Implicit theories and naïve beliefs: Using the theory of practice architectures to deconstruct the practices of early childhood educators

Abstract

This article proposes utilising the theory of practice architectures to uncover and make explicit the beliefs and implicit theories of early childhood educators, as well as to examine the conditions out of which they have emerged. The beliefs and implicit theories of early childhood educators influence many early childhood practices and play a significant role in guiding the pedagogical experiences of children. Aimed at identifying elements of practice that constrain and enable praxis, the theory of practice architectures has been effectively applied in tertiary, secondary and primary education, but has had limited use in early childhood education contexts. The article explores its potential for helping educators better articulate their practices and applies the theory to examine a number of discursive, material and social influences that shape (and are shaped by) early childhood practice. Implications for early childhood educators’ praxis are framed in the context of contemporary challenges of early childhood education.