Theories and Perspective

in Early Childhood
Education
Faustino, Hydee L.
Ortega, Elizabeth B.
Sing, Karen Mae B.
 Theory
• Is a statement of principles and
ideas used to explain how things
happen.
• Explain how child learns and
develop holistically.
Importance of these theories as part of
our professional practice;

• Guidance
• Evaluation
• Decision-making
• Communication
Piaget and Constructivist Learning
Theory
• Jean Piaget 1896-1980 – Learning theory is about
cognitive development.
• Jean Piaget, John Dewey and Lev Vygotsky laid the
foundation for constructivism.
Constructivism – Is the cognitive process by which
children organize, structure and restructure their
experiences.
Constructivist Approach – supports the belief that
children actively seek knowledge.
Basic Concepts of Piaget’s Cognitive
development.

• Active Learning
• Adaptation
• Schemes
• Assimilation
• Accommodation
 Piaget’s 3 Developmental Stages
• The Sensorimotor Stage – Birth – 2 years old.
• The Pre-Operational Stage – 2 – 7 years old.
• The Concrete Operations Stage – 7 – 12 years old
Vygotsky and Socio-Cultural Theory
• Lev Vygotsky (1896-1934) - he believed that
children’s cognitive, linguistic and social
development is enhanced through social
interaction.
• Zone of Proximal Development (ZPD)
 Gardner and Multiple Intelligences
•
Theory
Howard Gardner (1943)
9 Multiple Intelligences
• Visual/ Spatial
• Verbal/Linguistic
• Mathematical/Logical
• Bodily/Kinesthetic
• Musical/Rhythmic
• Interpersonal
• Existential
• Intrapersonal
• Naturalist
Exploring the Definitions of
Quality Early Childhood
Education Programs
Sing, Karen Mae B.
The public wants high-quality early
childhood program that do the following;
• Help ensure children’s early academic and school
success.
• Provide for the inclusion of early literacy and
reading readiness activities in programs and
curricula that enable children to read on primary
levels.
• Learning environment that meet the needs of each
child.
• Promote the national good.
• Contribute positively to today’s workforce.
• High returns on public investment in early care and
education.
 Montessori
Main Features Teacher’s Role
Theoretical basis is the Follows the child’s interests and
philosophy and beliefs of Maria needs
Montessori
Prepared environment supports, Prepares and environment that
invites, and enables learning is educationally interesting and
safe
Children educate themselves- Directs unobtrusively as
self directed learning children individually or in a
small groups engage in self-
directed activity
Sensory materials invite and Observe, analyzes, and
promote learning provides materials and activities
appropriate for the child’s
sensitive periods of learning.
 Montessori
Main Features Teacher’s Role

Children are grouped in Multi- Maintains regular

age environments. communications with the
parent.
Children learn by manipulating
materials and working with
others.

Has a set curriculum regarding

what children should learn.
Montessorian’s try to stay as
close to Montessori’s ideas as
possible.
 HighScope
Main Features Teacher’s Roles

Theory is based on Piaget, Plans activities based on

constructivism, Dewey and children’s interests.
Vygotsky.

Emergent curriculum is not Engages in positive adult-child

planned in advance. interaction strategies.

Children help determine Facilitates learning through

curriculum. encouragement.

Key experiences guide the

curriculum in promoting
children’s active learning.
Plan-do-review is the teaching-
learning cycle.
 Reggio Emilia
Main Features Teacher’s Role
Theory is based on Piaget, Works collaboratively with other
constructivism, Dewey and teachers.
Vygotsky.

Emergent curriculum is not Organizes other environments

planned in advance. rich in possibilities and
provocations.

Curriculum is based on Acts as recorder for the

children’s interest and children, helping them trace and
experiences. revisit their words and actions.

Curriculum is project-oriented.
 Reggio Emilia
Main Features Teacher’s Role

Atelierista- a special teacher is

trained into arts.

Atelier- an art/design studio is

used by children and teachers.

Hundred Languages of
Children represents the
symbolic representation of
children’s work and learning.

Learning is active
 Project Approach
Main Features
Enables the small group of
children to be involved in an
investigation or project.
Is an Authentic approach to
discovery learning.
Can be used by all children
including children with
disabilities.
Puts constructivist ideas into
action.
Teacher’s Role
Facilitate projects and
investigations that come from
children’s thinking and ideas.
Enable and support children’s
behavior and work as they
assume responsibility for
project activities.
Encourage and support children
to make choices and decisions
about their project.
Value children’s intrinsic
motivation to be independent
and do good work.
 Project Approach
Main Features
Provide a means for integrating
concepts and ideas across the
curriculum.
For example; Children use math to
measure, conduct research on their
topic, and read all kinds of literature
(fictional and informational) about
their project
Teacher’s Role
Provide a supportive classroom
environment with the necessary
and appropriate learning materials
including technology.
Provide children with appropriate
experiences that extend and enrich
their project learning, such as
selecting and providing appropriate
reading materials, taking children
on field trips, inviting outside
parents and community members
to talk with children about their
project, etc.