Chapter 3 History and Theories

Knowing the history and theoretical perspectives of one’s profession is an important part of being an professional. Upon completion of this chapter, you will be able to discuss the historical and theoretical bases for early childhood education.

Theories A theory states principles and ideas in order to explain events. This chapter includes theories about early childhood education. Theories focused on early childhood education: help teachers to communicate to others the process of learning and what is to be expected of the young child; allow teachers to evaluate children’s learning; provide guidance to teachers as they develop programs for children to enhance learning.

Major Historical Contributors to Early Childhood Education Comenius ( ) Beliefs: * learning takes place through the senses * early experiences influence who children become later in life *Comenius wrote the first picture book. Influences: * use of sensory experiences to promote learning * early periods of life present windows of opportunity for learning as supported by contemporary brain research * early childhood education has a positive impact on children’s later schooling Comenius ( ) Beliefs: * learning takes place through the senses * early experiences influence who children become later in life *Comenius wrote the first picture book. Influences: * use of sensory experiences to promote learning * early periods of life present windows of opportunity for learning as supported by contemporary brain research * early childhood education has a positive impact on children’s later schooling John Locke ( ) Beliefs: * known for his belief in “tabula rosa,” the notion that we are all born with a blank slate * believed development is influenced by stimulation from parents, caregivers, and the environment Influences: * early education for a strong foundation for learning early in life * home, family and socioeconomic status influences learning and achievement * advocacy for universal public early childhood education for three and four year olds John Locke ( ) Beliefs: * known for his belief in “tabula rosa,” the notion that we are all born with a blank slate * believed development is influenced by stimulation from parents, caregivers, and the environment Influences: * early education for a strong foundation for learning early in life * home, family and socioeconomic status influences learning and achievement * advocacy for universal public early childhood education for three and four year olds Jean-Jacques Rousseau ( ) Beliefs: * ideas were based on the natural development of children * left alone, children’s nature would naturally unfold according to an innate timetable Influences: *some early childhood education programs take a natural, less structured approach to education * attention to developmentally appropriate practice, where teachers attend to children’s developmental levels when planning learning activities Jean-Jacques Rousseau ( ) Beliefs: * ideas were based on the natural development of children * left alone, children’s nature would naturally unfold according to an innate timetable Influences: *some early childhood education programs take a natural, less structured approach to education * attention to developmentally appropriate practice, where teachers attend to children’s developmental levels when planning learning activities

Major Historical Contributors to Early Childhood Education Johann Pestalozzi ( ) Beliefs: * education should follow the course of nature (similar to Rousseau) * mothers are the best teachers * education was based on sensory impressions * sensory experiences should be used to help children develop their natural potential Influences: * family centered approach to education * importance of parents role in education use of manipulatives to help children learn *l earning through the senses Johann Pestalozzi ( ) Beliefs: * education should follow the course of nature (similar to Rousseau) * mothers are the best teachers * education was based on sensory impressions * sensory experiences should be used to help children develop their natural potential Influences: * family centered approach to education * importance of parents role in education use of manipulatives to help children learn *l earning through the senses Robert Owen ( ) Beliefs: *influence of the environment on children’s beliefs, behaviors, and achievements *society could shape a child’s character /education could shape society in ways that would be an improvement for all Influences: * opened an infant school in Scotland in some early childhood programs highlight infant programs * early childhood education can reform society education overcomes the impact of poor environments on children's development Robert Owen ( ) Beliefs: *influence of the environment on children’s beliefs, behaviors, and achievements *society could shape a child’s character /education could shape society in ways that would be an improvement for all Influences: * opened an infant school in Scotland in some early childhood programs highlight infant programs * early childhood education can reform society education overcomes the impact of poor environments on children's development Friedrich Froebel ( ) Beliefs: * known as the father of kindergarten * believed in the natural unfolding of children developmentally * development occurred through self-activity and play emphasized learning through songs and play Influences: the use of materials to help children learn skills and concepts * the importance of learning through play kindergartens continues as an important level of ECE Friedrich Froebel ( ) Beliefs: * known as the father of kindergarten * believed in the natural unfolding of children developmentally * development occurred through self-activity and play emphasized learning through songs and play Influences: the use of materials to help children learn skills and concepts * the importance of learning through play kindergartens continues as an important level of ECE

Major Historical Contributors to Early Childhood Education Maria Montessori Beliefs * learning materials should meet the needs of young children * sensory-based materials can be self-correcting * respect of children is the foundation of teaching prepared learning environments are essential for learning Influences * Preparation of environments to promote children’s learning * Montessori schools that emphasize the Montessori approach Maria Montessori Beliefs * learning materials should meet the needs of young children * sensory-based materials can be self-correcting * respect of children is the foundation of teaching prepared learning environments are essential for learning Influences * Preparation of environments to promote children’s learning * Montessori schools that emphasize the Montessori approach

Educational Theory Dewey and Progressive Education Dewey was a proponent of progressivism which:  emphasized children over subject matter;  highlighted the importance of children’s interest. Child-centered education uses children’s everyday life as a source to help them learn about life and required life skills. Dewey believed engaging children in projects, rather than rote learning was an appropriate way for children to learn. Projects ensure that children are actively involved in making things, using things, solving problems, and engaging in social interactions.

Educational Theory Piaget and Constructivist Learning Theory Three important ideas related to constructivist theory: Cognitive theory- children develop intelligence overtime through interaction with their environment. Constructivism is based on the notion that children “construct” their understanding and learning. The constructivist process is based on the idea that children organize, structure, and restructure experiences into related schemes of thought.

