Grounded in research
The theory behind the practice
Most professional development stops at "aligned to a standard." Edfable goes one step further: every practice is connected to the research and learning theory that explains why it works — so you don't just know what to do, you understand why.
Why this matters
Instead of only saying "Aligned to NAEYC Standard 1," Edfable can say: supports NAEYC Standard 1, based on Vygotsky's Zone of Proximal Development, promotes CLASS Emotional Support, and encourages secure attachment. That tells you what an activity aligns to, why it works, and how to apply it.
Theories every educator should know
Vygotsky
Sociocultural Theory (Zone of Proximal Development)
Children learn through supportive interactions with adults and peers — guidance builds language, self-regulation, and social skill.
In the classroom
A teacher kneels beside a child who is frustrated at cleanup and gives just enough help for the child to succeed more on their own next time.
Piaget
Cognitive Development
Children build understanding through active, hands-on experiences. Teaching should match where the child is developmentally.
In the classroom
Instead of telling, a teacher sets out real objects to count and sort, letting children discover the idea by doing.
Erikson
Psychosocial Development
Warm, steady relationships help children build trust, independence, initiative, and confidence.
In the classroom
A teacher lets a toddler try the zipper themselves and cheers the effort — building the child's sense of "I can."
Bronfenbrenner
Ecological Systems
A child's behavior is shaped by family, school, culture, and community. The teacher is one of the child's most important everyday worlds.
In the classroom
Before reacting to a hard morning, a teacher checks in with the family — what changed at home often explains what shows up at school.
Bandura
Social Learning
Children learn by watching the adults and peers around them. Teachers model kindness, calm, and problem-solving.
In the classroom
A teacher names her own feeling out loud — "I'm frustrated, so I'm taking a breath" — and the children borrow the strategy.
Bowlby & Ainsworth
Attachment Theory
Warm, responsive relationships help children feel safe — and a child who feels safe is ready to learn.
In the classroom
A teacher greets each child by name at drop-off and stays close to one who's anxious until they settle.
Dewey · Reggio Emilia
Constructivism
Children build real knowledge through exploration, play, and meaningful, hands-on experiences.
In the classroom
A flooded sandbox becomes a week-long study of water, ramps, and flow — led by the children's own questions.
Maslow & Rogers
Humanistic Theory
When a child's basic emotional and physical needs are met, learning and growth follow.
In the classroom
A teacher makes sure a hungry, tired child is fed and rested before expecting them to join circle time.
Skinner
Behaviorism
Noticing and encouraging the behavior you want works better than punishing the behavior you don't — when used thoughtfully.
In the classroom
A teacher catches a child being gentle and names it — "you shared so kindly" — instead of only reacting to grabbing.
Kolb
Experiential Learning
We learn best by doing, then reflecting on what happened — exactly how a simulation works.
In the classroom
After a tough transition, a teacher takes 30 seconds to ask herself what worked and what she'd try next time.
Authored with our Ed.D co-founder. We're expanding this library — and a Spanish version is on the way.
See the standards & frameworks