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Philosophy of early childhood education 3
This document summarizes the philosophies of several influential early childhood education thinkers from Plato to Patty Smith-Hill. Key ideas include: - Plato, Comenius, and Froebel emphasized the importance of play, sensory learning, and following children's interests in developing curriculum. - Rousseau, Pestalozzi, and Montessori viewed children as inherently good and focused on nurturing their natural development through a child-centered approach. - Dewey promoted experiential, progressive education that draws from children's lives and interests. - Piaget's constructivist theory described cognitive development in distinct stages from sensory to abstract thinking. - Vygotsky emphasized social learning and the
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Philosophy of early childhood education 3
- 1. PHILOSOPHY OF EARLY CHILDHOODEDUCATION
- 3. Plato 427 B.C.- 347B.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 youngof 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 OrbisPictus 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 • TabulaRasa – 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 thechild 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 educationshould 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 camethrough 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 • Duringindustrial 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 andmanipulatives 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 TheEducation 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- concreteobjects • 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 amystic due to spirituality • wanted Kindergarten to be a free and happy place
- 22. Maria Montessori 1870-1952 • Becamefirst 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 onfulfilling 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 begansetting 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 • Hadmore 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 alab 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 lifeshould 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 – Concreteoperational-needs manipulatives – Formal operational-begins to think abstractly
- 31. Lev Vygotsky 1896-1934 • Bornin 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 • Hierarchyof needs – Life essentials- food, water, air – Safety and security – Belongingness and love – Achievement and prestige – Aesthetic needs – Self-actualization
- 33. Eric Erikson 1902-1994 • PsychosocialStages 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- • Directorof Project Zero at Harvard University. • Multiple Intelligences
- 35. E.D. Hirsch 1928- • WroteCultural 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 Usea 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.