Critical Evaluation of Contemporary Theories of Child Development and How These Inform the Work of Early Childhood Educators as Pedagogical Leaders

摘要

Early childhood education has been stated importance in many government policy agendas. In Australia, the expected learning outcomes for children aged birth to five years are outlined in Early Years Learning Framework (EYLF). This article using contemporary theories' perspectives to provide theoretical scaffolding on children's development, relationship between play and learning are discussed in each theory lens. The author draws from contemporary theories' knowledge to support early years' educators using these theories as a guide in their daily pedagogical practice.