Talking about a revolution. paradigmatic change in early childhood education: From developmental to sociocultural theory and beyond

Abstract Early childhood education has been characterised in recent times by discussion associated with the similarities, differences and various merits of developmental and sociocultural theory as theoretical informants to curriculum and educational practice. In the main, these discussions centre on the way each theory views development and positions the child as a learner. This article argues that the debate may be furthered by considering the extent to which each perspective is related to the other and draws on Kuhn's conceptualisation of the evolution of knowledge in communities of practice in order to examine the extent to which newer explanations for development are being considered in relation to traditional ideas. The article concludes with an emphasis on the idea that the evolution of knowledge concerned with children's development and learning is a process of continued growth and one that requires an active awareness as to how and why it is utilised and interpreted as an informant to early childhood education.