1. The History of ECE
Who’s Who?

2. Objectives
To give students a sense of the evolution, significant events, and basic theories in early childhood education
To demonstrate the interdisciplinary nature of the early childhood field, particularly the connections between psychology and early childhood education
To identify important people as well as articulate several key themes in early childhood
To show how current events, such as political, social, and economic changes and pressures, affect both the field of education and the realities of child care

3. European Influences John Comenius John Locke Jean Jacques Rousseau
Johann Pestalozzi
Freidrich Froebel
Maria Montessori
Rodolf Steiner

4. John Amos Comenius
Fostered the belief that education should “follow the natural order of things”
Children’s development follows a timetable of its own and their education should reflect that fact
Children should be allowed to learn at their own pace
Learning by doing
Three most important contributions are:
Books with illustrations
Education with the senses
Social reform-educate the poor as well as the rich

5. John Locke
Considered to be the founder of modern educational philosophy
Fostered the idea of “tabula rosa”-the belief that the child is born neutral, rather then evil, and is a “clean slate’ of which experiences are written
One of the first to discuss individual differences and that education needs to take the individual learner into account
Three most important contributions are:
Individual differences
Giving children reasons
Theory of the “clean slate’

6. Jean Jacques Rousseau 1712-1778
Theorized a revolutionary idea-that children were “naturally good” and that education should reflect this goodness and allow spontaneous interests and activities of the children
The true object of education should not be vocational
Children really only learn from first hand knowledge
Distinct phases of development of a child’s mind and these should coincide with the various stages of education
Most important contributions
Free play
Children’s inherent goodness and ability to choose what they need to learn
Using concrete rather than abstract materials

7. Johann Heinrich Pestalozzi 1746-1827
Stressed the idea of “integrated curriculum” that would develop the whole child
Education should be the “hand, head and heart of the child”
Proposed teaching in groups as opposed to using a tutor with an individual child
Blending of Rousseau’s romantic ideals with his own egalitarian attitude that built skills and independence in an atmosphere much like that of a firm and loving home
Most important contributions
Integrated curriculum
Group teaching

8. Freidrich Wilhelm Froebel 1782-1852
Advocated the radical thought that children should be able to play, to have toys, and to be with trained teachers
Developed the first educational toys
“Father of Kindergarten”
Child’s first educational experiences should be a garden full of pleasant discoveries and delightful adventures
Most important contributions
Organization of educational thought
Ideas about learning, curriculum, and teacher training

9. Maria Montessori First female physician in Italy
Montessori concept is both a philosophy of child development and a plan for guiding growth believing that education begins at birth and the early years are of the utmost importance
“Sensitive periods’ in which children’s curiosity makes them ready for acquiring certain skills and knowledge
Great emphasis on the environment
A sense of order
A place for everything
A clear rationale
Most important contributions
A prepared environment
Self-correcting and sequential materials
Teaching based on observation
A trust in children’ innate ability to learn

10. Rudolf Steiner
A German educator whose method of education is known today as the Waldorf School of Education
Childhood is a phase of life important into its own self and has three periods:
The “will” (0-7)
The “heart” (7-14)
The “head” (14+0)
Child has a natural willingness to learn and initiate and the classroom needs to support this self-regulation
Emphasized the whole child
Most important contribution is the thought that the people with whom the child interacts are of central importance

11. John Dewey:1858-1952 The Progressive movement
Children are valuable and childhood is an important part of their lives
Belief in the innate goodness of children and education should be integrated with life and provide a training ground for cooperative living
Child-oriented schools

12. Non-traditional Perspectives
Roots
In Early Childhood Practice
Harmony
Asian
Provide an unhurried environment; be aware of tension spots
Kinship networks
African
Encourage family participation; make family trees
Ties with nature
Native American
Provide strong outdoor program, include nature walks
Respect for elders
Pacific islands
Invite elders into class; include in dramatic play, puzzles, books; manners
Cooperative work
Hispanic
Encourage small group projects, teamwork, older children helping, familial ties
Expressiveness
Europ-Am
Encourage self-expression; teach about feelings and how to show

13. Four Themes in ECE Importance of Childhood
The concept of the child as a special part of the human existence and, therefore a valuable part of the lifecycle. The early years form the foundation for later development
Ethics of Social Reform
Expects that the education of young children will lead to social reform
Professionalism
Transmitting Values
What children should ultimately do and be is at the core of all child rearing practices-whether it be at home or child care

