“Working theories are the evolving ideas and understandings that children develop as they use their existing knowledge to try to make sense of new experiences. Children are most likely to generate and refine working theories in learning environments where uncertainty is valued, inquiry is modelled, and making meaning is the goal.“ (Te Whariki p. 23) 

Tamariki explore working theories about what is important for them. This is not always an individual process. The skills and knowledge that reside in elders, families, and communities provide the foundation for some children’s independent explorations. 

It is the adult’s role to listen, notice, and recognise when it is happening to support the child’s thinking. In Te Whāriki the related learning outcome is explained as follows:

"Over time and with guidance and encouragement, children will become increasingly capable of making sense of their worlds by generating and refining working theories | te rangahau me te mātauranga.” (Te Whariki p. 47)  

Theories are developed through sustained shared thinking with an adult or peer. 

Tamariki are forming and refining their working theories from birth. Initially, responses seem more intuitive and spontaneous than thought-out. This is because infants are beginning to develop a kete of experiences from which they will gradually put together more informed, sophisticated, and useful working theories.  

When tamariki are developing a sense of identity and belonging; ko wai au (Who am I?) and nō hea au (Where am I from?), they explore working theories about knowing who they are and where they come from. They are also developing relationships with place (where they live) and their whakapapa. 

When kaiako use intentional teaching strategies to support the child’s learning interests, they also nurture the development of working theories that are meaningful to them.

As tamariki develop working theories, they increase their curiosity. They increase their ability to enquire into, research, explore, generate, and modify working theories about the natural, social, physical, spiritual, and human-made worlds.  

Working theories that begin in the early years are a foundation for further learning along their lifelong learning journey. 

Claxton (1990)¹ says that the development of working theories, “... is the business of improving our theories, elaborating and tuning them so that they keep track of the changes in the world and come to serve us ever more successfully.”  

Yet how often are working theories considered in curriculum design (planning) alongside the choice of experiences and activities?  

Leaving the development of working theories to chance runs the risk of tamariki refining their working theories in ways that are less helpful to them as learners. For example, if tamariki come to think that their interests and ideas don’t matter in a context, they are less likely to contribute and engage. 

Reference

¹ Claxton, G. (1990). Teaching to Learn: A direction for education. London: Cassell Educational. 

Kaiako intentional practices 

Kaiako who are effective in supporting tamariki to refine and expand successful working theories, will intentionally:

• model curiosity and inquiry in their interactions with tamariki 
• set up the environment in ways that invite curiosity and opportunities to puzzle over ideas and events 
• make it a priority to listen to tamariki express their thinking and ideas through gestures and words
• monitor their own inclinations to give “correct” answers
• use responses (questioning and commenting) that give value to diverse perspectives. For example, “Who has a different idea?” or “That’s a reason we haven’t thought of”, increasing the likelihood that tamariki feel safe to express their thoughts
• use responses that encourage tamariki to adjust and refine their working theories.