Early Childhood Education History: Theorists & Theories PDF

Early Childhood Education History: Theorists & Theories 1896-1980 - Jean Piaget The history of early childhood education dates back to the 1500s, and it has certainly come a very long Piaget’s theory of learning incorporated his Stages of Development: way over the...

Early Childhood Education History: Theorists & Theories 1896-1980 - Jean Piaget The history of early childhood education dates back to the 1500s, and it has certainly come a very long Piaget’s theory of learning incorporated his Stages of Development: way over the years. However, children were being educated long before that. Even the Greek Philosopher Plato had some pretty groundbreaking ideas about how children should be educated. Birth to about 2 years old – Sensorimotor Early childhood education has a very long and rich history with invaluable contributions from some of About the time the child begins talking to around 7 years old – Preoperational the greatest theorists in child development and education. In fact, several are now household words. About the time the child enters 1st grade until early adolescence – Concrete All of the contributions from these famous early childhood education theorists had value and still do today. In fact, they helped shaped the educational system as we know it. Adolescence – Formal Operations Early Childhood Theorists He believed that children learn by interacting with their environment actively and directly. He believed that a child’s learning also goes through several stages: assimilation, accommodation, and equilibration. There are so many early childhood theorists, it’s difficult to narrow the scope to just a handful. By the This is how they process new information and make it useable to them. same token, attempting to review each and every one would be a colossal undertaking and, quite frankly, too much to digest in one sitting. 1902-1994 - Erik Erikson We’ll hit some of the highlights here to see how these men and women shaped education. Erikson’s psychosocial theory (among others) has been a foundational concept in early childhood education for years. He emphasized that parents and educators are each integral in supporting and 1782-1852 - Friedrich Froebel encouraging the success a child has in life at every psychosocial stage of development. By providing the It is Froebel who is credited with founding kindergarten which was based on his belief that young support that is appropriate for the stage, it results in a positive learning experience. He also believed children need their own space for learning separate from adults – save for the teacher and aides. that older children’s social emotional development goes hand in hand with the development and According to Froebel, “Play is the highest expression of human development in childhood, for it alone subsequent success of early childhood curriculum. is the free expression of what is in a child’s soul.” Simply put, he believed play was absolutely vital in There are many other great minds that helped shape our educational system and lend a deeper the learning process, especially for young children. understanding of early learning in children. It is well worth exploring this further when developing a 1870–1952 - Maria Montessori personal teaching style. Montessori believed that early childhood learning required a two-prong approach: Educate the child’s Father of Early Childhood Education senses first, then educate the child’s intellect. Her approach was to view the children as sources of The true roots of early childhood education are not entirely clear. There are several names that are knowledge with the teacher or educator acting as a social engineer. Her hands-on approach to noted when discussing the father, or founder, of early childhood education. The truth is many great instruction with the learning environment being deemed as vital as the knowledge itself has minds have laid stones for that path. However, there are a few that rise to the top. transformed academic success for many children who did not respond well to traditional classroom methods. Martin Luther is often given credit for having one of the earliest ideas of educating children. In the 1500s most people were illiterate. Luther believed in universal education, emphasizing that it 1896-1934 - Lev Vygotsky strengthens the person, the family, and the community. His belief that children should be taught to read Vygotsky believed that social interaction is an important vehicle for child development on linguistic, on their own was so that they would have independent access to the holy scriptures in the Bible. social, and cognitive levels. He introduced the concept of a teacher as more of a learning facilitator Jean Rousseau is another who is credited with being a founder of early childhood education – and he where the child learns by working with someone more capable than the child (typically a teacher or did provide some substantial contributions. Many of Rousseau’s educational principles are still used in parent). The teacher helps the child with tasks that are just beyond or just within the capability of the today’s classrooms. His viewpoint was that education should be child-centered and provide unlimited child. He also believed that grouping children of mixed ages in a learning environment supports their experiences that are sensory-driven and practical. His belief that measuring, singing, drawing, and skill and knowledge acquisition. speaking should be incorporated into education is the reason that they are present in schools today. Friedrich Froebel is another who is given a great deal of credit for his contributions to early childhood writing, reading, art, and motor development. The educational style is the “plan-do-review” model. education and child care. He is believed to be the founder of kindergarten but his beliefs in how young Each day the children discuss with the teacher how they will plan their day. They then follow their plan children should be educated also impact today’s classroom. Because of those theories, young children and, at the end of the day, review what they did with their teacher. are taught through play in addition to more conventional methods, providing positive experiences for Hands-On Exploration – Waldorf | Rudolf Steiner learning. The Waldorf program is designed to educate with a whole-child approach (“head, heart, and hands”). Theories of Early Childhood Education Children are allowed to be children in this program because of its overarching philosophy that all phases There are many different theories of early childhood education. These theories have led to styles of of child development take time and there is time for them. It also asserts that the formal education of education that are still seen in the classroom today. Several have become highly specialized teaching a child should not begin until after their 7th birthday. The learning in the program is hands-on and methods and even have their own accrediting bodies to prevent scams and keep schools from teaching achieved by exploring many different avenues including singing, cooking, dress-up, storytelling, puppet the method improperly or not operating fully within the method. shows, art projects, and play. Each group of children has the same teacher from preschool, up through eighth grade. The learning focus is on self-discovery and sensory exploration with an aim to instill a These are some of the more popular methods that have been embraced by educators and are widely sense of responsibility and compassion in the children. known by not only teachers and those involved in education, but also by parents and other laypersons. At the very least, many of the terms or names are recognizable. Learning by Doing – Bank Street | John Dewey Self-Directed Learning – Montessori | Maria Montessori This developmental approach is based on Dewey’s theory of “learning by doing.” The focus is the child’s growth physically, emotionally, socially, and mentally. Social skills are important, and it is definitely an In the Montessori classroom, the focus is on the child interacting with the materials and the teacher is area of interest in this program. In these preschools, the child actively learns by using experience to more of a facilitator as opposed to most traditional classrooms where the focus is on the child gain knowledge. The teacher operates in a facilitator capacity and the child sets the learning pace. The interacting with the teacher. Children learn by the experience of observing and doing various activities lessons taught are all hands-on activities like dramatic play, clay, puzzles, and building blocks. and tasks, including life skills like gardening, zipping, and cutting. Instead of being taught, they are led by the teacher to materials and activities that are suited for the child. In the classroom, children are How has ECE Changed Over the Years? free to move about, select activities, and pursue things that interest them at their own pace. There was a time when early childhood education was more relaxed and informal. The children played Classroom as the “Third Teacher” – Reggio Emilia | Loris Malaguzzi and learned in an environment with little academic pressure and virtually no competition. Over the years, as education has become more formalized, these things have been introduced into the This highly creative learning environment focuses on the child’s interests and encourages intellectual classroom. development through creative outlets like painting, dramatic play, drawing, sculpting, working in clay, and conversing. The classroom is carefully designed with an emphasis on the look and feel which Children are entering school as young as three or four years old. Often, they are required to sit quietly enhances the child’s learning experience and is often called the “third teacher.” The objective is to and learn via various exercises that are often typically only considered to be appropriate for older create a classroom that is stimulating, joyful, beautiful, and inviting. Teachers use photographs, videos, children. and notes to document the children’s activities, remarks, and discussions. Learning is made visible this As academic success has become more of a priority the push has been for better grades, earlier way and it gives parents greater insight into what their children are learning. Children learn that their milestones, and more challenging metrics. However, many of the “old” programs that just let kids be work is valuable and important while teachers form stronger bonds with their students and get to know kids, encouraging play as a teacher, and allowing for more creative, hands-on learning are a welcome them better. sight. Plan-Do-Review Process – High/Scope | Dave Weikart and Connie Kamii The High/Scope program operates on a play-based premise with learning geared to the child’s current developmental stage. It is intended to promote positive experiences in learning and constructive processes that aim to broaden and grow emerging social and intellectual skills. High/Scope classrooms are made up of several learning centers that include math, building, music, science, dramatic play, OVERALL HISTORY OF ECE and Locke advocated for experiential learning, cross-disciplinary curriculum, problem-solving, cooperative learning, social responsibility, democracy, and a less reliance on textbooks. Early Philosophical Foundations (17th-18th Century) John Dewey 1632 - John Amos Comenius - The School of Infancy - Dewey established a