1. BUILDING ON A TRADITION OF EXCELLENCE
CHAPER TWO

2. Learning from the past Progress ~ Spurts ~ Setbacks… What does this painting tell you about children?

3. Changing Views of Childhood
Miniature Adults
Need of Redemption
Blank Slates – John Locke
Innocents - Rousseau
Economic Value
Competent Child
Citizen with Rights
Product of your own History
Principles and values remarkedly similar over time, but there is new research, theories and realities that make us LOOK AGAIN!

4. A continuum of influences & ideas Consider the Beliefs held by each individual and place them on the continuum of beliefs about children, education, teaching and learning.
Learning is… Teaching is…
Education is…
Child is…
Learning is…Teaching is…

5. Current practice strongly reflects early influences
European Influences
Current practice strongly reflects early influences

6. John Amos Comenius Czech 1592-1670; Minister with his own school
Three Key Ideas
Change from punitive to making learning easier, deeper and more pleasant
Teacher engage children with nature; follow the child
Children should learn their own language, not Latin
Orbis Pictus – first children’s picture book
Learn through senses; need to be active; developmental stages; child-centered

7. Johann Pestalozzi (1746-1827) JOHANN PESTALOZZI By: Jaclyn Avdoyan
Antoinette Burns
Brianne Toomey
Erin Hogan
Jamie Jenkins

8. Who? When? And Where? Swiss educator born in Zurich, Switzerland
Studied theology at the University of Zurich
In 1769, he lived on his farm where he managed a school for poor children.
In 1799 he directed a school at Bergdorf.
In 1805, he was the director of a boarding school in Yverdon.
He described all his philosophies on education in his book How GertrudeTeaches Her Children.

9. View of the Child and Learning
Believed that children need to discover ideas for themselves through their own activity
Teachers must guide the child’s learning and nurture it rather than direct it
Learning must be done through direct observation and sensory experience in the natural world
All children – including children who lived in poverty- could benefit from education

10. View of Teaching
Promotes “whole child” point of view, which he called “the hand,heart, and head”
Believed children learned in stages, mastering a skill before progressing to next stage.
Opposed memorized learning, and replaced it with concrete learning. Ex. Use of tactile objects
Individuality of each child is IMPORTANT
Children are motivated to learn by their interests, not threats or punishments

11. Pestalozzi’s Influence
Not only did Pestalozzi influence the elementary education system for Prussia, but also had a great influence on America.
His book, How Gertrude Teaches Her Children, played a significant initial influence in that he passed his plans through into his practice.
Educators today follow his idea of the ‘reflective practitioner.’ He is focused on observation and reflection; however still concerned with experimentation and action.
The teachings of Pestalozzi became effective in immeasurable school systems.

12. Friedrich Froebel (1782-1852) Nicknamed, “The Father of Kindergarten”
Maggie Leggour, Kellie Smith, Jamie Vanduzer, Noelle Rosen, Chelsea Hunt
Nicknamed, “The Father of Kindergarten”
German
His ideas spread throughout Europe
Basis for kindergartens in the United States

13. Froebel’s Beliefs
Believed in the innate goodness and capacities of children, and saw God’s image in them
Teaching should be based on students interests and teachers should understand there development by observing them directly
Observe and nurture without interfering
Learning is a process of unfolding from within and it should be done on the child’s own timetable

14. Froebel’s Gifts Used to guide and structure children’s play
Concrete materials for children to manipulate in specific ways
6 wooden balls in the colors of the spectrum
Cube that divided into 8 smaller cubes

15. Froebel’s Occupations
Planned experiences designed to train children’s eye hand coordination and mental activity
Drawing on grid paper
Lacing paper strips
Weaving mats
Folding and cutting paper into designs

16. Froebel’s Influence
The creation of a large scale kindergarten in the United States
Today many of his basic ideas are used in preschools and child care programs
His beliefs are still used and recognized over 150 years later

17. By: Amanda O., Katherine B., Phil L., Jaclyn R., and Amanda K.
Maria Montessori
By: Amanda O., Katherine B., Phil L., Jaclyn R., and Amanda K.

18. About Maria
Born in 1870 – 1952
Major figure in the history of early childhood education
First woman in Italy to receive a medical degree
Nominated for the Nobel Peace Prize

19. History
Montessori worked with poor children whom many thought were mentally deficient.
Believed children were not this way biologically, but rather because their environment was not set up for them to learn effectively.
Created Children’s House in which she educated needy children to prove how successful they could be early in life.
Same theory as Head Start used when they began their program.

