Teaching in Early Childhood: Time to Merge Constructivist Views so Learning through Play Equals Teaching through Play

TL;DRAbstract

Early childhood teachers have been encouraged recently to scaffold children's learning. This paper clarifies this construct alongside guided participation and co-construction, other constructs which have the capacity to positively impact on early childhood programs, pedagogy, and practice by facilitating and extending children's learning beyond the traditional, Piagetian play-based approach to curriculum. Social-constructivist theories support a complex model of teaching and learning which values both child-initiated and teacher-initiated learning experiences. These theories imply a pro-active role for the early childhood teacher in creating a challenging learning environment for young children and possessing the pedagogical knowledge and skill to teach during children's play, thereby reconceptualising teaching in early childhood education.

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