Why I hated socio-cultural theory: confessions of a reformed cognitive-developmentalist

This article explores the nature of developmental and cognitive constructivism as it has historically been related to the early childhood curriculum. The author reflects upon her personal experience in moving from a developmental to a socio-cultural theoretical perspective as an informant to her understanding regarding the education of young children, and the relationship of this view to the early childhood curriculum. The nature of paradigmatic change in professional communities is examined with reference to the axiomatic arguments made by critical theory regarding the nature of knowledge and the manner in which this is employed to inform practice in professions such as education. The article concludes by suggesting that it is not necessarily possible to define a ‘good’ education for all children, nor a ‘good’ approach to education for all teachers