20. Key Elements
Believed each child had unique potential to reveal rather than a “blank state” 
Teacher made a Prepared environment for their students 
The Montessori Method consisted of dividing the classroom into centers where students could use materials to work freely and independently to learn
Focused on making the classroom a natural environment where she could observe the students and wanted each student to individually fulfill their potential
Maria Montessori did not have “play-time” scheduled in her classroom because she felt her method of work was fun

21. Impact
Several elements of her approach remain widely accepted practices today 
Association Montessori International (AMI) and the American Montessori Society (AMS) provide information, teacher training, and certification
Lasting contribution to the field was her development of Montessori materials and her impact on the organization of early childhood environments

22. Kindergarten Movement

23. Kindergartens ~ Children’s Garden
First K – Wisconsin 1856 – Margarethe Schurz
Elizabeth Peabody- social reformer…first English speaking K
Susan Blow – expanded K and kept Froebels vision
First public Kindergarten
Defended Froebel’s ideas
Formed the International Kindergarten Union – became Association for Childhood Education International

24. Progressive Education
Similarities between Progressivism and Developmentally Appropriate Practice

25. John Dewey Born in Burlington, Vermont
(October 20, 1859 – June 1, 1952)
Born in Burlington, Vermont
John and his two brothers grew up in a middle-class household.
American psychologist, philosopher, educator, social critic and political activist.
Received his PhD from Johns Hopkins University in 1884.
Also wrote about many other topics, including experience, nature , art, logic, democracy and ethics.
“Education is a social process. Education is growth. Education is not a preparation for life; Education is life itself.”
-John Dewey

26. Views on Children Passive learners = waste of time
Believed children should determine the curriculum
Children need to learn by experience
Engaging in active learning vs. lecture
Learning is not just obtaining knowledge , but developing skills, habits and attitudes.
*Passive learners absorb information compared to active learners who do and become involved*

27. Views on Teaching & Learning
Social institute-community
Influence and assist children as they work together
Teachers and parents working together
Social interaction
Integrated curriculum
Build on interest
Child-Centered curriculum
Learning
Interaction
Traditional approach
Good judgment

28. Influences
Dewey was influenced by G. Stanley Hall, William James, George Hegel and many others.
Influenced by observing his own children at play, and immigrant English learners
He has been influencing education for over 100 years and influenced progressive education in the 1920’s
Major influence on public education

29. Nursery School Movement
Based on the philosophy of studying and nurturing children’s development

30. Patty Smith Hill ( )
Patty’s father believed that girls should be prepared for a profession; her mother agreed and also thought that play was essential to childhood.
These experiences as a child influenced her views of childhood and education for her entire life.
Anna Bryan started a teacher training program in Louisville, Kentucky which Patty was one of the first students.
She started her own kindergarten where she encouraged children’s play as a way to learn.

31. Work as a Kindergarten Teacher
1896: Patty Hill and mentor Anna Bryan studied with G. Stanley Hall.
Together they developed a new curriculum for teaching young children.
Patty Hill believe in the importance of teaching the “whole child”.
This caused her to value a multidisciplinary approach to the field.
Included: Physicians, social workers, psychologists, and artists

32. Patty Hill’s vision for kindergarten included 3 purposes:
“To minister to the nature and needs of children from 4 to 6 years of age.”
To see the relation of K to the first grade curriculum; lay the foundation that children need “without sacrificing the right of the kindergarten child to free, full development on his own level.”
To connect kindergarten to the home, reduce the gap between the two, and build on the learning that takes place there.
She feared public school kindergarten would take away from parent education, as well as push the children away from early reading, writing, and play.

33. Other Important Contributions
Developed resources such as building blocks, songs, poems, and books to use as fun teaching tools.
Faculty of Teacher’s College in New York, considered a master teacher.
Served as president of the IKU in Her report on the content of curriculum and the role of play became the vision of Kindergarten as we know it today.
In 1926, she founded NANE which later changed its name to NAEYC. She was the first member and her views about early childhood education dominated the movement during its early years.

34. Caroline Pratt
Teacher’s College: play freely and experiment with materials
I learn from children – Study of children in open-ended settings
Pretend play
Self-directed plans
Field trips
Solve problems through play
Unit blocks
Founded The Play School in NYC Greenwich Village
City and Country School

35. Lucy Sprague Mitchell By: Kara, Alyssa, Jenna, & Jamie
Prolific writer and authored a series of children’s books.
Created a writers workshop for authors of children’s books.
Among the best- known writers who were involved in the workshop were Margaret Wise Brown (Goodnight Moon, The Runaway Bunny) Ruth Krauss.
Instrumental in efforts to expand early childhood education beyond laboratory schools and use it for true social reform.
Mitchell lived to see the Bank Street approach used as the model for the Head Start program, a cornerstone of the war on poverty.

36. Lucy Sprague Mitchell By: Kara, Alyssa, Jenna, & Jamie
BUREAU OF EDUCATIONAL EXPERIMENTS
Launched in 1916 to teach teachers and conduct research
Goals…
Focus on child development rather than learning specific curriculum.
A whole-child approach to learning and development.
Observe how children’s development is stimulated by experiences and activities.
Focus on scientific measurement of stages of development and establishing norms.

37. Lucy Sprague Mitchell By: Kara, Alyssa, Jenna, & Jamie
BANK STREET APPROACH
Mitchell’s educational philosophy for the Bank Street College, formerly the Bureau of Educational Experiences.
Curriculum should be based on individual children’s development
Learning occurs through interaction with the environment and other people.
Children’s experiences in the “here and now” provide the launching pad for their learning.