Rationale Supporting Early Childhood Education

The History of ECE

Who’s Who?

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

European Influences

John Comenius John Locke Jean Jacques Rousseau Johann Pestalozzi Freidrich Froebel Maria Montessori Rodolf Steiner

John Amos Comenius1592-1670 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

John Locke1632-1714 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’

Jean Jacques Rousseau1712-1778 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

Johann Heinrich Pestalozzi1746-1827 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

Freidrich Wilhelm Froebel1782-1852 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

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

Rudolf Steiner1861-1925 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

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

Non-traditional PerspectivesPerspective 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

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

Developmental and Learning Theories

The Who, What and How

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

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

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.

Age Stage Focus/Strength

Birth-18 months

Trust vs. mistrust

Needs must be met consistentlyHope

18 months-3 years

Autonomy vs. shame and doubt

IndependenceWillpower

3-5 years Initiative vs. guilt

Exploration and learning about the world. Rules and expectations are establishedPurpose

6-12 years Industry vs. inferiority

The development of competence

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

Behaviorist Learning Process

ClassicalConditioning

OperantConditioning

SocialLearning

Kind ofbehavior

Reflexive Voluntary Voluntary

Type oflearning

Learningthroughassociation

Learningthroughreinforcement

Learningthroughobservationand imitation

Role of thelearner

Passive Active orPassive

Active

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

Piaget’s Theory of Cognitive Development

Stage of Development Approximate Age

Sensori-motor Key concept-Object Permanence

Birth-2 years

Preoperational Key Concept-Symbolic play and language

2-6 or 7 years

Concrete Operational Reasoning

6-12 years

Formal Operational 12 years to adulthood

Piaget’s Theory of Cognitive DevelopmentAge Stage BehaviorsBirth-18 months Sensorimotor Learn through senses

Learn through reflexesManipulate materials

18 months-6 years Preoperational Form ideas based on their perceptionsCan only focus on one variable at a timeOvergeneralize based on limited experience

6 years-12 years Concrete Operational

Form ideas based on reasoningLimit thinking to objects and familiar events

12 years and older Fomal operations Think conceptually and hypothetically

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

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.

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

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.

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

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