WF2 6.1

WF2 6.1

Understand a range of evidence-based theories and research that underpin early years development 

Urgent - Part timers

Hand in work

WF1, WF5, WF6, WF4  should now be handed in for marking 

Your portfolio should be at least 25 % complete

Readiness to Learn

Notes to be taken

bags and coats to hang up - Health and Safety

Water only 

lanyards to be worn

Activity: Starter

Today we will........

6.1 Summarise a range of underpinning theories and their impact to child Professional Skills

Set yourself a target of what you would like to achieve today

Learning Outcome 1

6.1 Summarise a range of underpinning theories and their impact to child Professional Skills

an important quality or feature on which a particular thing depends or is based.

Group - Activity

You are going to work together on a task

You are going to collaborate and work as a team

You are going to produce a display on the following theorists

 • Piaget

• Vygotsky

• Bruner

• Bandura

• Nutbrown

• Athey

• Donaldson

You are going to research evidence base theorists  and how each one influences practice 

You need to consider the different approaches and the impact on today's practice 

in your research consider other theorists that may be relevant 

• within 36 hours of fertilisation, the single cell divides – this is known as the zygote – the zygote continues to divide to form the morula – the morula leaves the fallopian tube and enters the uterus

• by 4 weeks, the cells are referred to as the embryo – the placenta develops

• at 5 weeks, the brain and spinal cord develop as the neural tube – brain circulation begins and the heart starts to develop

• at 7 weeks, the brain develops distinct areas – ears and eyes begin to form and ‘limb buds’ appear (early arm and leg development)

• by 9 weeks, the baby is referred to as a foetus – the face forms, hands and feet grow and there are early signs of fingers and toes developing

• at 12 weeks, the baby is fully formed, including organs and structures

• by 20 weeks, the head and body size are more in proportion – the eyebrows and eyelashes begin to form

• by 26 weeks, the baby’s eyelids open and lanugo is present

• by 29 weeks, the heartbeat can be heard and vernix is present

• by 32 to 40 weeks, the baby turns downwards and engages in preparation for birth

1. Jean Piaget (1896–1980) – Cognitive Development Theory

Key Ideas: Piaget proposed that children go through four stages of cognitive development:

Sensorimotor (0-2 years) – Learning through sensory experiences and actions.

Preoperational (2-7 years) – Symbolic thinking and language develop, but egocentric thinking is present.

Concrete Operational (7-11 years) – Logical thinking about concrete objects; understanding of conservation.

Formal Operational (11+ years) – Abstract and hypothetical reasoning develops.

Impact on Practice:

Supports play-based learning, scaffolding, and age-appropriate activities.

Encourages constructivist approaches where children actively explore and discover.

Basis for many Early Years Foundation Stage (EYFS) practices.

2. Lev Vygotsky (1896–1934) – Sociocultural Theory

Key Ideas:

Learning is a social process, influenced by culture and interactions.

The Zone of Proximal Development (ZPD) – the difference between what a child can do alone and what they can do with support.

Scaffolding – Guidance from adults or more knowledgeable peers helps children move to higher levels of thinking.

Impact on Practice:

Emphasises collaborative learning, peer interactions, and adult guidance.

Encourages role-play, group work, and discussions to support learning.

Strong influence on EYFS and Key Person Approach in Early Years settings.

3. Jerome Bruner (1915–2016) – Discovery Learning & Spiral Curriculum

Key Ideas:

Discovery Learning – Children learn best when they discover concepts themselves rather than just being told.

Spiral Curriculum – Revisiting ideas at different levels of complexity over time.

children should be active, engaging, and connected to real-life experiences.

Impact on Practice:

Promotes hands-on learning, problem-solving, and open-ended questioning.

Encourages play, heuristic learning,(learn for themselves) and revisiting concepts.

Seen in Montessori and Reggio Emilia approaches.

4. Albert Bandura (1925–2021) – Social Learning Theory

Key Ideas:

Children learn through observation, imitation, and modelling.

Bobo Doll Experiment – Demonstrated that children imitate aggressive or prosocial behaviour based on role models.

Importance of reinforcement, motivation, and self-efficacy in learning.

Impact on Practice:

Highlights the role of positive role models, reinforcement, and behaviour management strategies.

Used in behaviour policies, such as reward systems and praise in early years settings.

Basis for PSED (Personal, Social, and Emotional Development) in EYFS.

5. Cathy Nutbrown – Literacy and Early Years Curriculum

Key Ideas:

Advocates for high-quality early years provision, particularly in language and literacy.

Stresses the importance of family involvement in children’s learning.

Believes in a child-centred approach, ensuring every child’s voice is heard.

Impact on Practice:

Encourages rich language environments, storytelling, and literacy-focused play.

Supports parent partnerships and involvement in early education.

Influences curriculum planning and assessment in early years.

6. Chris Athey – Schemas and Cognitive Development

Key Ideas:

Expanded on Piaget’s work by identifying schemas – repeated patterns of behaviour that children use to explore the world.

Identified common schemas such as trajectory (movement), rotation, enclosing, and connecting.

Impact on Practice:

Helps practitioners recognise and support children's natural learning processes.

Used in observation and planning to provide activities tailored to children's interests.

Forms the basis of child-led learning and exploratory play.

“A schema is a pattern of repeated actions. Clusters of schemas develop into later concepts” (Athey, 2007). Schemas are often described as children's fascinations

7. Margaret Donaldson – Children's Thinking and Language

Key Ideas:

Critiqued Piaget, arguing that children can think logically earlier when tasks are meaningful.

