Educational Theory in action at Margaret Ives CCC
Hello everyone, firstly I’d like to introduce myself as an Early Childhood Teacher and the Educational Leader here at Margaret Ives Community Children’s Centre. I began my career in the Early Years Profession in 2004, and I love working with children in community-based centres. I love the diversity of the role, the pure joy children share and how being in these places feels like home. I am most passionate about relationship based learning and play-based curriculum and I am fascinated by the incredible brain development that occurs within the first years.
During the first decade of my career I lived and breathed primary caregiving, and during my leave I facilitated adult learning at the local TAFE and through Circle of Security Parenting courses. I commenced a Bachelor of Education - Early Childhood in 2014 and started at Margaret Ives CCC during 2015. I left in 2018 to work as a preschool teacher in another children’s centre. I was lucky enough to return back to Margaret Ives in 2020 and have since worked in a range of roles across the Coral and Jacaranda rooms and as Educational Leader. Through this role I work with staff regarding all things curriculum.
The idea for writing this blog came to me whilst on my last maternity leave. I think it is important to make evident the theory that underpins our practice… it may not often be spoken of, or obvious to the untrained eye. All of our Educators have undertaken during their training in some shape or form, studies in Educational Theory. These are wide ranging from theories very old to the more contemporary, all of which are important and provide integral insight into understanding the way that children learn.
I believe each site has their own collection of theories they value most, which influences their philosophy and pedagogical practices. Our overarching curriculum driver here is play-based learning, with relationships supporting children’s wellbeing. Here’s an insight into theories we base our practices on.
The Circle of Security and Attachment Theory
The centre uses a relationship-based approach, employing the “Circle of Security” model *. All three rooms utilise a Primary Care system. This ensures the children have the best possible chance to form a secure attachment. Berk * asserts that attachment can be defined as a strong bond we have with particular people in our lives that brings us delight and happiness when we interact with them and whom support us in times of need. Through attachment theory, John Bowlby and Mary Ainsworth stressed the importance of the quality of relationships between caregivers and children. They believe there are styles of attachment, each with differing characteristics. Furthermore, they introduced the concepts of secure and insecure attachment. Secure attachment is when a child trusts that their needs will be met; they can then express their emotions openly, developing skills for coping with stress and regulating their own emotions. Through developing that trust, the securely attached child is more able to pursue learning and exploration. Urie Bronfenbrenner stated “every child needs at least one adult who is irrationally crazy about him or her” *. At Margaret Ives, you will find this is supported through our Primary Care system.
Bronfenbrenner’s Ecological Systems Theory looks at the many layers that impact a child’s wellbeing and intersectionality. Our incredible leadership team are the glue which hold everybody together. They support our children, Educators, families, and community by providing a consistent roster as much as possible, enabling the whole primary care system to function at its best. Children build secure attachments first with their assigned Primary Carer, then secondary attachments with their regular team and casual room Educators. It is then that children are supported to feel comfortable building relationships with new staff who commence at the centre.
In particular in the Jacaranda Room, the Circle Of Security model and Attachment Theory heavily underpins the workings of the room. It is imperative this team works like a well-oiled machine as they support our most vulnerable children by forming secure attachments, simulating their home routines, and providing a safe base as they begin to explore the world. If you have ever witnessed this team in their glory, you would see baby whisperers who move like ninjas in the night, silently sashaying through sleep rooms, communicating with one another, seemingly telepathically attuned to each child’s needs with attention to detail. They gently scaffold the babies to explore with their senses, and provide a predictable routine with tender nurture and care.
Research into brain development has discovered that the brain is at its most plastic during the first two years. During these vital years of development, neurons in the brain form connections when stimulated by involvement from the surrounding environment. Brains are hardwired for interaction and attachment, meaning when children encounter positive relationships, the brain develops naturally. Educators offer stimulating environments and initiate good quality relationships with infants, providing the opportunity for the type of learning the brain needs in order to develop *.
For more information visit:
https://www.circleofsecurityinternational.com/circle-of-security-model/what-is-the-circle-of-security/
Erikson’s Stages of Psychosocial Development
Erikson asserts there are eight stages of psychosocial development*. The first being “Trust Versus Mistrust”, most relevant for the birth-18 months age group. This is when infants rely most on others to care for them, with Educators responding to their cues and meeting their needs. When infants learn to trust, they feel safe and secure. Secondly, “Autonomy Versus Shame and Doubt” developed around 2-3 years when children gain autonomy as Educators encourage independence and self esteem through providing choice and control. Thirdly, around 3-5 years children develop through “Initiative Versus Guilt”, asserting themselves through social settings. If successful, children will feel more confident and capable.
Admittedly, I have not spent much time physically in the Bottlebrush room. However I hear the stories, see the videos, photos and feel the buzz from the room. This team is connected and in tune with one another on a deep level. They extend children’s capabilities and confidence in themselves through the opportunities they provide children, along with the scaffolding required to support each individual through Vygotsky’s* Zone of Proximal Development- the difference between what a learner can do without help and with help. The deep relationships they hold with each child, secure attachments, allow enriched learning through powerful connection, building confidence and resilience to take risks through play or to share their voice and whispers. Importantly, practices and rituals embedded within the room routines ground the children, enabling them a predictable, soft landing for the ever changing lives they experience around this age and stage development.
Partens’ Stages of Play* are supported in the Bottlebrush room including Onlooker (2 years), Parallel (2+ years) and Associative (3-4 years). According to Parten, as children grow and develop communication skills, they engage in more complex, social play scenarios. Educators provide the opportunity and support children to build on social skills as they move from parallel to associative play.
Nathan Wallis Neuroscience Educator, whom the whole staff team attended a training session with during January 2021, heavily influences the Bottlebrush team. He talked with us about the importance of a child’s primary relationships, the physical interactions and responsive language shared within that relationship particularly throughout the first 1000 days. Sarah Bowden, Bottlebrush Team Leader, speaks of the importance of Educators having the flexibility to adapt to both younger learners and to grow and extend as the children develop.
Principles of the Reggio Emilia approach
The Reggio Emilia approach introduces many facets of its philosophy to the Early Childhood profession including holding a strong image of the child, and viewing children as competent and capable. Secondly, “The Hundred Languages” highlights diverse learning styles and advocates for all children’s voices. Additionally, Educators utilise the environment as the third teacher. This places children at the centre of learning, focuses on what they can do and involves them in the learning process*
For more information visit https://www.reggiochildren.it/en/loris-malaguzzi-international-centre/
In the Coral Room in particular we utilise principles of the Reggio Emilia approach and Social Constructivism theory, supporting children to scaffold each others’ learning. We utilise an “emergent curriculum”* designing inquiries based on children’s curiosity. We explore the broader community through regular walks to local services, attending school assemblies, each term and engage with Indigenous Elders learning Kaurna language and cultures. During our regular team meetings, Educators use dialogue to engage in critical reflection regarding the children's strengths, interests and future goals, planning how best to support and extend learning.
Our curriculum, the Early Years Learning Framework, asserts that secure relationships provide a basis for children to learn and interact with others*. In the Coral room we continue our primary care system, placing importance on building secure attachments with children and strong secondary relationships through interactions, sharing in positive moments, communication, consistency and knowing children on a holistic level.
*reference list available on request
Hayley Sidelik
Educational Leader MICCC
Kaurna Yerta