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PHILOSOPHY OF EARLY
CHILDHOOD EDUCATION
Philosophy of early childhood education 3
Plato
427 B.C.- 347 B.C.
• Believed play was an important way to help children
  understand their thinking.
• Believed mathematics should be introduced through
  games and puzzles
• Recommended the establishment of supervised
  playgrounds.
• Believed observation is at the core of all childhood
  programs. Told you what children were interested in
  and curriculum could be planned accordingly.
Plato

• “The young of all creatures cannot be quiet in
  their bodies or in their voices; they are always
  wanting to move and cry out.”
Martin Luther 1483-1546

• Replaced the authority of the Catholic Church with
  the Authority of the bible
• Formal schooling to teach children to read, especially
  boys.
• People could work out what the scriptures meant for
  themselves
• Family was the most important institution in the
  education of children.
• Religious education
John Amos Comenius
1592-1670
• Czech Republic
  – Watched his parents and two sisters die in war.
  – Raised by an aunt
• Czech Minister and Bishop
• Taught school and wrote textbooks- The Great
  Didactic
• Came up with 2 important concepts
  – A revolution in teaching methods was essential to allow
    learning to become rapid, pleasant and thorough-follow
    nature to help children learn
  – European culture needed to be made more accessible to
    all children.-
Comenius
• Wrote Orbis Pictus 1658
  – first picture book
• Born in the image of God so we should be educated
  to the fullest extent
• He believed strongly in DAP
• Suggested pre-natal care for mothers was the
  beginning of a healthy start for children
• Sensory education
  – children should not be taught names of things without
    objects.
Comenius

•   Play was crucial.
•   Children should explore and play
•   Real life experiences
•   Proposed a system of universal education
    open to all children…free
John Locke
1632-1704
• Tabula Rasa
  – children are viewed as a blank slate
  – Environmentalists
• All children are born with the same mental
  capacity to learn.
• Sensory Training
Jean-Jacques Rousseau
1712-1778
•   Born in Geneva, Switzerland
•   Mother died when he was 9 days old
•   Father took over role; later became abusive
•   Wrote Emile- a book about child rearing and
    education according to nature
    – raised a hypothetical child from birth to adolescence
    – “God makes all things good, man meddles with them and
      they become evil”
    – Laissez-faire approach
• Believed the knowledge could be drawn out of the
  child if separated from corrupt society.
Rousseau

• Developed the child case study
• Child was the center of education
• Stages of development
• Believed children were born good and free
• Believed women should be educated to please and
  be dominated.
• First addressed the Hurried Child.
• Meaningful experiences
• divided the historical and modern periods
Johann Heinrich Pestalozzi
1746-1827
• Born in Zurich, Switzerland
• Influenced by Rousseau
• 1774 started school called Neuhof
• Wrote Leonard and Gertrude
   – Distorted environment creates sources of evil
   – Humans may be poor and uneducated but capable of regeneration
   – Education is the true path to social reform
   – Human development begins at home with the mother
   – Natural educations fosters a person’s moral, intellectual and
     physical powers
   – Educations will create economically independent individuals
Pestalozzi

• believed education should follow the child’s nature.
   – Raise his son, Jean-Jacques, using Emile
       • no success due to his inability to read by 11
• ECE professionals cannot rely solely on child’s initiatives
  and expect them to learn all they need to know.
• Punishment, fears and or rivalry are external and
  therefore dangerous.
• Teacher is like a gardener.
• Learning at each stage must be complete before moving
  to the next stage.
Pestalozzi

• Knowledge came through the senses.
• Developed object lessons- manipulatives
• Mathematics must start with real objects, move to
  substitute objects and final to abstract ideas.
• Best teachers taught children not subjects
• Mixed-age groupings
• Art and music were integral parts of the curriculum
• Founded a school to train teachers to work with poor
  children.
Robert Owen
1771-1858
• During industrial revolution, 5 and 6 year old boys
  and girls were cheap labor-16 hour days.
• Physical and sexual abuse was prevalent
• Life expectancy was 30
• Bought a mill in New Lanark, Scotland
   – 2000 employees, 500 were children between 5-6.
   – Offered after work education programs
Owen