laboratory school at the University of Chicago that became the model for - Building on this idea, the next individual who contributed to the early beginnings experiential learning. of early childhood education was John Amos Comenius (1592- 1670), who strongly believed that - An advocate of the emergent curriculum was Dewey. He advocated for curriculum planners to start learning for children is rooted in sensory exploration. Comenius wrote the first children’s picture book with the interests of the students in the classroom and work their way up to include more of those to promote literacy. interests in the curriculum. John Locke Lev Vygotsky (1896-1934) - Then there was John Locke (1632- 1704), who penned the famous term “blank slate”, also known as - proposed a socio-cultural position for the development of children. He believed that social interaction tabula rasa, which postulated that is how children start out and the environment fills their metaphorical provides a medium for cognitive, social, and linguistic development in children. “slate”. Jean Piaget (1896 - 1980) Friedrich Froebel - established a theory of learning where children’s development is broken down into a series of stages - A major influencer was Friedrich Froebel (1782 – 1852), who believed that children learn through play. (sensory-motor, preoperational, concrete operation). Piaget theorized that children learn through He designed teacher training where he emphasized the importance of observation and developing direct and active interaction with the environment. programs and activities based on the child’s skill level and readiness. Froebel formalized the early childhood setting as well as founded the first kindergarten. Establishment of Nursery Schools 19th Century Developments - The first public nursery school was established in the UK by Margaret McMillan. Margaret and Rachel McMillan, England's social reformers, addressed poverty and health issues through school meals and Maria Montessori health clinics. They established the Open-Air Nursery School and Training Centre in London, which - Further building from this concept, Maria Montessori (1870-1952) viewed children as a source of focuses on nurturing and learning, recognizing health issues, and encouraging excellent parent-child knowledge and the educator as a social engineer. She reviewed education as a means to enhance relationships. children’s lives, meaning the learning environment is just as important as learning itself. She took the Post-World War II Expansion (Mid 20th Century) position that children’s senses should be educated first and then the children’s intellect afterward. The Montessori Method is an internationally recognized model of educating children. United Nations Educational, Scientific and Cultural Organization (UNESCO) Erik Erikson (1902-1994) - UNESCO was founded in 1945, and one of its missions is to promote earlychildhood education around the world. UNESCO stressed the critical role of early childhood education in lifelong learning and - developed psychosocial stages of development for children where the parent and educator play a development, particularly during postwar reconstruction and decolonization processes, as well as the pivotal role in supporting the child’s success in every stage for a positive outcome. importance of expanding global education access. Early 20th Century The Head Start Program The Progressive Education Movement - The Head Start program was supposed to be comprehensive, addressing children's educational, - The progressive movement in the 1920s aimed to challenge the traditional teaching approach, health, nutritional, and social requirements. This comprehensive approach acknowledged that children focusing on student-driven experiences and a holistic approach. Key educators like Dewey, Rousseau, from low-income households frequently faced several hurdles to learning, including poor health and nutrition. Late 20th Century - Strategies to build resilience and problem-solving skills in children include challenges that require perseverance and creative thinking. Research in developmental psychology and neuroscience Inclusive Education Practices - Research in developmental psychology, neuroscience, and education has enriched our understanding of early childhood development, demonstrating its crucial role in brain growth, learning ability, and - Inclusivity in education ensures that all children, regardless of their background, abilities, or needs, emotional well-being. Key conclusions include the significance of nurturing care, key periods, and have access to high-quality learning experiences. Inclusive education practices are becoming more structured early childhood education programs in shaping world policy. prevalent, focusing on creating a supportive and accessible learning environment for everyone. The Montessori approach is becoming increasingly known around the - Adapted materials and technologies for children with special needs are tailored tools and resources designed to accommodate diverse learning styles and abilities. world - Culturally responsive teaching practices that celebrate diversity involve incorporating students’ - To assure the quality and consistency of Montessori education around the world, the Association cultural backgrounds into the curriculum and learning activities. Montessori Internationale (AMI) and other Montessori organizations have developed rigorous training programs and certification systems. This has helped to maintain high standards and uniformity in - Policies and frameworks that support equity in education are essential guidelines and structures Montessori schools around the world. aimed at providing all students with access to high-quality educational opportunities. 