ABSTRACT
Bronfenbrenner's emphasis on development as a dynamic process is explored with reference to a pedagogy of early years practice that values the present moment for its immediate developmental contribution while also acknowledging its potential in respect of later development. Bronfenbrenner emphasises the importance of interactions between the individual and the social, spatial and temporal contexts. This construct of a dynamic and reciprocal relationship between individuals and their contexts is central to the pedagogy of early education. The idea of normative development has been particularly influential for curriculum development and practice in early education. The development of executive function depends on the biological maturity of the child, but the process is heavily influenced by environmental experiences. Katz and Chard introduce the reader to two aspects of development: the normative and the dynamic. Different theories of development illuminate different aspects of development with varying challenges for educational principles and practices.
