Of blog posts, olives and anchovies

I greatly appreciate, that despite my neglect, many people continue to access this blog and read a range of posts. I hope that this is because the word is slowly spreading in the early childhood community—and beyond—that there are some useful ideas and provocations here for teachers (and perhaps researchers too).

To reorientate you, this blog is about the concept of “working theories”, an innovative learning outcome in the New Zealand early childhood curriculum, Te Whāriki,  that captures the ways children might make sense of their experiences and grow their knowledge and understandings. Throughout, I have referred to the definition that Sarah Jones and I developed:

“Working theories are present from childhood to adulthood. They represent the tentative, evolving ideas and understandings formulated by children (and adults) as they participate in the life of their families, communities, and cultures and engage with others to think, ponder, wonder, and make sense of the world in order to participate more effectively within it. Working theories are the result of cognitive inquiry, developed as children theorise about the world and their experiences. They are also the ongoing means of further cognitive development, because children are able to use their existing (albeit limited) understandings to create a framework for making sense of new experiences and ideas. (p. 36)”

Here’s an opportunity to consider that notion and definition. What kinds of prior ideas, experiences and knowledge might children have brought to the food tasting experiences shared in the following video? The slow motion recording helps us to see their embodied reactions. Observation is such an important skill for teachers to practise when young children cannot express their thinking. In this case it helps is to analyse the kinds of working theories they might be testing out and revising as they explore these tastes and textures…

Do you remember the first time you tasted an olive? Or an anchovy? A new video captures those moments.



Hedges, H., & Jones, S. (2012). Children’s working theories: The neglected sibling of Te Whāriki’s learning outcomes. Early Childhood Folio, 16(1), 34-39. http://www.nzcer.org.nz/search/site/early%20childhood%20folio


3 thoughts on “Of blog posts, olives and anchovies

  1. Angie June 27, 2017 / 6:18 am

    I don’t know about the kids, but ‘Working theories’ sums up my post graduate experience perfectly — I’m the struggling learner feeling my brain expanding (a sore muscle right now)! Love your posts.


    • Helen Hedges September 16, 2017 / 1:17 am

      It was great to meet you at ISCAR 2017 in Quebec City Angie. All the best with your project and your associated working theories as you figure out your full plan. Enjoy the delightful messiness of qualitative research with children 😉


  2. Jenni July 9, 2017 / 4:10 am

    Thank you Helen! This is a valuable resource for anyone interested in working theories! I feel very well informed, enlightened even after reading through your blog. I’m looking forward to your next post!


Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s