•   Set up quality based system of child care and a school for children whose
    parents worked in the mill. 1816
•   First workplace child care
•   Believed society could be changed by educating the people.
•   7 key approaches
     –   Children were not punished
     –   Teachers must be kind
     –   Instruction was based on experiences
     –   Dance, rhyme and music were a large part of the program
     –   Questions of children were to be answered in kind rational ways
     –   Outdoor time was used when children’s minds were fatigued
     –   Children were helped to become familiar with garden production, fields,
         wood, animals and natural history
Owen

• Blocks and manipulatives to learn math
• Visual aides
• Utopian
   – controlling the circumstances and outcomes of child rearing
     could bring about a more perfect society
• Influenced by Rousseau and Locke
• Led to opening of first infant school in London.
• Purpose was to get children away from uneducated parents.
  Trained and educated children without punishment and
  without fear of punishment.
• Infant school preceeded Froebel’s Kindergarten
• influenced idea of early education and it’s effect on societal
  improvements
Friedrich Wilhelm Froebel
1782-1852
• Born in Germany
• Father of Kindergarten
• Kindergarten was based on spiritual beliefs
• founded school for children between 3-8
• old ones called klein kinderbes chaft igungangtalt or
  “institution for the occupation of little children”
• Disciple of Pestelozzi
Froebel

• Wrote The Education of Man
    – Child is not a piece of wax or clump of clay but a
      central force
•   Children blossom like a flower
•   Teach from the inside out
•   Curriculum should be child-centered
•   Best remembered for free play and “gifts and
    occupations”
Froebel

• Gifts- concrete objects
• Occupations- activities used with the gifts
• Children provided with indoor and outdoor
  activities and teaching was a extension of the
  home
• Developed idea of circle time
  – helped children socially
  – spiritual
Froebel

• Called a mystic due to spirituality
• wanted Kindergarten to be a free and happy
  place
Maria Montessori
1870-1952
• Became first woman in Italy to earn a medical degree
• Became interested in mental retardation; felt they
  were not taught properly
• Felt schools should be established for these children
• Began an intimate relationship and had a child out of
  wedlock-
   – Did not have anything to do with him until age 15
Montessori

• Focused on fulfilling the needs of the child to their
  fullest potential
• Rewards were intrinsic
• Teachers role
   – Prepare the environment
   – Observe the child
   – Show the child how to use the materials correctly through
     specific one to one demonstrations
   – Leave the child to use the materials without interference
Montessori

• 1910 began setting up schools in US
• Program elements
  – Respect for the child
  – Sensitive periods
  – Absorbent mind
  – Prepared environment
  – Auto-education
  – Mixed age grouping
  – Self-paced activities
John Dewey
1859-1952
• Had more influence on education than anyone
• Symbol for modern education
• 4 important ideas
  –   experiences we have now are important
  –   education is not the preparation for life, it is life
  –   interest is the motivating factor in learning
  –   knowledge must be useful and come from life
Dewey

• Founded a lab school in 1896 called a sub-
  primary
  – home study science        drawing
  – gardening  music          block play
  – play       practical life experiences
• Wrote My Pedagogical Creed
  – school is a social setting; give children the ability
    to think and know how to learn
Dewey

• School life should grow out of home life
• Believed reading and writing was introduced too
  early
• Father of Progressivism
• did not like Froebel
   – child has potential and shaped by environment
   – materials and themes came from child’s interest
   – more functional
Patty Smith-Hill
1868-1946
• Wrote “Good Morning to You” with her sister
  Mildred.
• Big on music and poetry
• Development the National Association for the
  Education of Young Children and Association
  of Childhood Education International
Jean Piaget
1896-1980
•   Intelligence develops over time
•   Constructivism-constructs own knowledge
•   Learning is active
•   Genetic Epistemology
•   Assimilation and Accomodation
    – Children must do both to learn
    – Conflict must occur for learning to occur