21st Century Trends The Shift Toward Play-Based Learning Embracing Technology and Digital Learning Tools - Research continues to support play as a critical component of effective early childhood education. Play-based learning leverages the natural curiosity of children, encouraging exploration, discovery, and - The integration of technology into the classroom has revolutionized the educational landscape, and creativity. ECE is no exception. From interactive apps to digital storybooks, technology offers a multitude of ways to engage young learners and enhance their educational experience. - Learning environments designed to encourage exploration and imaginative play. - Interactive learning apps are revolutionizing the way we teach basic literacy and numeracy skills to - Curriculum that integrates play into daily learning activities young learners. - Assessments that recognize the value of play in learning outcomes - Digital storybooks bring stories to life with animations, sound effects, and interactive elements that PHILIPPINES enhance the reading experience for young learners. B.TIMELINE OF ECE IN THE - Online platforms are bridging the gap between classrooms around the world, Early 19th Century facilitating collaborative projects that connect students from diverse backgrounds. Early childhood education was limited and largely influenced by Spanish Colonization. Education The Rise of Social-Emotional Learning (SEL) during this period was heavily centered around Catholic teachings as their aim was to make the native - The importance of social-emotional learning in early childhood education cannot be overstated. SEL Filipinos obedient and God-fearing Christians. The first schools were the parochial schools opened by focuses on developing the whole child, emphasizing the importance of emotional intelligence, empathy, the missionaries in their parishes. In addition to religion, the native children in these schools were resilience, and interpersonal skills. taught reading, writing, arithmetic, and some vocational and practical art subjects. Early childhood education was limited and largely influenced by Spanish Colonization. Education during this period was - Programs aimed at teaching children to identify and manage their emotions incorporate activities and heavily centered around Catholic teachings as their aim was to make the native Filipinos obedient and discussions that help young learners recognize their feelings and develop strategies for coping. God-fearing Christians. The first schools were the parochial schools opened by the missionaries in their - Activities designed to promote empathy and understanding among children often involve scenarios parishes. In addition to religion, the native children in these schools were taught reading, writing, that encourage putting oneself in another’s shoes. arithmetic, and some vocational and practical art subjects. 1940’s - 1950’s ❖ RA No. 6972 or Day Care Law - aimed to establish daycare centers in every barangay to provide Filipino children up to six (6) years of age the best care and attention at the family and community ❖ Following the war in 1945-1946, interest in preschool education surged, with 61 of the previously levels. recognized kindergartens beginning operations again, serving 3,172 children1. In 1948, Harris Memorial School took a significant step by obtaining government recognition to offer a Junior Teacher's Certificate 2000’s in kindergarten education, becoming the first institution to do so. ❖ REPUBLIC ACT NO. 8980 or Early Childhood Care and Development Act – The government began to ❖ The government began to show interest in preschool education, especially through Dr. Miguela M. prioritize early childhood education more in the 2000s, recognizing its importance for the holistic Solis, who initiated preschool programs in regional training schools during the 1950s development of children. This policy promotes the rights of children to survival, development and special protection with full recognition of the nature of childhood and its special needs; and to support 1960’s- 1970’s parents in their roles as primary caregivers and as their children's first teachers. ❖ In 1964, the National Coordinating Center for the Study and Development of Filipino Children and ❖ 1995 to 2000- Three reform programs were initiated in response to the need of rising numbers of Youth was established, marking a milestone in public sector preschool education preschoolers: EDUCATION FOR ALL CONGRESSIONAL COMMISSION ON EDUCATION Implementation of ❖ The year 1977 to 1987 The Philippines declared DECADE OF THE FILIPINO CHILD LOCAL GOVERNMENT CODE This marked the increase of number of preschool children and also the establishments both in private 2010’s and public schools 1995 to 2000 three reform programs were initiated in response to the need of rising ❖ National Early Learning Framework (NELF) - provide Filipino children with early learning and numbers of preschoolers: EDUCATION FOR ALL development programs that are age-appropriate (developmentally appropriate), gender-fair, sensitive ❖ The Philippine government, under the Child and Youth Welfare Code signed in 1974 (P.D. 603), to diverse cultures (culturally-appropriate) and where he/she may be sheltered with love and care of amplified its focus on early childhood education during the 1970s1. Additionally, UNESCO declared family and community. 