Reimagining the Child Development Theory-Practice Gap in the Australian Early Childhood Education Sector

In light of claims that early childhood educators lack sufficient knowledge of child development, this thesis explores the alleged child development theory-practice gap in the Australian early childhood education sector. Studies investigate the teaching, discussion, and use of theories of child development for university lecturers, early career preschool teachers, and teacher mentors. Contrary to the image of the gap being portrayed as problematic, findings suggest it is not necessarily conceived as a problem by those interviewed and striving to close the gap may be impossible. Rather than a ‘chronic problem’, this thesis reimagines the gap as an unavoidable development opportunity.