This document provides an overview of the history and evolution of early childhood education. It discusses major theorists like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, Steiner, and Dewey who influenced the field. It also summarizes dominant theories of child development including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document outlines four key themes in early childhood education and provides examples of how different developmental theories are applied in early education approaches like Montessori and Bank Street.

1. The History of ECE
Who’s Who?

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

4. John Amos Comenius
1592-1670
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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
1632-1714
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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
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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
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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
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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
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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
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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
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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
1861-1925
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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
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The Progressive movement
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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
Perspective
Roots
In Early Childhood Practice
Harmony
Asian
Kinship networks
African
Ties with nature
Respect for elders
Native
American
Pacific islands
Cooperative work
Hispanic
Expressiveness
Europ-Am
Provide an unhurried environment;
be aware of tension spots
Encourage family participation; make
family trees
Provide strong outdoor program,
include nature walks
Invite elders into class; include in
dramatic play, puzzles, books;
manners
Encourage small group projects,
teamwork, older children helping,
familial ties
Encourage self-expression; teach
about feelings and how to show

13. Four Themes in ECE
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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
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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
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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
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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
18 months-3
years
Autonomy vs.
shame and doubt
3-5 years
Initiative vs. guilt
6-12 years
Industry vs.
inferiority
Hope
Independence
Willpower
Exploration and learning
about the world. Rules
and expectations are
established
Purpose
The development of
competence

19. Behaviorist Theory-Skinner,
Watson, Thorndike, Bandura
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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
Classical
Operant
Social
Conditioning Conditioning Learning
Kind of
behavior
Reflexive
Voluntary
Voluntary
Type of
learning
Learning
through
association
Role of the
learner
Passive
Learning
Learning
through
through
reinforcement observation
and imitation
Active or
Active
Passive

21. Cognitive Theory-Piaget
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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
Stage of Development Approximate Age
Sensori-motor
Birth-2 years
Key concept-Object
Permanence
Preoperational
2-6 or 7 years
Key Concept-Symbolic
play and language
Concrete Operational 6-12 years
Reasoning
Formal Operational
12 years to adulthood

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

24. Sociohistorical Theory-Vygotsky
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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 TheoryGardner
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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
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Music
Bodily-Kinesthetic
Logical-Mathmatical
Linguistic
Spatial
Interpersonal
Intrapersonal
Naturalist

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