The Journey of Early Childhood Education Through Time

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The Journey of Early Childhood Education Through

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Childhood
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For over
Through 2,000
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with the subject matter.
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Historical Foundations of Early Childhood Education
arly childhood education has roots that reach far back into history (https://www.himama.com/blog/early-
E childhood-education-then-and-now). For over 2,000 years

(http://www.communityplaythings.com/resources/articles/2010/history-of-early-childhood-education) the
issues of “why” and “how” to teach young children have engaged philosophers, psychologists and educators
seeking to discover universal laws of child development.
Plato (428-348 BC), a leading Greek philosopher, believed all children were born with a de ned amount of
knowledge, and that education served to ‘remind’ them of this inherent understanding of the world, and
help them use it in their everyday lives. Plato viewed play as a form of anticipatory socialization. If children
were to become builders, he suggested, they should play at building houses. The teacher’s role was to try to
direct children’s inclinations and pleasures through play towards their nal aim in life.
Quintilian (AD 35-95), educator in the new Roman empire, was also an advocate for play, and encouraged
parents to choose their children’s tutors and nurses with great care, emphasizing learning through imitation
rather than intimidation.
Martin Luther (1483-1546) was a keen advocate of universal education, and believed both boys and girls
should be educated to read independently so that they could have access to the Bible, instead of relying on
verbal retelling. He believed the school’s role was to educate the intellectual, religious, physical, emotional,
and social aspects of children.
John Amos Comenius (1592-1670) published what many consider to be the rst picture book dedicated to
the education of young children. Comenius believed all children to age 6 should be taught in their native
languages. He was also the rst to introduce the concept of “grades”, or di erent levels of education
determined by each individual child’s age and developmental stage.
John Locke (1632-1704) developed the theory (known as “Tabula Rasa”, or “Blank Slate”) that children
come into the world with an empty mind, and that knowledge and learning is received through experience
and converted to understanding through reasoning. Locke strongly believed in “nurture” over “nature.”
This belief led him to emphasize the idea of early education and changes in parental care, such as allowing
young children to explore their world physically without restraint and the use of gentle forms of discipline.
He emphasized respectful, loving relationships as the best way for adults to inspire the child to replicate
their behaviours, and that learning should be fun, not a task to be imposed.
Jean Jacques Rousseau (1712-1778) was a French writer, philosopher, and social theorist. His belief in the
innate goodness of children led him to propose early schooling that enabled children to direct their own
activities, free from the constraints imposed by “society”. He also believed education should begin at birth
and continue well into adulthood, emphasizing the di erences between the minds of children and adults,
and adjusting educational methods accordingly. According to Rousseau, children learned best by
experiencing and exploring their environments. This idea is still incorporated into ECE programs today. Such
child-centred education, emphasizing activity and the use of senses, was thought to foster the development
of each child’s moral and intellectual potential.

/
Most of us probably think of kindergarten when we consider early childhood education. We can thank
Friedrich Froebel (1782 – 1852), a German educator who created kindergarten in Germany in 1837, for that.
Froebel’s idea was born out of the desire to socialize young children and to expose them to an education in
science, music, and language outside the home. Following Rousseau’s philosophy, Froebel advocated respect
for young children’s needs and the importance of sensory training. He promoted the importance of play as
the educational “medium” through which children could reach their intellectual and emotional potentials.
Suggesting that children progress through di erent age-related “phases”, he proposed that certain
materials, or “gifts”, be incorporated into the kindergarten curriculum to correspond with these phases,
hence enhancing development. This notion of appropriate “match” has been the cornerstone of many
contemporary early education programs.
Maria Montessori (1870-1952), Italy’s rst woman physician, continued the Froebelian tradition within a
di erent context. Concerned with the welfare of young, poor urban children in Italy, she established her
“children’s houses” in Rome in 1907. Like Froebel, Montessori implemented an early education curriculum
that was founded on a developmental theory, employed play as the instructional method, and introduced
developmentally appropriate materials designed to facilitate sensory and cognitive skills. Her method, which
like kindergarten also spread throughout the world, was child-centered and child-directed, meaning that
individual students learn based on what they are interested in at the time.
Approaches and Teaching Methods in ECE Today

