Renaissance Educational Philosophy

Early Childhood Education Theories in History

• Early childhood education theories trace historical development, focusing on philosophies and approaches.
• Education, as an institution, was created to ensure societal stability and survival.
• Dewey believed that school's role is to cultivate the spirit of service and effective self-direction in children, fostering a worthy, harmonious, and lovely society.
• Brinkerhoff (1989) defined socialization as the process of learning roles, statuses, and values for societal participation and anticipatory socialization as role learning for future responsibilities.
• Schools are considered important agents of socialization, tasked with imparting knowledge and skills essential for societal functioning and transmitting cultural values.
• Primitive societies' educational goals focused on security, conformity to group morals, and the preservation of traditions, such as language.
• Ancient Greece and Rome emphasized excellence in body, mind, and spirit, reflected in Olympic competitions, arts, and philosophical writings like Plato's Republic. Early education and nursery schools were established.
• The Greek period (1600 BC - 300 BC) focused on civic responsibility and identity within the city state, with Athenian ideals of well-rounded development and Spartan emphasis on military leaders and soldiers.
• The Roman period (750 BC - AD 450) emphasized civic responsibility for the republic and empire, with a focus on military and administrative skills.
• The Arabic influence introduced reading, writing, mathematics, religious literature, and scientific studies. Medieval focus on religious commitment, knowledge, and ritual to establish social order.
• Aristotle, Plato's pupil, believed all children deserved education that focuses on cultivating habits.

Renaissance

• Erasmus and More advocated education of women and away from church dogma, toward humanism and ancient literature. They encouraged avoiding harsh punishments and finding stimulating learning methods.
• The invention of the printing press made books more accessible during the Renaissance.

Reformation

• Martin Luther advocated for universal education for boys and girls.
• Religious societies emerged to educate orphans and marginalized children.
• John Amos Comenius, a Bohemian monk, developed new teaching methodologies and produced some of the earliest materials for early childhood education.

The Enlightenment

• A new emphasis emerged on the potential of humankind to understand the universe and transform society. Enlightenment thinkers aimed to make education more practical and scientific, moving away from religious dogma.

John Locke

• He advocated for a blank slate philosophy (tabula rasa), believing knowledge originates from sensory experience, not inherent factors.
• Locke emphasized the importance of nurturing over inherent goodness and believed in gentler discipline methods over corporal punishments.

Jean-Jacques Rousseau

• He believed that children are born with a natural goodness that flourishes when shielded from the corrupting influences of society.
• Rousseau emphasized the importance of direct experiences, natural environments, and undirected play for learning and development.

Johann Pestalozzi

• Influenced by Rousseau, Pestalozzi emphasized the development of the whole child (head, hands, and heart).
• He believed in child's right to education and education's potential for social reform.
• Pestalozzi rejected rote memorization and advocated for hands-on experiences and exploration as a basis for learning.

Robert Owen

• This Welsh industrialist abolished child labor in his textile mills and established schools to improve children's lives.
• Owen advocated for a society based on mutual consideration, emphasizing sensory learning through interactions, activities like dancing, nature study, and play.

Friedrich Froebel

• Froebel founded the first kindergarten in Germany in 1837.
• He believed in children's innate goodness and potential for development, viewing play, toys, and songs as essential learning tools.
• Froebel’s gift and occupations materials, structured though open-ended, were designed for different sensory and intellectual objectives during play.

Elizabeth Peabody

• Peabody studied with Froebel and introduced the kindergarten concept to the Anglosphere, founding the first English speaking kindergarten in Boston.

The Nursery School

• The nursery school, established by the McMillan sisters, focused on nurturing and educating young children, emphasizing play, outdoor activities, and the importance of healthy development.
• These schools catered to poor families who needed extra support beyond the typical care, such as in health and nutrition.

Bank Street College of Education

• Bank Street College of Education focused on developing the whole child; they believed children are unique and learn through play and interactions with others in a socially democratic environment.

Montessori Approach/Method

• Maria Montessori, an Italian physician, founded the Casa dei Bambini (Children's Houses).
• Montessori believed in the child's innate intelligence, believing their intelligence develops through sensory experiences.
• Teachers' role is one of observation and support; children seek out learning and develop autonomy in a well-structured environment.

John Dewey

• Dewey, a philosopher and educator, believed that education should actively engage children in the present society.
• He advocated for progressive education, emphasized children's social and civic responsibilities, and implemented the theories in his education practices.