Understanding Developmental Theorists in Early Childhood Education
Understanding Developmental Theorists in Early Childhood Education
Support Group - Thursday 28th August 2025
6:00pm - 8:00pm AEST (New South Wales, Victoria, Queensland, Tasmania)
6:30pm - 8:30pm South Australia, Northern Territory
6:00pm - 8:00pm Western Australia
Individual - $119 - Team - $499
Tax Deductible, Certificate received for Professional Development
Overview:
This professional development session introduces key developmental theorists whose work continues to shape early childhood education today. Through exploring their ideas, attendees will connect theory to practice, link concepts to the Early Years Learning Framework (EYLF v2.0), and understand how developmental theory supports quality outcomes under the National Quality Framework (NQF).
What Early Childhood Educators Will Learn:
Understand the core concepts of major developmental theories.
Reflect on how these theories influence daily practice with children.
Link theory to EYLF principles, practices, and learning outcomes.
Strengthen programming, planning, and documentation using theory.
Topics:
1.. Why Theory Matters in Early Childhood Education
Developmental theory provides the foundation for quality early learning environments. Educators use theory every day to guide decisions, understand behaviour, and support children’s growth.
2. Maslow’s Hierarchy of Needs
Maslow's theory outlines five levels of human needs — from basic physical needs to self-actualisation. In early childhood, this reminds us to prioritise safety, belonging, and wellbeing before expecting learning to flourish.
EYLF Links: Outcome 3 (Wellbeing), Outcome 1 (Identity)
NQF Links: QA5 (Relationships), QA2 (Health & Safety)
3. Erik Erikson’s Psychosocial Development
Erikson’s eight stages of development explain how children build identity and trust through relationships. In the early years, stages like Trust vs Mistrust and Autonomy vs Shame are especially relevant.
EYLF Links: Outcome 1 (Identity), Outcome 2 (Connectedness)
NQF Links: QA5 (Relationships), QA6 (Partnerships)
4. Jean Piaget’s Cognitive Development Theory
Piaget focused on how children construct knowledge through active learning. He described four stages of cognitive development, with young children typically in the preoperational stage — full of curiosity, play, and symbolic thinking.
EYLF Links: Outcome 4 (Confident and involved learners)
NQF Links: QA1 (Educational Program), QA3 (Physical Environment)
5. Lev Vygotsky’s Sociocultural Theory
Vygotsky emphasised the role of social interaction, culture, and language in learning. His concepts of the Zone of Proximal Development (ZPD) and scaffolding guide educators to support children just beyond their current ability.
EYLF Links: Outcome 5 (Communication), Outcome 4 (Learning)
NQF Links: QA1 (Program), QA5 (Relationships)
6. Howard Gardner’s Multiple Intelligences
Gardner proposed that intelligence is not one-size-fits-all. Instead, children may show strengths in areas like music, movement, language, or nature — inviting us to plan varied and inclusive experiences.
EYLF Links: Outcome 4 (Learning), Outcome 5 (Communication)
NQF Links: QA1 (Program), QA6 (Partnerships)
7. Bronfenbrenner’s Ecological Systems Theory
This theory explores how a child’s development is influenced by layers of their environment — family, community, culture, and even broader policies. It reminds educators of the importance of partnerships and context.
EYLF Links: Outcome 2 (Connectedness), Outcome 1 (Identity)
NQF Links: QA6 (Collaborative Partnerships), QA7 (Governance)
8. Maria Montessori’s Child-Centred Approach
Montessori believed children are naturally driven to learn when given independence, choice, and a prepared environment. Her approach champions respect, hands-on learning, and observation-based practice.
EYLF Links: Outcome 4 (Learning), Outcome 3 (Wellbeing)
NQF Links: QA1 (Program), QA3 (Environment)
9. John Bowlby’s Attachment Theory
Bowlby taught us how early attachments shape lifelong emotional development. Secure, responsive relationships in the early years build trust, self-worth, and the ability to explore and learn.
EYLF Links: Outcome 1 (Identity), Outcome 3 (Wellbeing)
NQF Links: QA5 (Relationships), QA2 (Health & Safety)
Overview: Developmentally Appropriate Experiences by Age & Theorist
In this section, we explore how key developmental theorists can guide age-appropriate, meaningful experiences for children from birth through to 12 years. Each experience is intentionally designed to reflect the developmental needs, interests, and capabilities of children at each stage — grounded in the Early Years Learning Framework (EYLF v2.0) and aligned with the National Quality Framework (NQF).
By using theory to inform practice, educators can:
Provide environments that nurture holistic development
Make thoughtful, evidence-based decisions about programming and planning
Support children’s agency, identity, and sense of belonging
Reflect more deeply on how children learn and grow at different stages
This guide includes one example experience per theorist across six age ranges:
0–12 months
12–24 months
2–3 years
3–5 years
5–8 years
8–12 years
Each experience has been carefully selected to:
Honour the theorist’s core developmental ideas
Be achievable in real-world early childhood and school-aged settings
Encourage child-led learning and responsive teaching
Foster emotional wellbeing, cognitive growth, creativity, and secure relationships
Whether you're working with infants, toddlers, preschoolers or school-aged children, these experiences can help you bring theory to life in your everyday practice — making learning visible, intentional, and deeply connected to each child’s developmental journey.