The Montessori Method – Self-Directed Learning
/
I
n a Montessori classroom, the main interaction is between the child and the materials, not between the teacher
and the child. Initially, the teacher demonstrates the proper use of each set of materials, after which children
may work on them individually or in small groups. The teacher’s role in a Montessori school is to observe in order to
connect the child with the suitable materials. Children learn through experience, by observing and doing. They
practice life skills like buttoning, zipping, cutting, and gardening, enabling children to care for themselves as well
as their environment. Learning in the Montessori classroom is cumulative, constantly building on what was learned
prior. Activities are primarily individual, and children move around the classroom freely, choosing their own
activities. The emphasis is on self-directed learning; children pursue their own interests at the pace that best suits
them, rather than moving through teacher-led lessons as a group. Children develop respect for each other and their
classroom, placing items back on shelves before reaching for new ones. Their work is taken seriously, and not
regarded as play.
The High/Scope Program – Plan-Do-Review Process
H igh/Scope was founded in 1970 and emerged from the work Dave Weikart and Connie Kamii did on the Perry
Preschool Project. High/Scope provides broad, realistic educational experiences geared to children’s current
stages of development, to promote the constructive processes of learning necessary to broaden emerging
intellectual and social skills. In a High/Scope classroom, students are engaged in learning ‘centers’, including
building, dramatic play, math, reading, music, writing, art, science, and motor development. A typical day would
demonstrate a three-part process: “Plan-Do-Review.” Beginning with planning, the class and teacher discuss and
create plans for a certain play period. Children go about their various activities, (Do) while teachers observe and
o er support. The “review” process takes place after the play period, where students and teachers gather to discuss
what they have found. This helps children understand their own actions, and enables connections between action
and language. Children’s work is proudly displayed on the walls of the classroom.
Waldorf Schools – Hands-On Exploration
D eveloped by Rudolf Steiner (1861-1925) in 1919, Waldorf programs aim to educate the whole child — “head,
heart, and hands.” Children in Waldorf schools are allowed to remain ‘childlike’, under the belief that there is
a time for every aspect of development, and that children ought not to receive formal education until after the age
of 7. Learning is hands-on, achieved through cooking, art projects, storytelling, singing, puppet shows, dress-up,
and play. The teacher stays with the same group of children from preschool through eighth grade. The focus in the
Waldorf classroom is on sensory exploration and self-discovery rather than formal instruction and merit, helping
children develop a sense of compassion and responsibility. The use of electronic media, especially TV, by young
children is discouraged in Waldorf schools.

/
Reggio Emilia Schools – Classroom as the “Third Teacher”
L oris Malaguzzi (1920-1994) founded the Reggio Emilia approach at the Italian city of the same name. The
Reggio approach fosters intellectual development through a focus on symbolic representation. The primary
curriculum is in-depth project work based on the interests of the children. Children are encouraged to express
themselves through ‘natural languages’, including drawing, painting, working in clay, sculpting, constructing,
conversing, and dramatic play. In a Reggio Emilia school, educators pay close attention to the look and feel of the
classroom, which is often referred to as the “third teacher.” The goal is to create a room that is beautiful, joyful,
inviting, and stimulating. Teachers document the children’s discussions, remarks, and activities through notes,
videos, and photographs. This makes learning visible and helps parents to understand what their children are
learning; teachers get to know the children better; and children see that their work is valued.
Bank Street Approach – Learning by Doing
J ohn Dewey (1859-1952) and his theory of ‘learning by doing’ in uenced this developmental approach. The
focus of Bank Street preschools is on a child’s mental, social, emotional, and physical growth. In these
programs, the child is an active learner and gains knowledge about the world through experience. Students set the
learning pace, and the teacher serves as a guide. Bank Street approach teaches lessons through hands-on activities,
such as building blocks, puzzles, clay, and dramatic play.

