‘Stop Thinking of Culture as Geography’: Early Childhood Educators' Conceptions of Sociocultural Theory as an Informant to Curriculum

Abstract

The discourse and concepts associated with sociocultural theory have become increasingly important in discussion associated with early childhood education and curriculum at a theoretical level since the early 1990s. However, the extent to which such ideas have been adopted and understood by early childhood educators at the level of practice remains unclear. This study reports the findings from an investigation aimed at examining the understandings of sociocultural theory held by a group of early childhood educators and assistants without previous in-depth exposure to the discourse and concepts of sociocultural theory. The findings suggested that the educators initially interpreted sociocultural theory in multicultural terms. As opportunity to explore their ideas continued, this understanding shifted to one in which the educators saw sociocultural theory as related to the children they taught within their educational contexts. Questions were raised by the educators regarding the extent to which sociocultural theory challenged their existing sense of self as teachers.

Through a different lens: exploring Reggio Emilia in a Welsh context

“…In this respect, and from a constructivist perspective, teachers were interpreting information in relation to what was known (von Glasersfeld 1995); like the practitioners in Edwards's (2006) study, they were 'reading' socio-cultural theory through the lens of their existing understandings.…”

Reading between the Lines: An Interpretative Meta-Analysis of Ways Early Childhood Educators Negotiate Discourses and Subjectivities Informing Practice

“…As Garavuso (2007, p. 67) suggests of ECEs from 'minority' backgrounds, for example, conformity or compromise may appear the only choices when ECEs feel disempowered by rigid workplace hierarchies and regulatory regimes. Further, as Edwards (2005Edwards ( , 2006, and in a similar vein Skattebol (2010), point out conforming to dominant theoretical discourses (such as Developmentally Appropriate Practice) lends 'scientific' authority to ECEs' claims to expertise, and may enhance their external appearance of 'professionalism'. Finally, Nuttall (2006, p. 140) draws attention to the role of 'intersubjectivity'the construction of self-as-subject in conjunction with others (Csordas, 2008) -in strategies of conformity, as she discusses a teacher's inability to circumvent her positioning by others in the prevailing 'institutional story' in her workplace.…”

“…The studies reflected a range of theoretical perspectives -drawing, for example, on poststructural and critical theories in Fenech and Sumsion (2007a, b), Surtees (2008) and Giugni (2011); sociocultural theories in Edwards (2005Edwards ( , 2006; feminist and reconceptualist theories (Osgood, 2004(Osgood, , 2010Skattebol, 2010), and attachment theories (Elfer & Dearnley, 2007). Individual interviews were the most commonly used data collection method (30 out of 38), followed by observation (15 out of 38), reflective statements (12 out of 38), and group-based discussions (13 out of 38), then stimulus (9), document analysis (6), questionnaires (5) and arts-informed research (3).…”

Full Issue

“…Within Reggio Emilia, the ideal use of "culture" is intended to reflect the contextual understanding of the concept. Edwards (2006) emphasizes that "culture" should not refer to geography, diversity, or multiculturalism in sociocultural theory. She suggests that the ideal use of the concept understands that each child experiences "culture" in a unique and fluid way based on the context in which she or he lives.…”

“…However, providing this academically determined ideal encounters great challenges in its multiple understandings by early childhood educators. Most teachers who encounter sociocultural theory remain fixated on a racialized understanding of "culture" (Edwards, 2006), which is also apparent in the term's use within the Full Day Kindergarten Program Guide (2010).…”