Support Group - Thursday 28th August 2025
6:00pm - 8:00pm AEST (New South Wales, Victoria, Queensland, Tasmania)
6:30pm - 8:30pm South Australia, Northern Territory
6:00pm - 8:00pm Western Australia
Individual - $119 - Team - $499
Tax Deductible, Certificate received for Professional Development
Overview:
This professional development session introduces key developmental theorists whose work continues to shape early childhood education today. Through exploring their ideas, attendees will connect theory to practice, link concepts to the Early Years Learning Framework (EYLF v2.0), and understand how developmental theory supports quality outcomes under the National Quality Framework (NQF).
What Early Childhood Educators Will Learn:
Understand the core concepts of major developmental theories.
Reflect on how these theories influence daily practice with children.
Link theory to EYLF principles, practices, and learning outcomes.
Strengthen programming, planning, and documentation using theory.
Topics:
1.. Why Theory Matters in Early Childhood Education
Developmental theory provides the foundation for quality early learning environments. Educators use theory every day to guide decisions, understand behaviour, and support children’s growth.
2. Maslow’s Hierarchy of Needs
Maslow's theory outlines five levels of human needs — from basic physical needs to self-actualisation. In early childhood, this reminds us to prioritise safety, belonging, and wellbeing before expecting learning to flourish.
EYLF Links: Outcome 3 (Wellbeing), Outcome 1 (Identity)
NQF Links: QA5 (Relationships), QA2 (Health & Safety)
3. Erik Erikson’s Psychosocial Development
Erikson’s eight stages of development explain how children build identity and trust through relationships. In the early years, stages like Trust vs Mistrust and Autonomy vs Shame are especially relevant.
EYLF Links: Outcome 1 (Identity), Outcome 2 (Connectedness)
NQF Links: QA5 (Relationships), QA6 (Partnerships)
4. Jean Piaget’s Cognitive Development Theory
Piaget focused on how children construct knowledge through active learning. He described four stages of cognitive development, with young children typically in the preoperational stage — full of curiosity, play, and symbolic thinking.
EYLF Links: Outcome 4 (Confident and involved learners)
NQF Links: QA1 (Educational Program), QA3 (Physical Environment)
5. Lev Vygotsky’s Sociocultural Theory
Vygotsky emphasised the role of social interaction, culture, and language in learning. His concepts of the Zone of Proximal Development (ZPD) and scaffolding guide educators to support children just beyond their current ability.
EYLF Links: Outcome 5 (Communication), Outcome 4 (Learning)
NQF Links: QA1 (Program), QA5 (Relationships)
6. Howard Gardner’s Multiple Intelligences
Gardner proposed that intelligence is not one-size-fits-all. Instead, children may show strengths in areas like music, movement, language, or nature — inviting us to plan varied and inclusive experiences.
EYLF Links: Outcome 4 (Learning), Outcome 5 (Communication)
NQF Links: QA1 (Program), QA6 (Partnerships)
7. Bronfenbrenner’s Ecological Systems Theory
This theory explores how a child’s development is influenced by layers of their environment — family, community, culture, and even broader policies. It reminds educators of the importance of partnerships and context.
EYLF Links: Outcome 2 (Connectedness), Outcome 1 (Identity)
NQF Links: QA6 (Collaborative Partnerships), QA7 (Governance)
8. Maria Montessori’s Child-Centred Approach
Montessori believed children are naturally driven to learn when given independence, choice, and a prepared environment. Her approach champions respect, hands-on learning, and observation-based practice.
EYLF Links: Outcome 4 (Learning), Outcome 3 (Wellbeing)
NQF Links: QA1 (Program), QA3 (Environment)
9. John Bowlby’s Attachment Theory
Bowlby taught us how early attachments shape lifelong emotional development. Secure, responsive relationships in the early years build trust, self-worth, and the ability to explore and learn.
EYLF Links: Outcome 1 (Identity), Outcome 3 (Wellbeing)
NQF Links: QA5 (Relationships), QA2 (Health & Safety)
Overview: Developmentally Appropriate Experiences by Age & Theorist
In this section, we explore how key developmental theorists can guide age-appropriate, meaningful experiences for children from birth through to 12 years. Each experience is intentionally designed to reflect the developmental needs, interests, and capabilities of children at each stage — grounded in the Early Years Learning Framework (EYLF v2.0) and aligned with the National Quality Framework (NQF).
By using theory to inform practice, educators can:
Provide environments that nurture holistic development
Make thoughtful, evidence-based decisions about programming and planning
Support children’s agency, identity, and sense of belonging
Reflect more deeply on how children learn and grow at different stages
This guide includes one example experience per theorist across six age ranges:
0–12 months
12–24 months
2–3 years
3–5 years
5–8 years
8–12 years
Each experience has been carefully selected to:
Honour the theorist’s core developmental ideas
Be achievable in real-world early childhood and school-aged settings
Encourage child-led learning and responsive teaching
Foster emotional wellbeing, cognitive growth, creativity, and secure relationships
Whether you're working with infants, toddlers, preschoolers or school-aged children, these experiences can help you bring theory to life in your everyday practice — making learning visible, intentional, and deeply connected to each child’s developmental journey.