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Rousseau (1712-1778)
He believed that early education should be natural. Children should only be able to do learning activities if they were developmentally ready for them. His philosophy suggested that there should be slim intervention from adults for the children. -
Pestalozzi (1746-1827)
Pestalozzi believed in natural learning. He was able to combine natural elements in his instruction. He believed that it was unrealistic to expect children to learn all on their own and that children learn through sensory movement. -
Froebel (1782-1852)
Froebel believed strongly in that children learn through play. He was able to design a system and curriculum for young children to have more play in learning. Most of the strategies we use in classrooms today came from Froebel. -
Montessori: Systems and Senses
Maria believed that children needed "early, orderly, systematic training in order to master skills." Her method allowed students to use manipulatives. For example if students were learning the sounds of the letters more than the actual names of the letters by having cards with raised texture. -
Dewey: Progressive Education
Dewey believed that the curriculum should be based around what the students interests are and incorporating them in real life situations. He said that social interactions were what helped a child learn. His philosophy focused on the social, emotional, and physical development in students reading and writing. -
Piaget: Cognitive Development
Piaget had a theory of cognitive development which described the intellectual capabilities of children while they developed. His method included language development, which allowed students to read more; seriating, which allows students to know and understand the oder of the alphabet better; and so on. He wanted children to learn more through play. -
Vygotsky: Schema Acquisition
Vygotsky is most known for his zone of proximal development. He stated that new concepts are understood by children when they interact with others who provide comments about their actions. This also comes back with the term scaffolding which is what we do when we need to redirect a child's attention. -
Skinner: Behaviorism
Skinner found that human learning was not automatic and required explicit instruction. We often times use this in classrooms today but some explain that it is not child-friendly. Some reading programs that use the behavior methods are DISTAR, Success For All, and many more. -
National Reading Panel Report
The National Reading Panel Report revealed the key elements that we have for literacy success. It showed the most effective strategies for teaching students how to read in kindergarten to third grade. -
No Child Left Behind
The goal of this program was to have all children reading fluently by third grade. They wanted to close the achievement gap in reading. The program was discontinued in 2016 due to the community having concerns about one test deciding the rest of their lives, leaving negative effects on the children. -
National Early Literacy Panel Report
This report showed the development in from birth to 5 years old which predicted later achievement in reading. After the study they concluded that our environments, setting, programs, and interventions which were linked to late readers. -
Common Core Standards
The Common Core Standards are set of goals made by the NGA and CCSSO that teachers have to follow when instructing. These standards were important for literacy and language difficulties which allowed language to be incorporated in all the common areas. -
Citation
Morrow, L.L. May 17,2019. Literacy development in the early years: Help children read and write. NJ. Pearson.