1979 as the International Year of the Child, promoting the importance of early childhood education on ❖ establishment of the Philippine Early Childhood Care and Development Council (ECCD Council) - a global scale coordinating and implementing ECE programs and services across regions 1980’s ❖ K-12 curriculum - integrating Kindergarten as a mandatory part of basic education. Aims to prepare ❖ During the 1980s, the Philippine government placed intensified focus on the welfare of Filipino Filipino children for formal schooling by providing a stronger foundation in early childhood. children, which resulted in significant legislative changes. One landmark development was the signing 2020’s of Presidential Decree No. 603, known as the Child and Youth Welfare Code, in 1974, which laid the groundwork for improving early childhood education programs and policies23. This commitment ❖ Matatag Curriculum - The Kindergarten curriculum aims to produce active young Filipino learners continued throughout the decade, emphasizing the importance of early childhood education as a who are holistically developed and equipped with 21st century skills. fundamental right. ❖ The Department of Education, Culture, and Sports (DECS) actively advocated for the integration of preschool programs within public elementary schools from 1978 to 1989. This initiative was outlined in various orders that provided guidelines and support for early childhood education, facilitating increased access to preschool for families 1990’s Philosophical Foundations – Johann Pestalozzi course. Pestalozzi emphasizes the importance of nurturing emotional and moral growth alongside intellectual development, suggesting that education must cater to the whole person—mind, body, and Who is Johann Pestalozzi? spirit - Born on January 12, 1746 in Zurich, Switzerland. Son of Johann Baptiste Pestalozzi and Susanna Hotz Goal of education Pestalozzi. He was a clergyman, politician, & educational reformer. Advocated the education of poor. Known as the Father of Modern Education. He died on February 17, 1827, in Brugg, Switzerland. - Pestalozzi presented two general purposes of education: for development of the individual and for the Pestalozzi believed in the balanced approach of educating the whole child through including the “head, improvement of society. hands, and heart”. (He believed that education should develop a child’s intellectual abilities (head), - On the individual level, educators should strive to educate the whole child, not just their intellect. moral and emotional capacities (heart), and practical skills (hands). - On the social level, education provides the means for general development of the whole society. Educational thought of Pestalozzi Methods of teaching Background of his philosophy - Pestalozzi advocated for "learning by doing," a hands-on approach where children learn through direct - Pestalozzi experienced a challenging childhood because of financial problems after his father died experience and active participation rather than passive reception of information. when he was 5 years old. These early experiences exposed him to poverty and hardship but later influenced him to improve the conditions of the poor through education. - Pestalozzi asserted that education should be centered on the child, not the curriculum. - Pestalozzi established an agricultural and handicraft school at their home called the Neuhof. Examples: Pestalozzis began an experiment of providing a good home, an education, and training in a vocational skill for which the indigent children would work in the fields in the summer and spin cotton in the winter. Learning by head means doing intellectual work on understanding the objects, concepts, and experiences. - Pestalozzi is heavily influenced by the work of Jean-Jacques Rousseau, who's much-praised book Emile had been published when he was 16 years old. Learning by heart means exploring the things that they want to learn and developing their morals. Such as their willingness to help other people. - In 1780, Pestalozzi published his work called “The Evening Hours of a Hermit" which is a collection of reflections and aphorisms that is considered to be one of his foundational texts. This book outlines the Learning by hand is simply working on their craftsmanship and developing their physical skills for basic principles of his educational philosophy. Pestalozzi advocates for an approach to education that is example is learning to crochet. natural and aligned with the developmental needs of the child, focusing on nurturing the whole person. Learning by doing is basically learning from the things that we do for example is learning that the - Pestalozzi's has arranged his experiences and thought in his books. From the viewpoint of education, thing that we usually do might harm us. three of his creations are of special significance — Leonard and Gertrude, How Gertrude Teaches Her Activity Children, and My Investigations into the Course of Nature in the Development of Human Race. Learning to ride a bike - Leonard and Gertrude is a novel that shows Pestalozzi’s ideas on education and social reform. It highlights his beliefs that education should be grounded in moral values, practical knowledge, and Folding a paper to make a boat and see how many coins it can carry community involvement. BACKGROUND OF THE PROPONENT – BF SKINNER - How Gertrude Teaches Her Children outlines Pestalozzi’s educational methods and principles. The book serves as a practical guide for educators, providing insights into how teaching should adapt to Burrhus Frederic Skinner also known as B.F. Skinner was an influential American psychologist known individual learners to foster their innate abilities and potential. for his work in behaviorism, particularly on operant conditioning. - My Investigations into the Course of Nature in the Development of the Human Race this book explores He was born on March 20, 1904 in Susquehanna, Pennsylvania. He attended Hamilton College where the natural development of human beings and argues that education should align with this natural he started his career in writing. In 1926, he shifted to psychology which started his interest in behavior and learning. He earned his Ph.D in psychology from Harvard University in1931.  