rationale supporting early childhood education892
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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