Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play

Figures & data

Table 1. Distribution of participants across teaching experience (N = 200).

	n (%)
What age group/s do you currently teach?*
<1 year	25 (12.5)
1 year-olds	30 (15.0)
2 year-olds	41 (20.5)
3 year-olds	93 (46.5)
4 year-olds	123 (61.5)
5 year-olds	86 (43.0)
6+ year-olds	16 (8.0)
It varies	43 (21.5)
Years of teaching experience
0–5	25 (12.5)
6–10	32 (16.0)
11–15	31 (15.5)
16–20	37 (18.5)
21–25	30 (15.0)
26–30	21 (10.5)
31–35	9 (4.5)
36–40	15 (7.5)

*Participants may select more than one answer.

Figure 1. Mean ratings for most relevant model of play by participants’ role.

Figure 2. Mean ratings for most relevant model of play by participants’ educational qualification.

Figure 3. Mean ratings for most relevant theory of child development by participants’ role.

Figure 4. Mean ratings for most relevant theory of child development by participants’ educational qualification.

Table 2. Correlation between models of play and theories of child development.

	Biological	Behaviorism/ socio-behaviourist	Social Learning	Psycho- genetic	Cultural-historical	Critical and poststructuralist
Playwork	0.180*	0.099	0.165*	0.194**	0.007	0.223**
Conceptual PlayWorld	0.269**	0.247**	0.067	0.070	0.250**	0.278**
risky play	0.036	0.035	0.171*	0.084	0.169*	0.271**

Note: Correlation is significant at *(p < .05) and **(p < .01).

Data availability statement

Data not available due to ethics restrictions.