1. Unit 2: Historical Overview and Influential People By Julie Torres *Adapted from Verlinda Ruble’s PowerPoint Tech Support: 866-522-7747

2. Historical Influences Views regarding children Views regarding children Role of family members in society and at home Role of family members in society and at home International theories, research, and trends in United States International theories, research, and trends in United States Effects of socioeconomic status Effects of socioeconomic status Custodial care versus an educational setting Custodial care versus an educational setting

3. Historical Overview: 1600’s Views: Children seen as small adults/ future contributors Children seen as small adults/ future contributors Childhood was not seen as important phase of life Childhood was not seen as important phase of lifeRoles: Father: educator in the home Father: educator in the home Children: contributors to family unit Children: contributors to family unit Schools: taught Bible reading, piety, trade skills, and curbing children’s wicked natures Schools: taught Bible reading, piety, trade skills, and curbing children’s wicked natures Custodial care setting: Dame School’s created in 1647 to provide working moms with child care (Follari, 2007) Dame School’s created in 1647 to provide working moms with child care (Follari, 2007) Taught work ethic, moral character, religious beliefs, and trade skills Taught work ethic, moral character, religious beliefs, and trade skills

4. Theorists of the 1600s: Johann Amos Comenius Views of Comenius: Advocated universal education for all children Advocated universal education for all children Rallied for play as foundation for learning Rallied for play as foundation for learning Promoted “active learning” Promoted “active learning” Believed education resulted in social harmony and peace Believed education resulted in social harmony and peace Said mothers were best suited for role as educators Said mothers were best suited for role as educators Believed instruction should be individualized since children develop at different rates Believed instruction should be individualized since children develop at different rates (Follari, 2007)

5. Theorists of the 1600s: John Locke Views of Locke: Children should learn through first-hand experiences (experiential education) Children should learn through first-hand experiences (experiential education) Promoted early literacy instruction through play Promoted early literacy instruction through play Believed parents should be primary educators of children Believed parents should be primary educators of children Emphasized reasoning with children over physical punishment Emphasized reasoning with children over physical punishment Promoted child-centered education, rather than religious-based education Promoted child-centered education, rather than religious-based education

6. Historical Overview: 1700’s *Philosopher Jean-Jacques Rousseau was a driving force during this time. His writings influenced European thinking and educational reform. Many of the ideas listed below reflect his thinking. Views: Children as perfect beings Children as perfect beings Learning would unfold naturally if not interfered with by society Learning would unfold naturally if not interfered with by societyRoles: Mother: not capable as educator Mother: not capable as educator Children should be taught by male tutors educator in the home Children should be taught by male tutors educator in the home Education Model: Child initiated activitiesChild initiated activities Rural setting with genuine, attention-grabbing experiences for the childRural setting with genuine, attention-grabbing experiences for the child (Follari, 2007).

7. Theorists of the 1700s: Johann Heinrich Pestalozzi Views and Work of Pestalozzi: Viewed education as a means for reform Viewed education as a means for reform Educated impoverished children Educated impoverished children Believed all children can learn; learning begins at infancy Believed all children can learn; learning begins at infancy Viewed parents as teachers Viewed parents as teachers Believed instruction should include the following: Believed instruction should include the following: Hands on learning Hands on learning Concrete objects or manipulatives Concrete objects or manipulatives Real life experiences Real life experiences Arts & physical education Arts & physical education (Follari, 2007).

8. The 1800s: Infant School Movement In 1820, Robert Owen, an Englishman worked to begin early intervention programs for infants in America In 1820, Robert Owen, an Englishman worked to begin early intervention programs for infants in America Targeted populations with impoverished children Targeted populations with impoverished children Upper and middle class families rejected this program and it fizzled out Upper and middle class families rejected this program and it fizzled out Working class parents still needed child care; societal view changed to take on the social responsibility to educate Working class parents still needed child care; societal view changed to take on the social responsibility to educate

9. Father of Kindergarten: Friedrich Froebel Froebel’s Work and Influence: Promoted play-based learning environment Promoted play-based learning environment Teacher’s role was to observe and facilitate, but not to interfere Teacher’s role was to observe and facilitate, but not to interfere Advocated directed play with hands-on materials to maintain engagement Advocated directed play with hands-on materials to maintain engagement Advocated educational settings outside home Advocated educational settings outside home (Follari, 2007)