His influential works include “The Behavior of Organisms (1938)” and “Beyond Freedom and Dignity Neutral responses: These are environmental responses that just serve to focus attention while (1971)” where he explored his theories and its implications for society. producing no additional stimuli. They have no effect on how likely it is that the behavior will be repeated. He argued against the concept of free will for he believed that behavior is shaped by environmental factors rather than internal states. Reinforcers : They are reactions from the surroundings that make a behavior more likely to be repeated. They could be favorable or unfavorable. His first book “The Behavior of Organisms” views psychology as the study of the behavior of the organism, as a whole. He outlines his theory of operant conditioning in this book and focuses on how Punishers: These operants are negative and lessen the probability of a behavior. Punishment reduces behavior is influenced by its consequences. behavior. The book “Beyond Freedom and Dignity” is a book in which Skinner explores the implications of his Reinforcement and punishment are two ways to encourage or discourage behaviors. behaviorist principles for society. He emphasizes that human behavior can and should be understood Positive reinforcement: Something is introduced in order to reinforce a behavior. For for instance, going and shaped through environmental controls rather than free will and individual dignity. to work earns you money. Skinner is well known for using the Skinner box to study how animals learn through reinforcement Negative reinforcement: Something is taken away in order to reinforce a behavior. You can, for instance, and punishment. silence your alarm as you get out of bed. Background of the theory Positive punishment: To discourage a behavior, something is added. For example, you get extra chores Influenced by Watson: Skinner adopted the behaviorist approach, rejecting introspection and when you come home late for dinner. mentalistic explanations. Negative punishment: To discourage a behavior, something is taken away. For example, your parents Focus on Behavior: The goal of psychology is to predict and control behavior based on stimuli and confiscate your favorite toy when you tell a lie reinforcement history. (How operant conditioning relevant to ECE) Rejection of Mental States: Skinner dismissed the "mind" as a superstition, focusing solely on Behavior Reinforcement: Teachers use positive reinforcement to encourage desired behaviors in young observable behavior. children. Environmental Control: Skinner believed human behavior is controlled by the environment, advocating Encouraging Learning and Participation: Teachers can use rewards to motivate children to engage in for engineered environments for desirable outcomes. learning activities Operant Conditioning: Skinner refined the concept of operant conditioning and the Law of Effect. Classroom Management: Operant conditioning is useful for managing classroom behavior. Negative Reinforcement Schedules: He explored intermittent schedules of reinforcement, shaping, chaining, and reinforcement (removing an unpleasant stimulus) can discourage disruptive behaviors. superstitious behavior. Creating a Positive Learning Environment: The consistent application of operant conditioning strategies Social Engineering: Skinner envisioned a future where human behavior is systematically controlled for helps establish a positive and predictable learning environment. the betterment of society. Advantages and Disadvantages How Operant Conditioning Works? 1. Effective Behavior Modification: Operant conditioning is effective for teaching new behaviors and Operant Conditioning is a method of learning that uses rewards and punishment to modify behavior. reducing unwanted behaviors. Through operant conditioning, behavior that is rewarded is likely to be repeated, while behavior that is 2. Promotes Structure and Consistency: This method encourages a structured environment where kids punished is prone to happen less. are taught the consequences of their actions. Reinforcement or punishment applied consistently helps kids learn acceptable conduct and expectations. 3. Motivation: By offering rewards, operant conditioning motivates individuals to adopt and maintain -Sociocultural Theory, Zone of Proximal Development (ZPD). Scaffolding desired behaviors. Sociocultural Theory Disadvantages -This theory highlights the importance of social interaction and cultural context in cognitive 1. Over Reliance on External Motivation: Children may become overly dependent on external rewards development. He argued that children’s learning and development are primarily influenced by their or punishments social environment, including interactions with parents, teachers, and peers (Vygotsky, 1978). 2. Punishment does not always prevent a behavior from being repeated. Key aspects of sociocultural theory include: 3. Short-Term Compliance: Behaviors driven by external rewards might be short-lived, ending once the -Social Interaction: Vygotsky believed that social interaction is essential for cognitive development. rewards cease. Children learn through engaging in activities with more skilled individuals, such as adults or more advanced peers. LEV VYGOTSKY -Cultural Tools: Vygotsky emphasized the importance of cultural tools, such as language, symbols, and -Born into a middle class jewish family on November 17, 1896 in Orsha, Belorussia and grew up in Gomel technology, in shaping cognitive development. These tools help children make sense of their world and where he received a comprehensive education at home and then attended a private Jewish gymnasium. communicate with others. He lived in a time marked by political turbulence and social idealism. 