Prioritising working theories  

At Ngā Tamariki Early Childhood Centre in Wellington, kaiako use children’s working theories as a lens for noticing and valuing children’s learning. This began some years ago when some of the teachers attended a workshop on working theories. There, they were challenged to see beyond “children’s interests” – to observe and try to understand the thinking and problem-solving children were doing while they were engaged. 

Michelle, a teacher at Ngā Tamariki, was struck by the workshop facilitator’s explanation of the relationship between observing children’s interests and working theories. She likened interests to a car and working theories to the road the car travels. While the car is instrumental, it is actually the road, with its twists and turns and uncertainties, that gets you to your planned destination. Similarly, working theories guide children’s interests towards a more rational, complex, or mature understanding (learning). 

At Ngā Tamariki, kaiako see working theories as expressions of children’s identities. However, because working theories are held in the mind and often unspoken, they are also cautious about over-interpreting the theories children are using. This is seen in learning stories where kaiako often “wonder” about the thinking going on behind the action they have observed. 

Kaiako encourage children to explore and refine their working theories by: 

• providing resources that enable children to further explore and test ideas (these may include exploring within another area of the curriculum) 
• choosing language and questions that encourage tamariki to explain or think about their theory 
• inviting other children to express their ideas, which may be different. 

Kaiako notice and respond meaningfully to working theories by: 

• standing back and observing – looking for clues to the thinking in the action 
• taking time and weighing up what is important 
• talking with families 
• talking amongst kaiako about “what learning matters here”.