Introduction
In this chapter, the focus will be on observing children and using theory to analyse learning and development. Two related sets of theories of child development are introduced as the framework for making observations of children: sociocultural/ cultural-historical theory; and maturational developmental theories. The intention of this chapter is to support you to actively engage in creating knowledge about child development through learning how to observe and analyse children in school/ centre and home communities. To achieve this, a range of examples of observing and analysing will be provided, and examples of how to make quality observations of children will be presented through the eyes of university students. The nuts and bolts of observing and analysing will be illustrated through the challenges and successes identified by these student teachers (see also Fleer & Robbins, 2004a, 2004b). Protocols for respectful and ethical practices when observing children will be highlighted in relation to culture, community and country. Country foregrounds Aboriginal and Torres Strait Islander perspectives.
Through engaging with the content of this chapter, it is anticipated that you will:
• be able to make holistic observations of child development in the family, community, preschool and school
• become aware of the importance of listening to the voice of the Aboriginal and Torres Strait Islander community in the context in which you will be teaching
• develop insights into the range of ways in which analysis can be framed, such as a sociocultural approach, as shown through Barbara Rogoff's three planes/ lenses of analysis; and maturational developmental views, through milestones and checklists
• learn that theories determine what you see and how you act
• be sensitive to cultural validity and ethical practices, where cultural ways of engaging with communities are central.
In this chapter, we link back to Chapter 2 and examine and build on the content of the Resourceful Community case study. The final two case studies, the Culturally Diverse Preschool and the Building Bridges Community, will be introduced briefly in this chapter. Together, this chapter and those that follow will provide you with the source material you need to successfully observe children and use theory to analyse learning and development.
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