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History of Early Childhood Education
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John Locke
John Locke believed children are born as a "blank tablets." This meaning, children are shaped by their environment, experiences and influences. Locke states, "Experiences are the basis of all learning." Locke says, children absorb the things they are taught and would not know things without being taught them. For example, a child does not know that 2+2=4 without being taught. Also a child would not know the sun rises each morning and set each night without being told that. -
Johann Pestalozzi
Johann Pestalozzi was often thought of as the, "Father of Modern Education." Pestalozzi believed that all children were born with "natural talents." These talents, are developed over time. He also thought that all children had the right to an education regardless of of their background. According to Pestalozzi, children need an emotionally stable environment to succeed in learning. As well as, sensory learning is an important part of learning. -
Friedrich Froebel
Friedrich Froebel believed that children learn best by playing. Therefore, he created toys such as, "balls, wooden blocks, tiles, sticks and rings." His main purpose of creating these toys were to demostrate that children do learn best by playing. In 1837 he originally created his Play and Activity Institute. In 1840 he renamed it to, kindergarden. Also known as the "Garden of Children." The name means a garden for children to interact with nature. He compared children to "growing plants." -
Maria Montessori
The "Montessori method" was based around three key concepts, the environment, the learner, and the teacher. She believed that a child learns best in an environment that supports their interest. She would integrate helpful materials & strategies in the classroom for successful learning. She respected children at the level of education they were at. She referred to the things children were driven to learn as "windows of opportunity." She thought knowledge came straight from their sensory skills. -
Lev Vygotsky
Vygotsky believed that social interactions was a major role in cognitive growth. Vygotsky came up with the Zone of Proximal development (ZPD). The difference between what a child can do with help from an adult, and what a child cannot do even with help. In between these areas is what is known as the ZPD. Vygotsky believed the learning occurs in the ZPD, only. He also taught that the More Knowledgeable Other (MKO) was the person in which had more knowledge then the learner. Likely, the teacher. -
Early Education Initiative Grant (EEI)
The EEI Grant was created for children that are "at-risk." These children are three and four year olds. These children at-risk are not eligible for Essential Early Education (EEE) services. Also these children are typically developmentally delayed by at least 25%. The main purpose of this grant was to allow children and parents to be join early education amongst other children. Primarily, the purpose being providing to youngsters that do not have access to an early learning program. -
Expansion of Head Start Programs
Head Start programs were originally created in 1965. However in 1995, the congress approved head start to have an expansion. This was known as Early Head Start. This program was to serve mothers and their babies birth-3 years old. This could include home visits, in which a social worker would come into the home to provide support for breast feeding, child development or nutrition. Other programs were in the center, where the child would go to a center to recieve the same sort of support. -
No Child Left Behind Act
This act was originally created in 1965. However, George W. Bush signed it into a law in 2002. This act was to ensure that all students are at the same level in their grade. This requires school to do standarized, high state testing. "The law’s original goal, which remains today, was to improve educational equity for students from lower income families by providing federal funds to school districts serving poor students." There is a current discussion regarding the "reauthorization of NCLB. -
Act 62 - Adopted in Vermont
This act allows VT to have a publicly funded PreK education for children ages, 3-5. This act funds 6-10 hours of schooling with a minimum of 35 weeks. The town has to approve the budget. Given, the town approves this budget, the town will recieve the money through the Education Fund in order to fund the Prekindergarden. The Education Fund gets the majority of the money from VT property taxes. The acts main theory was that "a child's growth and development occur best in integrated environments." -
Act 166
This Act that was sign by Governor Shumlin requires all VT schools districts to insure education for PreK, (ages 3, 4 & 5.) This is a minimum of 10 hours a week for 35 weeks. This is for children that are not already enrolled into a kindergarden program. This act was meant to be in effect 7/1/15 however, it may be delayed into 7/1/16. The reason for delay would be to ensure all schools can be prepared. The school districts can decide for themselves weather the act will be effective 2015 or 2016.
