its about early childhood education development .. historical views of philosphers about childs education

1. Exploring History,
Philosophy, and Advocacy
Presented by,
Asifa

2. History
 History is the story of what preceded
us.
 A knowledge of where we have been
as a professional enables us to
simultaneously capitalize on wisdom
of those who came before us and to
avoid repeating some of the same
mistakes

3. Personal Teaching Philosophy
 A teaching philosophy is a self-
reflective statement of your beliefs
about teaching and learning. In addition
to general comments, your teaching
philosophy should discuss how you put
your beliefs into practice by including
concrete examples of what you do or
anticipate doing in the classroom.

4. Teaching Philosophy

5. Elements of a Personal Teaching
Philosophy
Assessment
Diversity
& Inclusion
Child
Guidance
Families
& Communities
Developmental
Approaches
Pedagogy
Developing a
Personal Teaching
Philosophy

6. Child Advocacy
 It refers to taking action on behalf of children,
supporting families, and arguing for the high
quality programs.
 An individual or organization engaging
in advocacy typically seeks to
protect children's rights which may be
abridged or abused in a number of areas.

7. Leaders and trend in the History of
ECE
 Ancient times: The child as unlikely to survive
 They live in poverty & were mistreated by
adults.
 Few children survive due to inadequate
nutrition, diseases & injuries.
 In ancient Rome, “potting” children was
common.
 Children from wealthy families were far more
likely to be educate & valued

8. Continue……
 Two philosopher from ancient Greece,
 Plato (427-347 B.C)
 Aristotle (394-322 B.C)
 Recognized the importance of educating
young children
 Emphasized the development of the mind &
the body,
 The establishment of good habits early in
life,
 Recognized the value of play

9. Middle Ages: The child is Miniature
Adult
 During middle ages, an adults life expectancy
was about 30 years of age
 Majority of people spent their short life
working for the landowners
 There was no concept of childhood as we
know it
 There was no sense that children needed to
be shielded from harsh realities of life
 Children did whatever the adults did, e.g.
working in fields

10. Martin Luther (1483-1546)
 A religious leader from Germany
 Referred as the “Father of the
Reformation”
 She is credited with a number of
educational reforms.
 Promoted the concept of begging moral &
religious training
 She believe that the family was the most
imp. Educational institute

11. The Renaissance and Victorian Era:
Conflicting views of child
 John Locke (1632-1704)
 English doctor and philosopher
 Experience would determine what a child would
become
 Education should be pleasant; get rid of harsh
discipline and restrictive practices (like
swaddling)
 Children are gradually filled with ideas,
concepts, and knowledge from experiences in
the world
 He concluded that the quality of early
experiences, particularly how children are
raised and educated, shapes the direction of a
child’s life.

12. Jean Jacques Rousseau (1712 – 1778)
 Children were valued for their potential as
laborers; industrialization lead to use of children
as workers in factories, farms
 Rousseau write a novel about a fictitious child
named Emile that addressed the right of child
 Claimed that children at birth are innately good,
not evil (which some people were suggesting)
 Their natural tendencies should be protected
against the corrupting influences of society
 Recognized that children’s way of thinking and
learning is different than that of adults

13. Johann Pestalozzi (1746-1827)
 All people, even the poorest, had the right to
an education as a way of helping them
develop their moral and intellectual potential.
 Stressed education according to nature, tied
to experience and observation
 Stressed the importance of the mother in
children’s earliest experiences
 He actually worked with children (unlike
Rousseau), developing educational methods
that we still use today

14. Friedrich Froebel (1782-1852)
 Froebel transformed the philosophy into a
program
 He establish kindergarten for 4-5 year old
children
 Stressed that nature and the child’s developing
mind were connected
 Children are at different stages at different times
 Stressed the importance of play in young
children’s development – play was a pure and
natural mode of learning.

15. Robert Owen (1771-1852)
 Applied Rousseau’s & Froebel’s ideas to
school for working class children.
 In 1816, Owen campaigned against child
labor
 Owen’s programs emphasize outdoor
activities
 Owen also rejected harsh punishment & fear
as ways to control children’s behavior &
endorsed more human treatment of children

16. Horace Mann (1796-1859)
 A teacher, lawyer & senator
 He promoted two imp. Ideas
 Education Should be free, universal & available
to all economic status
 Religious training & school should be dintinct
 Mann advocated a bond of mutual trust,
respect, & rapport b/w teachers & children
 Throughout the mid to late 1800s, attitude
toward children gradually begin to shift

17. The 20th
century: The Child as a Psychological Being
Maria Montessori (1870-1952)
 True feminist of her time; first female doctor in
Italy
 Worked with children with cognitive disabilities
 Thought their problems were more educational
than medical
 Government asked her to take charge of a
children’s day nursery
 Very impressed with the great capacity of
children to learn so much during the first years
of life: absorbent mind (sponge)

18. Maria Montessori (1870-1952)
 If you expose their minds to appropriate learning
experiences at appropriate developmental times,
their minds will grow
 Used the term prepared environment to describe the
match of the right materials to the child’s stages of
development
 Some of these are related to sensory discrimination
(sorting by size, sound, shape, smell, etc) and some
children learn through practical skills (polishing
shoes, setting a table, etc)
 More advanced materials for teaching reading, math,
etc. Sandpaper letters, for example

19. Continue….
 The idea that adults need to identify with children,
nurture their dev. & try to understand them as
psychological being is mainly a 20th
century
phenomena
 In 1911, Arnold Gesell establish the Child
Development Clinic at Yale Uni.
 In 1913, Carolyn Pratt founded the City &
Country School in New York
 In 1922, Abigail Adams Eliot founded the
Ruggels Street Nursery School in Boston

20. Jean Piaget (1896-1980)
 He Claimed that children construct new
knowledge by applying their current knowledge
structures to new experiences and modifying
them accordingly.
 His perspective was called constructivism.
 He thought children were like other organisms in
that they adapted to the environment around
them (he was a biologist)
 Ex: if the temp too warm or too cold, we shiver
or sweat to adapt it. In the same way, we adapt
mentally to challenges in the environment

21. Continue…
 When something new presents itself, it
doesn’t fit the old structure, so in order to
return to equilibrium, adaptation takes place
 He called cognitive structures schemata.
 Babies are only born with a few (think index
cards), but with experience, they create new
cards and dividers to store their information.
 He describe dynamic interaction b/w a child
heredity & environment & proposed a theory
of cognitive development

22. John Dewey (1859-1952)
 The father of progressive education
 American attack on traditional forms of public
schools
 In the late 1800’s, schools were very teacher-
centered and subject-centered, not child-
centered
 There were harsh punishments and rote
learning was the norm (memorization through
repetition (how you learned your alphabet)

23. Continue….
 He developed a child-centered approach
 Lots of his principles are still having an
influence: nursery school, emphasis on play
and parent education
 Dewey’s primary concern was the preparation
of citizen for Democratic society
 As describe in his major work “Democracy
and Education”

24. John B. Watson (1878-1958)
 He is a behaviorist
 He believed that all human behaviors could
be explained as learned responses to stimuli
in the environment, an approach known as
behaviorism.
 He wrote the dangers of “too much mother
love” & advised parents to avoid “Spoiling”
their babies by being responsive to their
cries.

25. The Late 1900s & Early 2000s:
The Child as an Enduring Emotional Tie
 The perception of children shifted from being
valued for their work to being valued as the
source of emotional bonds.
 A women enter the workforce, to improve the
standard of living for their families.
 The women, infants & children programs
established to provide health care &
nutritional education