-
Period: Nov 10, 1483 to Feb 18, 1536
Martin Luther
Martin Luther emphasized on the importance of children learning to read. He believed in the importance of literacy in a person's native tongue and translated the Bible from Latin to German. He put forth how crucial literacy is in order to be successful. -
Period: to
John Amos Comenius
John Amos Comenius was a teacher and also wrote textbooks. He wrote "The World in Pictures," which is considered the first children's book. He was an advocate for early education and believed that education should be explored through the senses. Many of his beliefs influenced our practices today. -
Period: to
John Jocke
John Locke believed that children are blank tables and learn through their experiences with parents and caregivers. He believed that these experiences would determine a child's character. -
Period: to
Jean-Jaques Rousseau
Jean-Jaques Rousseau believed in "natural" education. This practice meant that the child developed without interference from adults. He believed that a child benefited from the ability to be able to achieve their own growth without a helping hand. He also believed in unfolding, when a child develops during timelines. This practice is used in modern education, as we teach appropriately according to age group and development levels. -
Period: to
Johann Heinrich Pestalozzi
Johann also believed that children learn through exploring their senses. He wrote "How Gertrude Teaches Her Children" a book for mothers to help teach their children in the home. Johann believed that the mother was best suited to teach the children and that children learn best through creative outlets such as writing and drawing. -
Period: to
Robert Owen
Robert Owen believed that a child learns from viewing society, and that society determines a child's beliefs and behavior. He also believed that early childhood education could change and reform society by building positive foundations for children. These practices are reflected clearly in modern education as many educators agree with Robert Owen and take environment seriously when assessing a child. -
Period: to
Friedrich Froebel
Freidrich Froebel believed in unfolding as well. He compared children to plants and educators to gardeners. He believed that a child learns best though play, a practice that is widely held through modern early childhood education. -
Period: to
John Dewey
John Dewey believed in the Progressive Education Theory, a theory in which emphasizes on a child's interests, rather than subject matter. He created the child-centered curriculum and the child-centered school, both practices that are widely held in modern education. He believed that education leads to a process of learning, rather than a preparation for future living. John created a school that was similar to home life to keep a practical way of teaching that was comfortable for the child. -
Period: to
Maria Montessori/Montessori Method
Maria Montessori created an education system that greatly influenced modern education. She was the first woman in Italy to earn a medical degree. Maria focused intently on special needs children and believed that special needs was more and educational issue than a medical issue, so she created her own school that focused particularly on special needs children. Her methods are used today in thousands of preschools. -
Period: to
Jean Piaget
Jean Piget is a theorist who believed in the cognitive development based on ages and stages. He emphasized on mental and physical stimulation to help develop a child's intelligence. Jean believed a child could develop their own intelligence and considered them to be "little scientists," experimenting with mental and physical development in order to become successful. -
Period: to
Lev Vygotsky
Lev Vygotsky used social cultural theory. He believed that children learn through personal relationships and learned to develop cognitively through social interaction. Vygotsky thought that children learned better with the help of a more knowledgeable, competent person who has more experience. Vytogotsky also emphasized on scaffolding, a practice that is used today which is communication through children and teachers to project higher levels of learning. -
Period: to
Erik Erikson
Erik Erikson used the theory psychosocial development, thinking that cognitive and social aspects go hand in hand. He believed in eight stages of development, each stage representing a critical age in which development occurs socially. He believed that play and interaction with parents and teachers determine how a child develops emotionally and cognitively. Erik also believed that children need consistent love, care and education in order to be successful His practices are still used in schools. -
Period: to
Abraham Maslow
Abraham Maslow used a Humanistic approach. He believed that basic needs come before cognitive development. He emphasized on affection, love, and safety for children and believed this was how a child could blossom. Abraham used the self-actualization theory, which helped a child meet their own needs so that they could develop cognitively. He also believed in the self-esteem movement, knowing that the higher the self-esteem the better chance a child had to develop successfully. -
Education and National Defense
When Sputnik was launched and The United States was no longer considered the head of world power, education was used as the best defense, creating the NDEA. The NDEA provided funding for science, technology, and engineering. STEM came along next, providing the foundation for the first federal standards for education. -
Civil Rights Act
In the 1960s, several civil rights acts were created. These acts allowed integration in public schools, as well as equal opportunities in sports for all women. -
The Economic Opportunity Act
The Economic Opportunity Act was created by Lydon B. Johnson. This act allowed equal opportunities for health, education, and welfare for low income families. This act paved the way for the first Head Start. -
The Elementary and Secondary Education Act
In lieu of the Economic Opportunity Act, the Elementary and Secondary Education Act was created to provide funding for those of low social economic status in regard to elementary schools. The ESEA included programs for preschool, elementary, special needs programs as well as after school programs for children. -
Period: to
The Handicapped/Special Education Acts
The Handicapped and Special Education Acts were created to give children with disabilities the right to an equal education. Curriculum was amended and accommodating those in need of special education. For those who also needed it, the acts covered the inclusion for universal design, meaning those children with special needs were accommodated in buildings. This meant the need for ramps, stalls in bathrooms, etc. -
No Child Left Behind
The No Child Left Behind Act is an act that ensures standards for education through standardized testing. This act is controversial and constantly revisited as many believe standardized tests are not an accurate form of assessing children. -
Reggio Emilia Approach
The Reggio Emilia Approach, one of the leading studies in early childhood education is formed. This learning style emphasizes on the "aesthetic beauty" of the classroom, being that it is considered the "third teacher." The curriculum is child based and introduced on interests of the children. In a Reggio Emilia classroom it is crucial that the environment is safe, warm, and welcoming as that is the foundation of the way in the which children learn according to this style.