Theories into practice: understanding and rethinking our work with young children and the EYLF

This book introduces and explores each of the five major groups of theories described in the Early Years Learning Framework that inform practice in the early childhood field. In doing so, it addresses the need of the early childhood educators to better understand how their practice is underpinned by theories of learning and development.Educators draw from a range of perspectives, but it can sometimes be difficult to understand the link between theorists, theories and perspectives and their own practice. This book makes these links clear and easy to understand so educators can talk with more authority to colleagues, families and communities about their work, and reflect constructively on their practice.Each chapter deals with a different group of theories, briefly outlining the major thrust of each group and what it might look like in practice. Some of the major theorists are then focused on in turn. Discussion starter topics follow each theorist to promote discussion on the main topics and threads of the theorist’s thinking. This is followed by questions for reflection that relate more to thinking about the main concepts in relation to practice.

On the potential for psychological researchers and psychologists to promote the social inclusion of people with disability: A review

© 2015 Australian Psychological Society. Objective: This paper outlines different approaches to understanding disability and describes ways in which psychological researchers and psychologists can promote the social inclusion of people with disability. Method: Narrative review drawing on writings and research from psychology and disability studies. Results: Five prominent models of disability appear in the literature (moral, medical, social, biopsychosocial, and post-modern), all of which have relevance to the lives of people with disability. Conceptualisations commonly used to understand the experience of disability from a psychological perspective include stigma and psycho-emotional disablism. There is evidence that people with disability wish to have greater involvement in research (e.g., as consultants and partners in research about them, and as participants in mainstream research) and to see research findings translated into practice. Evidence is emerging that can be used to underpin psychologists work with (a) communities (to foster social change and social justice, and to reduce stigma); (b) organisations, such as schools, workplaces, and disability service providers (to help develop inclusive and supportive environments); (c) families (to promote optimism, alternative understandings of disability, and a sense of control, as well as developing behaviour support plans and providing referrals to other sources of practical support); and (d) people with disability (to assist them with the issues they bring to therapy while being mindful of the potential for psycho-emotional disablism to colour the material presented). Conclusion: Psychological researchers and psychologists have significant potential to contribute to the social inclusion of people with disability.