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Rousseau
He felt that education should be natural. This means that they should only learn things they are developmentally ready for. He felt that children should be allowed to grow and learn with freedom and that it was depending all on their readiness to learn. He felt that they learned through things they were curious about not formal instruction. -
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Pestalozzi
Developed his own learning combination based on natural elements with informal instruction. He felt that it was not possible for children to learn on their own without some guidance. He felt that children learned through touch, smell, language, size, and shape. -
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Froebel
Emphasized the importance of play in children's learning. He was the first person to create a systematic curriculum for children that included objects and materials. -
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Reading Readiness
During the 30s and 40s there was a lot of research done to figure out at what age they were best suited to learn how to read. They felt that children were not ready to read until the age of 6 years and 6 months old. Instead of teaching them immediately how to read they used many different teaching methods to prepare them when they got to that specific stage of learning. They used strategies like; auditory discrimination, visual discrimination, visual motor skills and large motor skills. -
Federal Educational Policy
Up to this time schools were not held accountable for the things that they were teaching federally they were only held responsible for things locally. Things started changing after this time and schools were getting told by the federal government what they expected. This became more centralized authority wise and schools were held at greater accountability. -
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The Research Era
During this time research was finally done outside of the laboratory and in actual classrooms and homes. They were studying the cognitive development of children using varied research. This was done in diverse populations. They were studying about children and their family to see what the factors were important in children's learning in becoming literate, how they learn, how how to teach them reading and writing. -
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Which method is best?
Researched by Bond and Dykstra on first graders found that no specific method worked better than another and should be used exclusively. Depending on the students and their standings teachers would have to choose different methods that would best fit the growth of their students. -
Montessori- Senses and Systems
This was completely different than any other view of learning. She believed that children need to be a structured setting and systematic training to be skilled. She made specific things to provide specific concepts of learning. -
Emergent Literacy
This was shown by Marie Clay that it is important to expose children to books at an early age so that they can form their own form of reading, writing, and speaking. She felt that children knew some form of language, reading, and writing before starting school. -
Dewey- Progressive Education
Created child-centered curriculum. He felt that the standards should be something that interests kids. He found that education was learned best through a integrated content. Having stations of different things in the classroom that all children could enjoy. -
Skinner- Behaviorism
The outcome of learning is based on the response to an experience. This method shows that children learn through imitating others and associating things together. He felt that learning was unintentional that people learn based on their environment and things they encounter. -
Piaget- Cognitive Development
This provided skills that children should have accomplished at different stages of life. There are 4 stages that are; sensorimotor period, pre-operational period, concrete operational period, formal operations period. -
Vygotsky- Schema Acquisition
Thought that learning occurred when children learned new concepts and schemas. He felt that children grow and learn more by being around other people and having social interactions. -
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Explicit Instruction and Phonics
Whole language was being considered a failure due to the children's testing scores. Teachers were failing to recognize the importance of phonics. They found during this time that it was important for children to learn sounds that make up words instead of trying to just learn the words. The skills phonological awareness and phonemic awareness were brought to the surface and being taught as well now. With this children were learning the alphabetic knowledge and sound-symbol relationships. -
Common Core State Standards
This was created to have a better national standard of what children should know by certain developmental stages in their education and learning. Standards were a timeline of what students should know by what age and grade level so students would know the same things at a specific point in learning. This provided districts, schools, and teachers with an outline of what students should be doing at what age and in what grade levels so that students would be on the same level at the same time. -
Balanced Comprehensive Approach
It was told by The International Reading Association that no single method of teaching could successfully teach all children to read. It was student to student based on their social, emotional, physical, and intellectual status. They would have to use multiple teaching methods to effectively teach multiple children how to read. They were then taught to teach on a balanced comprehensive approach. This uses theories and learning strategies combined to create the best learning atmosphere. -
National Reading Panel Report
Meta-analysis that showed the key elements to literacy success. They showed the most effective and important ways to teach reading to children. -
No Child Left Behind Act
Bush administration passed this act which showed how much involvement the government will take part of in education that had not been done in the past. This act was put into place so that no child would be unable to read fluently by the third grade. This was designed to close the achievement gap in literacy development. -
National Early Literacy Panel Report
Studied to identify the skills and abilities of young children from birth through age 5 that showed later achievement in reading. After the study they found that environments, settings, programs, and interventions that contribute to the skills linked to later outcomes in reading. Involving children in activities will help them develop. -
Race to the Top
Grant placed by Obama for underachieving schools. This was used to help enhance educational outcomes. This was also making teachers be held accountable for the scores their students are making on standardized tests.