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Rousseau
He recommended that a child's early education should be natural. They should only be asked to learn things when they are developmentally ready. He believed that children should learn with the freedom to be themselves and there should be little adult intervention as possible for young children. -
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Pestalozzi
He believed in natural learning. He developed principles for learning that combined natural elements with informal instruction. He thought it was unrealistic to expect children to read completely on their own. He thought that teachers should create the conditions in which the reading process grows. He believed that children develop through sensory manipulative experiences so he designed lessons around touch, smell, language, size, and shape. -
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Froebel
He believed in the natural unfolding of a child and followed Pestalozzi's ideas by providing plans for instructing young children. He stressed the importance of play in learning. He was the first educator to design a systematic curriculum for young children that included objects and materials. With these materials, children learned about shape, color, size, measurement, and comparison. He invented the circle time and the term kindergarten which means "children's garden" -
Reading Readiness
Research found that children who were developmentally 6 years and 6 months old were old enough for reading instruction. Educators began to provide experiences they believed would help prepare children for reading. in the 1930's and 1940s standardized tests were developed to indicate whether a child had reached the maturity to be ready to learn to read. Reading readiness skills are auditory discrimination, visual discrimination, visual-motor skills, and large motor skills -
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Research Era
Researches investigating early childhood literacy development brought many changes. Investigators looked at the cognitive development of the child using varied research methods. These were experimental studies with treatment and control groups, correlational research, interviews, observations, videotapes, and case studies. This was done in diverse cultural and socioeconomic settings. It took place in classrooms and at homes. This helped us understand how children learn and how to teach -
Montessori- Senses and Systems
Maria Montessori believed that children needed early, orderly, systematic training in order to master skills. She created an environment with materials to support these objectives. The teacher is the guide where the child imitates. The teacher prepares to design specific skills. She believed in teaching about the senses. Based on the behaviorist theory. Children's curiosity and exploration are less concerning with material to achieve a goal -
Dewey-Progressive Education
His philosophy led to a child-based curriculum or progressive education. He believed that the curriculum should be built around the interests of children and that children learn through play in real-life settings. Social interactions encourage learning and that themes of interest to children. DISTAR. -
Emergent Literacy
Children need models to create their own forms of readings, writing and speaking in order to acquire literacy skills. This exposes children to books early. It is a child-centered approach where social interaction and problem-solving is emphasized with less direct instruction of skills. Emergent literacy is when the child acquires some knowledge about language, reading, and writing before school. This accepts the child at their level a program for instruction based on individual needs. -
Piaget- Cognitive Development
Theory of cognitive development describes the intellectual capabilities of children at their different stages of cognitive development. The stages are sensorimotor, preoperational, concrete operational, and formal operations. He believed that a child gains knowledge by interacting with the world. Learning through assimilation and accommodation. His curriculum is based on language development, classifying, seriating, representing in different modalities and spatial relations. -
Vygotsky-Schema Acquisition
His theory suggests that learning occurs as children acquire new concepts. These are considered schema which are mental structures to help make predictions, generalizations, or inferences. New concepts are acquired as children interact with others who provide feedback to their thoughts. He created the idea of scaffolding. He also speaks of the zone of proximal development. -
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Explicit Instruction and Phonics or Sound-Symbol Relationships
Children were not acquiring literacy skills needed to become fluent readers. Educators taught children as a whole class instead of individually. Phonics was not taught. Skills named phonological and phonemic awareness strengthened reading achievement. Exemplary teachers are the key to successful instruction. -
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No Child Left Behind
No child left behind act is a federal law that gives money for extra educational assistance for poor children in exchange for academic progress. (2008, January 4). What is the "No Child Left Behind" Law? https://www.fairtest.org/what-no-child-left-behind-law -
Common Core Standards
Common core is a set of academic standards for what every student is expected to learn in each grade level from kindergarten through high school. This ensures that if a child were to move to a different state, they would be learning the same curriculum as the other state. Lee, A. M. I. (2019). Common Core State Standards: What You Need to Know. [https://www.understood.org/en/school-learning/partnering-with-childs-school/tests-standards/common-core-state-standards-what-you-need-to-know]