10. Moving onto the 20 th century and the progressive era… Dewey, Piaget, Vygotsky, and Brofenbenner

11. The Progressive Era: John Dewey Dewey’s Beliefs: Teacher’s role was to find out child’s interest and plan activities Teacher’s role was to find out child’s interest and plan activities Believed that education should emerge from child’s unfolding development and interests Believed that education should emerge from child’s unfolding development and interests Dewey’s Three Key Factors in Education: 1. Education is “an active experience with authentic materials” 2. Education is “meaningful to the individual” 3. Education is “based on problem solving” (Follari, 2007)

12. Constructivist Theorists: Piaget (1896-1980) Piaget’s Explanation of Learning: Equilibrium: When presented with new information, people seek “equilibrium” (a state of balance in which the person feels comfortable with beliefs, ideas, and knowledge) When presented with new information, people seek “equilibrium” (a state of balance in which the person feels comfortable with beliefs, ideas, and knowledge)Assimilation: Assimilation occurs when a child integrates the new information into existing knowledge structures Assimilation occurs when a child integrates the new information into existing knowledge structuresAccommodation: Accommodation occurs when new information challenges existing knowledge and the person changes his/her existing knowledge structures to fit the new information Accommodation occurs when new information challenges existing knowledge and the person changes his/her existing knowledge structures to fit the new information

13. Constructivist Theorists: Vygotsky (1896-1934) Vygotsky’s Beliefs: Emphasized the role of language and social interaction on learning Emphasized the role of language and social interaction on learning Believed language is primary means to organize information Believed language is primary means to organize information Key Ideas for Vygotsky: Private Speech: children use language to organize thinking by talking aloud and then through internal/silent talk Private Speech: children use language to organize thinking by talking aloud and then through internal/silent talk Zone of Proximal Development: learning occurs in supported environments where children are challenged beyond what they can achieve alone Zone of Proximal Development: learning occurs in supported environments where children are challenged beyond what they can achieve alone Scaffolding: a teaching technique using cues, prompts, suggestions to teach a skill or activity Scaffolding: a teaching technique using cues, prompts, suggestions to teach a skill or activity

14. Bronfenbenner (1917-2005) Brofenbenner’s Work and Beliefs: Developed ecological systems theory that suggests that children are influenced by society from many different levels Developed ecological systems theory that suggests that children are influenced by society from many different levels Said children are most influenced by family, neighborhood, schools, and peers Said children are most influenced by family, neighborhood, schools, and peers Claimed families and children also have an impact on society as seen in these examples: Head Start legislation, school desegregation laws, and IDEA Claimed families and children also have an impact on society as seen in these examples: Head Start legislation, school desegregation laws, and IDEA (Follari, 2007, p. 41)

15. Review of Theorists Pestalozzi: Advocate for poor children Pestalozzi: Advocate for poor children Froebel: Founder of Kindergarten Froebel: Founder of Kindergarten Dewey: Child-Centered Learning Dewey: Child-Centered Learning Piaget: Constructivist Theory Piaget: Constructivist Theory Vygotsky: Social Learning Theory Vygotsky: Social Learning Theory Brofenbenner: Ecological Systems Theory Brofenbenner: Ecological Systems Theory

16. Weekly Quote “The future belongs to those who believe in the beauty of their dreams.” “The future belongs to those who believe in the beauty of their dreams.” ~Eleanor Roosevelt

17. Assignments Week 2 Reading: Chapter 2 Historical Overview: People and Beliefs that Shaped the Field" in your text, Foundations and Best Practices in Early Childhood Education. For this week's discussion, you are encouraged to contact an area child care center or school. Explain that you're a student in the Early Childhood Emphasis Program for Kaplan University, and you'd like to learn more about the school's mission and philosophy. Ask if you can set up a time to meet briefly, in person or by phone, with the principal, director, or other contact they recommend.

18. Some Questions to Ask: How would you describe your school/child care center's mission and philosophy? How would you describe your school/child care center's mission and philosophy? How do you try to incorporate this into your school/center? How do you try to incorporate this into your school/center? What are the biggest challenges in trying to follow your mission? What are the biggest challenges in trying to follow your mission? In what ways do you feel you've been most successful? (Give specific examples) In what ways do you feel you've been most successful? (Give specific examples) What areas are you looking to improve? (Give specific examples) What areas are you looking to improve? (Give specific examples) If you're not able to set up such a meeting, find a website for a school or child care center that describes the school's mission and philosophy and gives examples of how they incorporate these ideas. If you're not able to set up such a meeting, find a website for a school or child care center that describes the school's mission and philosophy and gives examples of how they incorporate these ideas.

19. References Follari, L. M., (2007). Foundations and Best Practices in Early Childhood Education. Prentice Hall.