Application of sociocultural theories to practice If you incorporate a socio-constructivist perspective in your work with young children, you would: view children as competent, capable, active and constructive beings that are dependent on adults or more informed peers for learning 1. guide children's learning by tailoring interventions for individual achievement 2. encourage children of varying abilities to work together cooperatively through the sharing of ideas and skills 3. engage children in a wide variety of language-based learning experiences that encourage description and questioning 4. encourage imaginative and creative play 5. establish a community of learners where individuals, small groups and large groups contribute varied knowledge and expertise to solve real-life problems 6. engage in meaningful relationships with families and communities to foster an understanding of the child and foster the sharing of their knowledge as experts. 7. If you incorporate an ecological perspective in your work with young children you would:
plan a child-centred responsive program that incorporates aspects of each child's life acknowledge the importance of caring and close reciprocal relationships for the developing child encourage family involvement in the program and regular information exchange between home and the education setting ensure the maintenance of 'nested' structures between the child, family and surrounding community and culture encourage the development of social networks between children and families respect individual differences as they relate to ability, gender, economic status, ethnicity and religion.