• Stages of Development
    – sensory motor
    – Preoperational-everyone believes and acts as children do.
Piaget

 – Concrete operational-needs manipulatives
 – Formal operational-begins to think abstractly
Lev Vygotsky
1896-1934
• Born in USSR; Jewish; work was burned because it
  went against the government
• Mental language and social development is
  enhanced by others-cultural embeddedness
• ZPD- Zone of Proximal Development
   – difference between what a child cannot do alone but can do with help
   – scaffolding
   – creating zone by teaching with others
• Intersubjectivity-
   – Through discussion, may come up with mutual agreement.
Abraham Maslow
1890-1970
• Hierarchy of needs
  – Life essentials- food, water, air
  – Safety and security
  – Belongingness and love
  – Achievement and prestige
  – Aesthetic needs
  – Self-actualization
Eric Erikson
1902-1994
• Psychosocial Stages of Development- Polar
  –   Trust vs mistrust
  –   Autonomy vs shame and doubt
  –   Initiative vs guilt
  –   Industry vs inferiority
  –   Identity vs identitiy confusion
  –   Intimacy vs isolation
  –   Generativity vs stagnation
  –   Integrity vs despair
Howard Gardner
1943-
• Director of Project Zero at Harvard University.
• Multiple Intelligences
E.D. Hirsch
1928-
• Wrote Cultural Literacy: What Every American
  Needs to Know.
• Common core of literate citizens
• lack of cultural literacy contributes to general
  failure of children in school.
5 Minutes Drill

Use a sheet of paper to write
 down your answers to this
         question:
15 Minutes Drill (cont.)
             A PAIR WORK
               FRIEND A
LIST ALL THE THEORIES WE JUST LEARNT
               FRIEND B
      WRITE THEIR CONTRIBUTION.
15 Minutes Drill (cont.)
             A PAIR WORK
             CHANGE TASK
               FRIEND B
LIST ALL THE THEORIES WE JUST LEARNT
               FRIEND A
      WRITE THEIR CONTRIBUTION.

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Philosophy of early childhood education 3

