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Rousseau
Jean-Jacques Rousseau a philosopher believed that children learn through curiosity and should have the freedom to learn and grown themselves by learning material that they are developmentally ready for.
Klein, A. (2018, October 25). No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. Retrieved from https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html -
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Pestalozzi
Johann Pestalozzi believed in natural learning but adding informal instruction. He designed lessons that children learned through touching, smelling, language, size and shape of objects.
Klein, A. (2018, October 25). No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. Retrieved from https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html -
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Froebel
Friedrich Froebel also believed in natural learning but emphasized the importance of play. Hus strategies are used in early childhood classrooms today and he even coined the term 'kindergarten" which means :Childrens Garden"
Klein, A. (2018, October 25). No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. Retrieved from https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html -
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Dewey
John Dewey believed that curriculum should be centered around the children and their interests. He formed the child-centered curriculum called Progressive Education. The ideas are that it is guided play and has less structure.
Klein, A. (2018, October 25). No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. Retrieved from https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html -
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Skinner
Behaviorist, B.F Skinner believed that children learn through imitation and association and need more explicit instruction during lessons. Behaviorism is the permanent change in stimulus.
Klein, A. (2018, October 25). No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. Retrieved from https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html -
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Reading Readiness
Morphett and Washburns research found that children who were 6 years and 6 months were ready to read, where as preschool and kindergarten teachers were instructed to hold back on reading. Developmental psychologists advocated on the importance of maturation when learning to read. Skills identified in reading readiness are: Auditory discrimination, visual discrimination, visual motor skills, and large motor skills -
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Research Era
During this time researchers were investigating early childhood literacy and were taken place in real classroom settings of diverse cultural backgrounds and socioeconomic areas. Learning the oral language development and early writing and reading in these areas demonstrated what is involved in the literacy of students. -
Montessori
Maria Montessori believed that children learn through guidance and self correction and using their 5 senses. The curriculum is based off of the behaviorist theory.
Klein, A. (2018, October 25). No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. Retrieved from https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html -
Piaget
Jean Piaget believed that children learned through stages of cognitive development and through interacting with the world. Assimilation and accommodation are the two ways in which children are able to alter their schemes.
Klein, A. (2018, October 25). No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. Retrieved from https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html -
Vygotsky
Lev Vygotsky's theory suggests that learning occurs as children acquire new concepts (Schema). Interaction and scaffolding helps direct the child's attention to new concepts/tasks. Zone of proximal development is when a child is able to do part of a task but not all and this is when the adult lets the child practice on his own.
Klein, A. (2018, October 25). No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More -
National Reading Panel 200
National Panel aimed to assessing different approaches taken to teach students how to read. Using phonemic awareness, phonics, vocabulary, comprehension, and fluency.
(n.d.). National Reading Panel (Historical/For Reference Only). Retrieved from https://www.nichd.nih.gov/research/supported/nrp -
No Child Left Behind
There are many of the same variations of this act. They wanted to boost the learning in reading for students in areas that were struggling and became controversial because if not succeeding in doing so they would take away the grant.
Klein, A. (2018, October 25). No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. Retrieved from https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html -
National Early Literacy Panel Report
Panel reviews the research done on the learning of literacy and skills obtained such as know the letters and sound of the alphabet, phonological awareness, can name letters and numbers, can write their name, can remember what was said to the,, concepts about print, and speak and comprehend a spoken language. -
Common Core Standards
Common Core standards are not the curriculum or method and many states have written their own variations of it. -
Read to Succeed
Was created in 2015 to support the literacy learning of students in South Carolina to graduate on time with proper literacy skills. It has a strong intervention program from students K-12 with the goal of students being proficient readers.
Klein, A. (2018, October 25). No Child Left Behind Overview: Definitions, Requirements, Criticisms, and More. Retrieved from https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html