Educational Theory Piaget and Constructivist Learning Theory Children grow mentally through the process of adaptation. Kitten Schema Assimilation Incorporation of sensory data from the environment into an existing schema Assimilation Incorporation of sensory data from the environment into an existing schema Accommodation Modification of an existing schema or development of a new schema to accommodate new experiences. Accommodation Modification of an existing schema or development of a new schema to accommodate new experiences. Child observes a kitten Child observes a puppy Pet Schema Adaptation includes Existing Schema New Schema

Educational Theory Piaget and Constructivist Learning Theory Piaget’s concept of equilibrium is based on the idea that tension arises when children’s schemas do not match what they experience in their environment. For example, as the child observed the puppy, tension emerged when there was no existing schema for constructing meaning of the puppy. Through a process of accommodation, the child was able to modify an existing schema to accommodate the experience of the puppy. Equilibrium was reached as there was a balance between the child’s schemas and his interaction with his environment.

Educational Theory Piaget and Constructivist Learning Theory Piaget believed that intellectual development occurred in stages during specific age ranges. Sensorimotor Stage (Birth – 2 yrs) Sensorimotor Stage (Birth – 2 yrs) Young children use their senses and motor reflexes to develop intellectually. Preoperational Stage (2 yrs – 7 yrs) Preoperational Stage (2 yrs – 7 yrs) Concrete Operations Stage (7 yrs – 12 yrs) Concrete Operations Stage (7 yrs – 12 yrs) Young children have limited ability in terms of mental representations. Young children rely on tangible objects and real experiences in order to reason.

Educational Theory Vygotsky and Sociocultural Theory Vygotsky believed that language, social, and mental development were enhanced by social interaction. Important concepts Important concepts: Zone of Proximal Development (ZPD) Zone of Proximal Development (ZPD) ZPD refers to the range of tasks a child can perform with assistance from a more competent individual (e.g., teacher, parent, or peer). Scaffolding The assistance provided a child by a more accomplished individual that helps the child perform task they can not perform independently.

Educational Theory Vygotsky and Sociocultural Theo ry Vygotsky and Piaget Vygotsky and Piaget differed in terms of their beliefs about cognitive and language development. Learning and language development take place through social interaction. Learning drives development. Learning and language development is a more solitary occurrence. Development drives learning. VygotskyPiaget

Educational Theory Maslow and Self-Actualization Theory Maslow believed there was a hierarchy of needs that children must satisfy before they are able to achieve self actualization. Self-Actualization Maximizing one’s potential Self-Actualization Maximizing one’s potential Life Essentials Shelter, food, water Safety and Security Freedom from fear/stability Belonging and Love Love, acceptance, affection Achievement and Prestige Approval, recognition, self-esteem Aesthetic Needs Beauty, order, symmetry

Educational Theory Erickson and Psychosocial Theory Erickson’s psychosocial theory is based on the premise that children’s personalities and social skills develop in response to social demands, expectations, and values. At certain ages, children face age-related situations or “crises” that will cause them to develop certain personality characteristics— one more positive than the other. AgeStage Birth-18 monthsTrust versus Mistrust 18 months- 3 yearsAutonomy versus Shame and Doubt 3 years – 5 yearsInitiative versus Guilt 5 years- 8 yearsIndustry versus Inferiority See Figure 3.5 for additional information on Erickson’s Stages of Psychosocial Development

Educational Theory Bronfenbrenner and Ecological Theory Bronfenbrenner’s theory is based on the idea that children develop within five systems of relationships that form their environment. Each system influences and is influenced by the other.  Microsystem – includes parents, family, peers, neighbors, teachers, etc.  Mesosystem – linkages between microsystems (e.g., teachers and parents)  Exosystem – events with which the child may not have direct connections, but which nonetheless may influence the child in some way.  Macrosystem- societal cultures, values, customs, etc.  Chronosystem – environmental influences over time.

Educational Theory Gardner’s Multiple Intelligence Theory Gardner helped teachers understand that there are many ways of being smart. His theory consists of nine intelligences. Visual/ spatial Verbal/ linguistic Mathematical/ logical Bodily/ Kinesthetic Musical/ Rhythmic Intrapersonal InterpersonalNaturalistExistential

Basic Beliefs for High Quality Early Childhood Programs Contributions from historical figures and theorist have led to basic beliefs regarding what is essential for high quality educational programs for young children. Beliefs about: Teaching children Teachers and teaching Collaborating with families... are listed on pgs. 82 & 84.

Disabilities Attitudes toward children with disabilities have changed over time, as have approaches for working with children with disabilities. Today, classroom practices, medications, and various therapies are used to accommodate the needs of children with disabilities. Teachers today must  understand the nature of disabilities they will likely see in classrooms;  be willing to discuss children’s needs with the child’s parents;  be able to collaborate with a variety of professionals who specialize in working with children with disabilities.

What’s next Contributions of: ComeniusPestalozzi LockeOwen RousseauFroebel Theoretical perspectives of: DeweyPiaget VygotskyMaslow EricksonGardner Brofenbrenner Montessori Adaptation Assimilation Accommodation  Constructivism  Progressivism  Schema  Equilibrium  Piaget’s stages of development  Zone of proximal development  Scaffolding  Self-actualization  Maslow’s Hierarchy of Needs  Multiple intelligences  Beliefs for high quality early childhood programs  Views on children with disabilities