14. Developmental and Learning Theories
The Who, What and How

15. Theory 1A-Basic Child Development Theory
Psychosocial Theory-Freud, Erikson
Behaviorist Theory-Watson, Skinner Thorndike, Bloom, Bandura
Cognitive Theory-Piaget
Sociohistoric Theory-Vygotsky
Multiple Intelligences-Gardner
Maturation Theory-Gesell,
Humanist-Maslow

16. Psychosocial Theory
Emphasize the critical importance of relationships with people and the sequence, or stages, of personality development
About personality and emotional development
Life is a series of stages through which each person passes, with each stage growing from the previous ones
Personality and emotional development of utmost importance, even more so than language, perception or cognitive development

17. Psycho-social Theory-Erikson
Development is described in terms of eight stages that span childhood and adulthood, each offering opportunities for personality growth and development. Each stage focuses on specific tasks that need to emerge for healthy development in each stage.

18. Age Stage Focus/Strength Birth-18 months Trust vs. mistrust
Needs must be met consistently
Hope
18 months-3 years
Autonomy vs. shame and doubt
Independence
Willpower
3-5 years
Initiative vs. guilt
Exploration and learning about the world. Rules and expectations are established
Purpose
6-12 years
Industry vs. inferiority
The development of competence

19. Behaviorist Theory-Skinner, Watson, Thorndike, Bandura
Based on tabula rasa-”clean slate”
“Stimulus-response” technique wherein a stimulus will recall a response in a person this forms learned habits
All behavior is under the control of one or more aspects of the environment
Terms associated with behaviorism:classical conditioning; operant conditioning; positive reinforcer, negative reinforcer, modeling

20. Behaviorist Learning Process

21. Cognitive Theory-Piaget
Also called “constructionist” because he believed that children “construct” their knowledge through experiences
Higher skills are developed through developmental stages
Relies on maturational and environmental factors
Thinking and learning is a process of interaction between the learner and the environment
Terms associated with Cognitive theory: assimilation, accommodation, equilibration, schemas

22. Piaget’s Theory of Cognitive Development

23. Piaget’s Theory of Cognitive Development
Stage
Behaviors
Birth-18 months
Sensorimotor
Learn through senses
Learn through reflexes
Manipulate materials
18 months-6 years
Preoperational
Form ideas based on their perceptions
Can only focus on one variable at a time
Overgeneralize based on limited experience
6 years-12 years
Concrete Operational
Form ideas based on reasoning
Limit thinking to objects and familiar events
12 years and older
Fomal operations
Think conceptually and hypothetically

24. Sociohistorical Theory-Vygotsky
Focuses on how values, beliefs, skills and traditions are transmitted to the next generation
The connection between culture and development is paramount-especially between the child and other important people in their lives
Emphasized play, family and social interaction as primary influences in children’s lives
Zone of proximal development-the belief that a child on the edge of learning a new concept can benefit from the interaction with a teacher or a classmate
Learning and development are interrelated from the child’s very first day of life

25. Multiple Intelligences Theory-Gardner
Intelligence is the ability to solve a problem or to create a product that is in culture.
Solving a problem includes the ability to do so in a a particular cultural setting or community.
The skill needed or developed depends on the context in which the child lives.

26. Multiple Intelligences
Music
Bodily-Kinesthetic
Logical-Mathmatical
Linguistic
Spatial
Interpersonal
Intrapersonal
Naturalist

27. Maturation Theory -Gesell
Physical and mental growth are determined by heredity
Maturation sequence occurs in a predictable stable and orderly way.
Growth is genetically determined from birth
Two vital points to remember
The sequence of development is universal, the rate at which a child moves through the stages varies tremendously
Growth is uneven. Children grow in spurts.

28. Humanistic Theory-Maslow
Focuses on what people need to become and stay healthy.
Centered on people’s needs, goals and successes
Based on a hierarchy (or pyramid) of basic and growth needs

29. Application of Theories
Montessori Programs
The Bank Street Approach:
Developmental Interactionist
The Cognitively Oriented Approach:
Based on the theory of Piaget and revolves around activities that help children learn specific cognitive concepts
The Bereiter-Englemann Approach:
Behavior theory and uses a direct-instruction approach
The Reggio-Emilia Approach
Designed to foster interactions, exploration, and problem solving