What are Working Theories in Early Childhood?

Working theories in early childhood describe the ideas, explanations and beliefs that young children create to make sense of the world around them. These theories are built from their experiences, interactions and observations. Children use them to guide their actions and to interpret new information.

This concept is rooted in early childhood developmental research. It comes from the understanding that children are active creators of meaning, not passive receivers of facts. They test, adjust and refine their theories through exploration, conversation and play.

Working theories can be thought of as mental models or hypotheses a child forms. They are not fixed. They change when the child gains new insights or when their earlier idea does not seem to fit the situation anymore.

How Children Form Working Theories

Children start forming working theories at a very young age. This process occurs naturally through everyday experiences.

Children learn through:

• Observing what happens around them
• Asking questions
• Trying things out and seeing what occurs
• Listening to others
• Playing with materials and objects

For example, a toddler might believe that flowers need sunlight because they notice a plant died in a dark room. This becomes their working theory. Later, they might see a healthy plant in a shaded corner. This new evidence makes them think more deeply about what plants need.

Linking Working Theories to Learning

Working theories are linked to learning as they form the basis for problem solving. A child’s theory guides how they approach a task. Teachers and practitioners can support this growth by listening to children and giving them space to explore their ideas.

When a child shares their thoughts, practitioners can respond with open-ended questions such as:

• What makes you think that?
• What do you think will happen next?
• How could we check if that works?

These prompts help children build connections in their thinking.

Examples of Working Theories

Here are some examples of how working theories might appear in early childhood:

• Believing that the moon follows them everywhere
• Thinking that animals can talk when no adults are around
• Deciding that rain happens when the clouds cry
• Assuming that bigger objects are always heavier
• Believing that ice is cold because it “comes from the freezer”

Each one shows logical thinking within the child’s experience, even if the conclusion is not scientifically accurate.

Role of Play in Developing Working Theories

Play is a central way children form and test their working theories. Through play, they can act out scenarios, mimic real-life situations, and explore possibilities.

Examples in play:

• Building towers to see how tall they can go before falling
• Pretending to cook and “feed” others, exploring roles and routines
• Using blocks to work out balance and stability
• Mixing sand and water to test texture changes

In all these examples, children are not just copying; they are thinking, predicting and adjusting based on outcomes.

Supporting Working Theories in Practice

Early years workers can support working theories by:

• Observing carefully to spot moments of curiosity
• Listening attentively to understand a child’s thinking
• Providing resources and environments that invite questioning
• Offering challenges that build on the child’s current ideas
• Encouraging peer discussion to share perspectives

Support should be gentle and respectful. We want children to feel confident in expressing their ideas without fear that they are “wrong”.

The Role of Adults in Extending Working Theories

Adults have a role in extending working theories by introducing new experiences and information. This helps children refine their ideas.

Ways to extend theories:

• Introduce new materials or objects to explore
• Read books that offer different perspectives
• Share factual information sensitively
• Connect ideas from one context to another

For example, if a child thinks that shadows disappear at night, an adult could suggest exploring shadows with a torch in a dark room.

Observing and Documenting Working Theories

Observation is a key tool for understanding working theories. Practitioners can note down:

• The situation in which the theory was shared
• The exact words used by the child
• Actions or behaviours linked to the theory
• Changes in the theory over time

Documenting these moments helps practitioners plan future activities that build on children’s thinking.

How Working Theories Change Over Time

Working theories are not static. They evolve as children encounter new experiences. This change can be gradual and may involve a series of adjustments.

For example:

• A child might start with the idea that all creatures live on land
• After seeing fish, they add a new part to the theory: some animals live in water
• Finding out about birds that fly long distances changes the theory again

This change process shows how adaptable children’s thinking can be.

The Benefit of Peer Interaction

Interaction with peers is powerful for developing working theories. Through talking and playing together, children compare their ideas and sometimes challenge one another’s thinking.

Peer interaction encourages:

• Sharing of different perspectives
• Negotiation and compromise
• Group problem-solving
• Rich discussion in play scenarios

This does not require formal teaching. It happens naturally during cooperative play when adults make space for it.

Links to Assessment

In assessment terms, recognising working theories helps practitioners understand where a child is in their thinking. It allows for targeted support that builds on their current ideas rather than introducing unrelated concepts.

Assessment can focus on:

• Whether a child is confident in sharing ideas
• If they are able to change or adapt their theory
• How they respond to new evidence
• Whether they can apply a theory to different situations

Encouraging Curiosity

Curiosity is the driving force behind working theories. A curious child wants to explain, test and discover. Adults can nurture this by encouraging open questioning and valuing every attempt at explanation.

Methods to encourage curiosity:

• Provide diverse materials for hands-on exploring
• Allow time for independent investigation
• Avoid rushing to give the “correct” answer
• Respond positively to unexpected ideas

Keeping curiosity alive supports deeper thinking and richer learning.

Common Misconceptions About Working Theories

It is important to understand that working theories are not mistakes. They are stepping stones in learning. Some adults think these ideas should be corrected immediately, but doing so can discourage further exploration.

Effective practice focuses on:

• Giving space for ideas to develop
• Offering experiences that challenge and expand thinking
• Avoiding negative comments about “wrong” answers

Environment and Resources

The environment plays a large part in supporting working theories. Resources should be accessible, varied and interesting enough to inspire questions.

Ideas for supportive environments:

• Natural materials like leaves, stones and shells
• Construction sets with different shapes and sizes
• Role-play areas with open-ended props
• Science corners with magnifying glasses and water trays

Each resource offers a chance for testing and revising theories in an informal way.

Cultural and Family Influences

Children’s working theories are shaped by what they see and hear at home and in their community. Family values, language, traditions and routines all feed into their ideas about the world.

Practitioners should respect these influences and work in partnership with families. This helps create a link between home experiences and early years settings.

Recording Progress for RQF Assessment

For workers completing the Level 3 Diploma, evidence of supporting working theories can be recorded in:

• Observation notes
• Photographs of children exploring and testing ideas
• Learning journals with examples of children’s thinking
• Reflections on how activities built on a child’s current ideas

This evidence shows competence in supporting cognitive development.

Balancing Guidance and Freedom

Children need both guidance and freedom for working theories to develop well. Too much adult direction can restrict creativity. Too little support may leave theories unchallenged and unchanged.

The aim is to offer space for exploration combined with thoughtful adult input at the right moments.

Final Thoughts

Working theories are a natural part of how children learn in the early years. They allow children to organise their experiences into ideas that feel logical to them. These early ideas form the foundation for more complex thinking as they grow.

Early years workers who understand and value working theories help children build confidence in their thinking. This sets the stage for problem solving, enquiry and adaptability in later life. By listening closely, offering rich experiences, and respecting each child’s ideas, practitioners can make a real difference in how a child learns to think and question.