Tuesday February 21
Dr Daniel Lovatt (Aro Arataki Early Childhood Centre) and Dr Vicki Hargraves discuss how children use working theories to make sense of their world, and offer practical advice for teachers on how to support, challenge, and enrich children’s thinking and exploration.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
|1.17: What are working theories?|
|6.19: How children might develop working theories: The spiral of working theory development|
|13.10: How teachers can support this process: The shared learning commitments model|
|21.26: Should working theories be accurate?|
|27.48: Respecting children’s original thinking|
|31.58: Working theory development in a group|
|36.28 Things to say when thinking with children|
|40.41: Working theories with infants and toddlers|
|45.18: Key takeaways|
Questions for exploring the key ideas from this webinar
- What strategies do you use to engage in shared thinking with children?
- In what ways do you respond to children’s working theories when you have more knowledge on the topic?
- What steps could you take to deepen relationships with children in order to learn more about children, their experiences, and thinking?
- How might you encourage the sharing of working theories in groups?
Lovatt, D. (2014). How might teachers enrich children’s working theories? Getting to the heart of the matter. Early Childhood Folio, 18(1), 28-34.
Hedges, H., & Jones, S. (2012). Children’s working theories: The neglected sibling of Te Whāriki’s learning outcomes. Early Childhood Folio, 16(1), 34-39.
Hedges, H. (2021). Working theories: Current understandings and future directions. Early Childhood Folio, 25(1), 32-37.
Hedges, H. (2022). Children’s interests, inquiries and identities: Curriculum, pedagogy, learning and outcomes in the early years. Routledge.
Peters, S., & Davis, K. (2011). Fostering children’s working theories: Pedagogic issues and dilemmas in New Zealand. Early Years: An International Journal of Research and Development, 31(1), 5-17. doi:10.1080/09575146.2010.549107