  • 3. Plato 427 B.C.- 347 B.C. • Believed play was an important way to help children understand their thinking. • Believed mathematics should be introduced through games and puzzles • Recommended the establishment of supervised playgrounds. • Believed observation is at the core of all childhood programs. Told you what children were interested in and curriculum could be planned accordingly.
  • 4. Plato • “The young of all creatures cannot be quiet in their bodies or in their voices; they are always wanting to move and cry out.”
  • 5. Martin Luther 1483-1546 • Replaced the authority of the Catholic Church with the Authority of the bible • Formal schooling to teach children to read, especially boys. • People could work out what the scriptures meant for themselves • Family was the most important institution in the education of children. • Religious education
  • 6. John Amos Comenius 1592-1670 • Czech Republic – Watched his parents and two sisters die in war. – Raised by an aunt • Czech Minister and Bishop • Taught school and wrote textbooks- The Great Didactic • Came up with 2 important concepts – A revolution in teaching methods was essential to allow learning to become rapid, pleasant and thorough-follow nature to help children learn – European culture needed to be made more accessible to all children.-
  • 7. Comenius • Wrote Orbis Pictus 1658 – first picture book • Born in the image of God so we should be educated to the fullest extent • He believed strongly in DAP • Suggested pre-natal care for mothers was the beginning of a healthy start for children • Sensory education – children should not be taught names of things without objects.
  • 8. Comenius • Play was crucial. • Children should explore and play • Real life experiences • Proposed a system of universal education open to all children…free
  • 9. John Locke 1632-1704 • Tabula Rasa – children are viewed as a blank slate – Environmentalists • All children are born with the same mental capacity to learn. • Sensory Training
  • 10. Jean-Jacques Rousseau 1712-1778 • Born in Geneva, Switzerland • Mother died when he was 9 days old • Father took over role; later became abusive • Wrote Emile- a book about child rearing and education according to nature – raised a hypothetical child from birth to adolescence – “God makes all things good, man meddles with them and they become evil” – Laissez-faire approach • Believed the knowledge could be drawn out of the child if separated from corrupt society.
  • 11. Rousseau • Developed the child case study • Child was the center of education • Stages of development • Believed children were born good and free • Believed women should be educated to please and be dominated. • First addressed the Hurried Child. • Meaningful experiences • divided the historical and modern periods
  • 12. Johann Heinrich Pestalozzi 1746-1827 • Born in Zurich, Switzerland • Influenced by Rousseau • 1774 started school called Neuhof • Wrote Leonard and Gertrude – Distorted environment creates sources of evil – Humans may be poor and uneducated but capable of regeneration – Education is the true path to social reform – Human development begins at home with the mother – Natural educations fosters a person’s moral, intellectual and physical powers – Educations will create economically independent individuals
  • 13. Pestalozzi • believed education should follow the child’s nature. – Raise his son, Jean-Jacques, using Emile • no success due to his inability to read by 11 • ECE professionals cannot rely solely on child’s initiatives and expect them to learn all they need to know. • Punishment, fears and or rivalry are external and therefore dangerous. • Teacher is like a gardener. • Learning at each stage must be complete before moving to the next stage.
  • 14. Pestalozzi • Knowledge came through the senses. • Developed object lessons- manipulatives • Mathematics must start with real objects, move to substitute objects and final to abstract ideas. • Best teachers taught children not subjects • Mixed-age groupings • Art and music were integral parts of the curriculum • Founded a school to train teachers to work with poor children.
  • 15. Robert Owen 1771-1858 • During industrial revolution, 5 and 6 year old boys and girls were cheap labor-16 hour days. • Physical and sexual abuse was prevalent • Life expectancy was 30 • Bought a mill in New Lanark, Scotland – 2000 employees, 500 were children between 5-6. – Offered after work education programs
  • 16. Owen • Set up quality based system of child care and a school for children whose parents worked in the mill. 1816 • First workplace child care • Believed society could be changed by educating the people. • 7 key approaches – Children were not punished – Teachers must be kind – Instruction was based on experiences – Dance, rhyme and music were a large part of the program – Questions of children were to be answered in kind rational ways – Outdoor time was used when children’s minds were fatigued – Children were helped to become familiar with garden production, fields, wood, animals and natural history