1912, he entered the University of Moscow, he initially studied medicine,but then switched to law, philosophy, and history. It was the -Internalization: As children engage in social interactions and use cultural tools, they gradually year of October Revolution when he earned his degree in law in 1917. internalize the knowledge and skills they have learned, leading to cognitive growth. -He also studied humanities at the Shanyavsky University. He finished his studies at Shanyavsky Zone of Proximal Development (ZPD) University with a master's thesis on Shakespeare's Hamlet. After graduating, he returned to Gomel -The Zone of Proximal Development (ZPD) is a key concept in Vygotsky’s theory. It refers to the distance where he taught literature and psychology in a teacher's college. He had the opportunity to work with between a child’s actual developmental level and their potential level of development with guidance developmentally disabled children, handicapped children, who he believed were not taught to uncover and support from adults or more skilled peers.(Vygotsky, 1978). their potential. He also has the opportunity to pursue his interest in the psychology of art. While in there, Vygotsky set up a research laboratory at the Teacher’s College of Gomel and began to practice The ZPD has three key components: clinical psychology. In January 6, 1924, he gave a speech and presentation about reflexological and psychological investigations at the Second All-Russian Psychoneurological Congress in Leningrad that -Actual Developmental Level: The tasks a child can perform independently, without assistance. led for Kornilov, the newly appointed director of Moscow Institute of Psychology, to invite Vygotsky to -Potential Developmental Level: The tasks a child can perform with guidance and support from more join the Institute. He was offered a position at the Psychological Institute of Moscow where he had the skilled individuals. opportunity to read a vast amount of published literature and archived materials on the subject of psychology. In 1925, Vygotsky finished his dissertation, The Psychology of Art but was awarded his -Zone of Proximal Development: The distance between the actual and potential developmental levels, degree in absentia due to an acute tuberculosis relapse that left him incapacitated for a year. He wrote where learning and development occur. over 180 papers during his lifetime, but his work was blacklisted under Stalin in 1936. It was often criticized and suppressed by the Soviet government’s ban on pedology (the study of child development, Scaffolding making his writings largely inaccessible to the Western world. His work was finally recognized in the -Scaffolding is a process by which adults or more skilled peers provide support and guidance to help 1970’s and many of his writings were published 50 years after his death. children learn and develop new skills. - Vgotsky has three key concepts that significantly contributed to our understanding of how children The key aspects of scaffolding include: learn and develop, emphasizing the importance of social interaction and guided participation in the learning process. -Contingent Support: Adults or more skilled peers provide support that is tailored to the child’s needs and abilities. As the child’s skills improve, the level of support is gradually reduced. Vygotsky’s key concepts and theories include: -Gradual Release of Responsibility: As children become more competent, the responsibility for learning 3. Collaborative Learning: Vygotsky emphasized learning as a social process. Group discussions, peer is gradually transferred from the adult or more skilled peer to the child. tutoring, and cooperative projects help students learn from one another through interaction and shared experiences. -Intersubjectivity: Scaffolding involves a shared understanding and mutual engagement between the child and the more skilled individual (Wood, Bruner, & Ross, 1976). 4. Role Play: Role-playing activities allow students to explore various perspectives and practice social and language skills, deepening their understanding by acting out concepts in a supportive environment. Relationships Between Concepts and Theories 5. Language Development: Vygotsky viewed language as a crucial tool for learning. Activities like -Vygotsky’s sociocultural theory, ZPD, and scaffolding are interconnected concepts that complement storytelling, open-ended questions, and classroom discussions promote the development of thinking each other. skills, as students articulate their ideas and refine their understanding through dialogue. -Sociocultural theory offers a broad framework to understand how social interaction and cultural tools I. Brief History of Millennium Development Goals (MDGs) influence cognitive development. -The United Nations Millennium Development Goals (MDGs) are 8 goals that UN Member States have -The Zone of Proximal Development (ZPD) and scaffolding are specific methods that facilitate learning agreed to try to achieve from year 2000 to 2015.ese goals aimed to reduce poverty, hunger, disease, and development within the sociocultural context. and inequality while promoting education, health, environmental sustainability, and global partnerships Importance in ecce by 2015. - Significance of social interaction, scaffolding and culturally relevant/sensitive teaching methods -adopted by 189 countries and signed by 147 heads of state. - Appropriate challenges & support to scaffold learning -It was signed in September 200 to commit world leaders to combat poverty, hunger, disease, illiteracy, environmental degradation, and discrimination against