Children's working theories: invoking disequilibrium

Abstract

One of the outcomes of the New Zealand early childhood curriculum, Te Whāriki, is ‘working theories'. Prior research on this concept has primarily utilised sociocultural theoretical underpinnings and neglected Piagetian constructivist theories. This paper explores ways the Piagetian concepts of equilibrium and disequilibrium can be invoked to support and challenge children's working theories. The paper draws on an interpretive, qualitative, practitioner inquiry study undertaken at an early childhood centre. The study identified six teaching strategies, often occurring concurrently, which were used to challenge and support the development of children's working theories through the invocation of disequilibrium. The Vygotskian concept of mediation was identified as underpinning these teaching strategies and is viewed as complementary to the Piagetian notions of equilibrium and disequilibrium. The paper argues that considering ways to invoke disequilibrium alongside existing socioculturally inspired teaching strategies adds richness to the existing understandings of fostering children's working theories.

Keywords:

• early years curriculum
• outcomes
• children's thinking
• working theories
• disequilibrium
• teaching in the early years

Acknowledgements

The teachers, children, parents and families of Small Kauri Early Childhood Education Centre are warmly thanked for their generous participation. The University of Auckland Human Participants Ethics Committee reviewed and approved the project: reference number 2012/7896. The principle of credit was offered: participants' real names are used to acknowledge their generous participation in this project.

Funding

We are grateful to the Ministry of Education for the Teaching and Learning Research Initiative project funding in 2012–2013.

Notes on contributors

Daniel Lovatt was a teacher researcher at Small Kauri Early Childhood Education Centre at the time of this research. He now teaches and researches at Mangere Bridge Kindergarten.

Helen Hedges is an associate professor at the University of Auckland and was principal investigator of the wider project: http://www.tlri.org.nz/

Notes

1. The project took place within a Teaching and Learning Research Initiative www.tlri.org.nz