/
Which Educational Philosophy Is Best?
A s the preschool options seem endless, many parents wonder if they will ever be able to choose a program
(https://www.noodle.com/articles/how-to-choose-a-preschool-which-program-philosophy-is-right-for-
your-child) that is a good match for their child. Here are some guidelines to help them in the process:
Carefully consider your child’s personality and learning style before investigating the options. After all, you
know your child best.
Research the various types of programs available, and make the selection of those that best t your child’s
needs.
Visit each type of school and then try to determine the program that feels right for your child and family.
What type of ECE program do your kids attend? How did you choose your child’s preschool? Share with us your thoughts
and experience.

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LEAVE A REPLY
Kuram Grace says:

AUGUST 17, 2019 AT 10:24 AM (HTTPS://NOVAKDJOKOVICFOUNDATION.ORG/THE-JOURNEY-OF-EARLY-CHILDHOOD-EDUCATION-
THROUGH-TIME/#COMMENT-52550)
Nice piece very educational
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Bennie Ikhena says: /
AUGUST 18, 2019 AT 2:29 PM (HTTPS://NOVAKDJOKOVICFOUNDATION.ORG/THE-JOURNEY-OF-EARLY-CHILDHOOD-EDUCATION-
This is awesome
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Shantel says:
SEPTEMBER 6, 2019 AT 1:06 PM (HTTPS://NOVAKDJOKOVICFOUNDATION.ORG/THE-JOURNEY-OF-EARLY-CHILDHOOD-EDUCATION-
Very nice
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Sabrina Gines says:

OCTOBER 14, 2019 AT 12:13 AM (HTTPS://NOVAKDJOKOVICFOUNDATION.ORG/THE-JOURNEY-OF-EARLY-CHILDHOOD-EDUCATION-
I’m a infant and toddler teacher. Very informative and educational. We as teachers and Directors always get the short
end of the stick
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NDFAdmin says:
OCTOBER 14, 2019 AT 3:22 PM (HTTPS://NOVAKDJOKOVICFOUNDATION.ORG/THE-JOURNEY-OF-EARLY-CHILDHOOD-
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Dear Sabrina
We are glad you liked the text!

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NDFAdmin says:
OCTOBER 29, 2019 AT 9:23 AM (HTTPS://NOVAKDJOKOVICFOUNDATION.ORG/THE-JOURNEY-OF-EARLY-CHILDHOOD-
Dear Sabrina

Congratulations on choosing such an inspirational career path! We are always trying to write informative, /
Co g atu at o s o c oos g suc a sp at o a ca ee pat ! We a e a ways t y g to w te o at ve,
educative and warm posts. So we are especially proud when wee that teachers nd our texts to be helpful.
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Marius IGITANGAZA says:

FEBRUARY 7, 2020 AT 12:07 PM (HTTPS://NOVAKDJOKOVICFOUNDATION.ORG/THE-JOURNEY-OF-EARLY-CHILDHOOD-EDUCATION-
Hey, I would like to ask for references about the history of edutainment
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Lalina says:
AUGUST 19, 2020 AT 11:20 AM (HTTPS://NOVAKDJOKOVICFOUNDATION.ORG/THE-JOURNEY-OF-EARLY-CHILDHOOD-EDUCATION-
I really love your information here, it’s very well organized and detailed
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AUGUST 21, 2020 AT 10:58 AM (HTTPS://NOVAKDJOKOVICFOUNDATION.ORG/THE-JOURNEY-OF-EARLY-CHILDHOOD-
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The Journey of Early Childhood Education Through

E childhood-education-then-and-now). For over 2,000 years

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Approaches and Teaching Methods in ECE Today

The High/Scope Program – Plan-Do-Review Process

Waldorf Schools – Hands-On Exploration

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Bank Street Approach – Learning by Doing

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You Might Also Like

The Village of Ljukovo – Schools of Life – a The Magic of Season of

Kuram Grace says:

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Sabrina Gines says:

We are glad you liked the text!

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Marius IGITANGAZA says:

We are glad our blog post is useful to you!

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