Activity 1.2 | Social and Theoretical Influences on Early Childhood Education and Care

Social Influences

Historically, care and education have been deeply connected to societal values and economic needs. Early childhood education and care for children were established primarily to address the severe poverty many families faced in the early 1900s. Later, during wartime, as women were needed in the workforce, childcare centers were created to allow women to work and sustain the economy. However, many of these centers closed post-war when traditional family roles were reinstated. It was not until the Industrial Revolution, when women re-entered the workforce in larger numbers, that the demand for childcare reemerged, leading to the development of more formal care systems. 

Social Timeline of Childcare: 

Pedagogical and Theoretical Influences

Early childhood education's theory, practice, and pedagogical thinking have evolved significantly over time. 

Our understanding of children and childhood has transformed, shaped by the contributions of theorists, ongoing research, societal shifts, and the work of ECE professionals. These developments have given rise to various frameworks, discourses, and practices, many of which are evident in the daily life of childcare centres today.

“Theory and practice are sometimes considered separate: theory is the realm of academics, and practice is the realm of educators. However, theory and practice are interconnected, each influencing the other. Daily practices (rules, routines, and habitual words or phrases) are grounded in theories that shape what is expected from children and how the role of the educator is viewed”  

(Early Learning Framework, 2019, p. 27). 

First, review the Pedagogical timeline of practices in childcare:

Next, read this article from Cristina Vintimilla and Veronica Pacini-Ketchabawto (2020)to consider historical and current Early Childhood Education influences. While you are reading, consider where you see these show up in your context. 

References

British Columbia Ministry of Education. (2019). British Columbia early learning framework. Ministry of Education, Ministry of Health, Ministry of Children and Family Development, & Early Advisory Group. https://www2.gov.bc.ca/gov/content/education-training/early-learning/teach/early-learning-framework

Vintimilla, C. D., & Pacini-Ketchabaw, V. (2020). Weaving pedagogy in early childhood education: On openings and their foreclosure. European Early Childhood Education Research Journal, 28(5), 628–641. https://doi.org/10.1080/1350293X.2020.1817235

Reflect

• How have society’s views of children and early years spaces changed as society changes? 

• Where do you see inherited and current theoretical and social underpinnings in your ECE context?

• Identify your own values and beliefs about children that come through in your programming.