Emphasised the role of language, context, and social interaction in learning.

Proposed that children learn best in “human sense-making” situations where learning is relevant.

Impact on Practice:

Supports contextual learning, where tasks are made meaningful.

Encourages storytelling, problem-solving, and discussion-based learning.

Reinforces the importance of dialogue and questioning in education.

John Bowlby – Attachment Theory (links to Vygotsky’s social learning).

Maria Montessori – Child-led learning and prepared environments.

Erik Erikson – Stages of psychosocial development, relevant to emotional support in Early Years.

Susan Isaacs – Play and child-centred learning.

Loris Malaguzzi – Reggio Emilia approach, focusing on creativity and collaboration.

8. John Bowlby (1907–1990) – Attachment Theory

Key Ideas:

Early relationships with caregivers form the foundation for emotional and social development.

Secure attachment leads to confidence, resilience, and positive relationships.

Insecure attachment can result in anxiety, difficulty trusting others, and behavioural challenges.

Impact on Practice:

Basis for the Key Person Approach in the EYFS.

Stresses the importance of consistent, responsive caregiving.

Highlights how early childhood experiences shape future relationships and emotional well-being.

9. Erik Erikson (1902–1994) – Psychosocial Development Theory

Key Ideas:

Identified eight stages of psychosocial development, with a focus on early years:

Trust vs. Mistrust (0-1 year) – Secure relationships foster trust.

Autonomy vs. Shame and Doubt (1-3 years) – Children develop independence through exploration.

Initiative vs. Guilt (3-5 years) – Encouraging curiosity builds confidence.

Impact on Practice:

Supports child-centred learning and fostering independence.

Reinforces the role of positive reinforcement, encouragement, and secure relationships.

Helps practitioners understand emotional development and self-esteem building.

10. Maria Montessori (1870–1952) – Montessori Method

Key Ideas:

Children learn best through hands-on, self-directed activities in a prepared environment.

Emphasised sensory learning, independence, and practical life skills.

Advocated for multi-age groupings to encourage peer learning.

Impact on Practice:

Supports child-led learning and learning through play.

Encourages natural exploration and respect for individual learning pace.

Seen in Montessori nurseries and schools with carefully designed materials.

11. Loris Malaguzzi (1920–1994) – Reggio Emilia Approach

Key Ideas:

Believed children are capable, creative, and natural problem-solvers.

Emphasised the ‘hundred languages of children’, meaning they express themselves in different ways (e.g., art, play, movement).

Learning should be collaborative, project-based, and child-led.

Impact on Practice:

Encourages creative expression, collaboration, and inquiry-based learning.

Promotes documentation (learning journals, photographs) to track children's progress.

Seen in Reggio Emilia-inspired nurseries, which prioritise curiosity and exploration.

12. Susan Isaacs (1885–1948) – Play and Emotional Well-being

Key Ideas:

Advocated for the importance of play in learning.

Believed that children express their emotions and make sense of experiences through play.

Encouraged adults to observe and interact with children’s play to support development.

Impact on Practice:

Reinforces the importance of role-play, imagination, and problem-solving in early years.

Links to EYFS play-based learning approaches.

Supports child-led learning and positive emotional development.

13. B. F. Skinner (1904–1990) – Behaviourism and Reinforcement

Key Ideas:

Behaviour is shaped by positive and negative reinforcement.

Operant Conditioning – Behaviour followed by rewards is more likely to be repeated.

Schedules of reinforcement affect learning and motivation.

Impact on Practice:

Basis for behaviour management strategies such as reward charts and praise.

Reinforces the importance of clear expectations and consistent responses.

Seen in classroom management techniques like positive reinforcement.

14. Urie Bronfenbrenner (1917–2005) – Ecological Systems Theory

Key Ideas:

Children's development is influenced by multiple systems:

Microsystem – Family, caregivers, teachers, friends.

Mesosystem – Interactions between different parts of a child’s world (e.g., school-home relationships).

Exosystem – External environments affecting the child indirectly (e.g., parents’ work).

Macrosystem – Cultural values, policies, and laws.

Impact on Practice:

Highlights the role of family, society, and culture in learning.

Encourages strong home-school links and parent partnerships.

Influences multi-agency working in safeguarding and child protection.

15. Howard Gardner (1943–Present) – Multiple Intelligences Theory

Key Ideas:

Challenges traditional intelligence tests, proposing eight types of intelligence:

Linguistic – Word-smart

Logical-Mathematical – Number-smart

Musical – Sound-smart

Bodily-Kinesthetic – Movement-smart

Spatial – Picture-smart

Interpersonal – People-smart

Intrapersonal – Self-smart

Naturalistic – Nature-smart

Impact on Practice:

Encourages diverse teaching methods to support different learning styles.

Supports personalised learning plans in early years settings.

Reinforces the importance of holistic development in the EYFS.

16. Te Whāriki (New Zealand Early Years Curriculum – Holistic Learning)

Key Ideas:

A bicultural, play-based curriculum that promotes child-led exploration.

Emphasises relationships, identity, and community learning.

Learning is seen as an interwoven journey rather than a linear process.

Impact on Practice:

Supports holistic child development and well-being.

Reinforces the importance of culture, heritage, and community.

Seen in inclusive, play-based learning environments.

What have you learnt today?

Next week we will .....

• Professional skills session 
• Part timers to be used for preparing be able to discussion and assignment completion and building portfolio,  room  - D121
• Apprentices - Longitudinal study with Yvonne and Karen, room -  D119