  • 17. Owen • Blocks and manipulatives to learn math • Visual aides • Utopian – controlling the circumstances and outcomes of child rearing could bring about a more perfect society • Influenced by Rousseau and Locke • Led to opening of first infant school in London. • Purpose was to get children away from uneducated parents. Trained and educated children without punishment and without fear of punishment. • Infant school preceeded Froebel’s Kindergarten • influenced idea of early education and it’s effect on societal improvements
  • 18. Friedrich Wilhelm Froebel 1782-1852 • Born in Germany • Father of Kindergarten • Kindergarten was based on spiritual beliefs • founded school for children between 3-8 • old ones called klein kinderbes chaft igungangtalt or “institution for the occupation of little children” • Disciple of Pestelozzi
  • 19. Froebel • Wrote The Education of Man – Child is not a piece of wax or clump of clay but a central force • Children blossom like a flower • Teach from the inside out • Curriculum should be child-centered • Best remembered for free play and “gifts and occupations”
  • 20. Froebel • Gifts- concrete objects • Occupations- activities used with the gifts • Children provided with indoor and outdoor activities and teaching was a extension of the home • Developed idea of circle time – helped children socially – spiritual
  • 21. Froebel • Called a mystic due to spirituality • wanted Kindergarten to be a free and happy place
  • 22. Maria Montessori 1870-1952 • Became first woman in Italy to earn a medical degree • Became interested in mental retardation; felt they were not taught properly • Felt schools should be established for these children • Began an intimate relationship and had a child out of wedlock- – Did not have anything to do with him until age 15
  • 23. Montessori • Focused on fulfilling the needs of the child to their fullest potential • Rewards were intrinsic • Teachers role – Prepare the environment – Observe the child – Show the child how to use the materials correctly through specific one to one demonstrations – Leave the child to use the materials without interference
  • 24. Montessori • 1910 began setting up schools in US • Program elements – Respect for the child – Sensitive periods – Absorbent mind – Prepared environment – Auto-education – Mixed age grouping – Self-paced activities
  • 25. John Dewey 1859-1952 • Had more influence on education than anyone • Symbol for modern education • 4 important ideas – experiences we have now are important – education is not the preparation for life, it is life – interest is the motivating factor in learning – knowledge must be useful and come from life
  • 26. Dewey • Founded a lab school in 1896 called a sub- primary – home study science drawing – gardening music block play – play practical life experiences • Wrote My Pedagogical Creed – school is a social setting; give children the ability to think and know how to learn
  • 27. Dewey • School life should grow out of home life • Believed reading and writing was introduced too early • Father of Progressivism • did not like Froebel – child has potential and shaped by environment – materials and themes came from child’s interest – more functional
  • 28. Patty Smith-Hill 1868-1946 • Wrote “Good Morning to You” with her sister Mildred. • Big on music and poetry • Development the National Association for the Education of Young Children and Association of Childhood Education International
  • 29. Jean Piaget 1896-1980 • Intelligence develops over time • Constructivism-constructs own knowledge • Learning is active • Genetic Epistemology • Assimilation and Accomodation – Children must do both to learn – Conflict must occur for learning to occur • Stages of Development – sensory motor – Preoperational-everyone believes and acts as children do.
  • 30. Piaget – Concrete operational-needs manipulatives – Formal operational-begins to think abstractly
  • 31. Lev Vygotsky 1896-1934 • Born in USSR; Jewish; work was burned because it went against the government • Mental language and social development is enhanced by others-cultural embeddedness • ZPD- Zone of Proximal Development – difference between what a child cannot do alone but can do with help – scaffolding – creating zone by teaching with others • Intersubjectivity- – Through discussion, may come up with mutual agreement.
  • 32. Abraham Maslow 1890-1970 • Hierarchy of needs – Life essentials- food, water, air – Safety and security – Belongingness and love – Achievement and prestige – Aesthetic needs – Self-actualization
  • 33. Eric Erikson 1902-1994 • Psychosocial Stages of Development- Polar – Trust vs mistrust – Autonomy vs shame and doubt – Initiative vs guilt – Industry vs inferiority – Identity vs identitiy confusion – Intimacy vs isolation – Generativity vs stagnation – Integrity vs despair
  • 34. Howard Gardner 1943- • Director of Project Zero at Harvard University. • Multiple Intelligences
  • 35. E.D. Hirsch 1928- • Wrote Cultural Literacy: What Every American Needs to Know. • Common core of literate citizens • lack of cultural literacy contributes to general failure of children in school.
  • 36. 5 Minutes Drill Use a sheet of paper to write down your answers to this question:
  • 37. 15 Minutes Drill (cont.) A PAIR WORK FRIEND A LIST ALL THE THEORIES WE JUST LEARNT FRIEND B WRITE THEIR CONTRIBUTION.
  • 38. 15 Minutes Drill (cont.) A PAIR WORK CHANGE TASK FRIEND B LIST ALL THE THEORIES WE JUST LEARNT FRIEND A WRITE THEIR CONTRIBUTION.