women. - Creating inclusive, interactive, and culturally aware early learning environments. II. MDGs and their Application and Relevance in Early Childhood Education Application in Classroom (Aly) MDG 1: Eradicate Extreme Poverty and Hunger Application of Lev Vygotsky’s Theory in the Classroom Child Development and Learning Vygotsky believed that children learn more efficiently in a social environment, and applying his social development theory in the classroom can help students grasp concepts more quickly. A child's brain development is greatly impacted by hunger and poverty, which can delay a child's cognitive and motor development and reduce their preparedness for learning. Stunting and diminished One of the key concepts in Vygotsky’s theory is the Zone of Proximal Development (ZPD), which refers mental capacity can be caused by inadequate nutrition, particularly in the first five years of life, which to the gap between what a learner can do independently and what they can achieve with guidance. To makes it more difficult to complete school. apply this in the classroom, teachers use scaffolding, where instruction is broken into small, manageable steps. As students gain independence, the support is gradually reduced until they can complete tasks Access to Early Education on their own. Due to financial limitations, families in poverty are less likely to enroll their children in preschool or Strategies and Activities: kindergarten programs, which feeds the cycle of poverty even more. By addressing extreme poverty and hunger, more kids may take part in early childhood education (ECE) and acquire the fundamental 1. Scaffolding: Teachers guide students in learning new concepts, providing support until the student skills necessary for success in later schooling. can perform the task independently. For example, during reading, a teacher might initially help students understand the text but gradually allow them to read without assistance. MDG 2: Achieve Universal Primary Education 2. ZPD-based Activities: Create tasks that push students slightly beyond their current ability but are -It is vital to guarantee that children are developmentally prepared for elementary school. The social, achievable with help. Group work allows more skilled students to assist their peers, moving everyone reading, and numeracy skills that children acquire through access to high-quality ECE programs are toward independent learning. essential for their success in formal schooling.  Reducing Education Inequality Encouraging Maternal Health through Informed Parenting Educating women about early childhood development, nutrition, and the value of education is another way to improve maternal health Children must be prepared for elementary education in order for universal access to be realized. Early throughout pregnancy and foster stronger bonds between mother and child. childhood programs are designed to reach out to children who are excluded and underprivileged, so that children from lower socioeconomic circumstances can start school on an equal basis with their MDG 6: Combat HIV/AIDS, Malaria, and Other Diseases peers. Care for Affected Children MDG 3: Promote Gender Equality and Empower Women Children afflicted with HIV/AIDS experience social exclusion and stigma, which limits their ability to Equal Access to Education attend school. Therefore, ECE programs would give these kids a place to live in addition to an education as well as emotional and social assistance. In Early Childhood Education, every child has the right to be educated in a formal school regardless of their sexes. MDGs has the goal to break the gender discrimination occurring in many countries like: Education about Health -Afghanistan (regime of the Taliban till 2001): Girls were forbidden from attending school and women Early Childhood Educators (ECEs) can assist parents and young children in preventing illnesses and were not allowed to have positions as teachers under the Taliban government (1996–2001). promoting good hygiene and health-related habits. By incorporating health education into early childhood programs, communities can more successfully combat diseases and their spread. -Nigeria's north (because of Boko Haram): The militant organization Boko Haram deliberately targeted females' education and vigorously opposed Western-style schooling. The group's objection to women MDG 7: Ensure Environmental Sustainability receiving an education was made clear by the most notorious incident, which occurred in 2014 when Sustainable ECE Practice over 270 schoolgirls were abducted in Chibok. In early childhood centers, sustainable approaches to material use, trash reduction, and energy Women Empowerment in Education Field conservation are all part of the sustainable ECE practices. By setting an example for the kids and their Quality early childhood education programs also help working women by taking care of their children families, these activities help to instill a sustainability culture in them from an early age. so they can go to school or work. This promotes gender equality within the family as well as helps in Learning environments that are growing in health economic empowerment. Sanitation, ECE settings, and access to clean, safe, and healthy water all help to create an environment MDG 4: Reduce Child Mortality that supports children's growth and well-being. Unhealthy surroundings can quickly cause sickness and Safety and Well-being Considerations of Learners absence, which has a negative impact on kids' academic performance. Health interventions that lower child mortality rates, such as vaccinations, health checks, and nutrition MDG 8: Develop a Global Partnership for Development programs, are frequently incorporated into early childhood programs. The promotion of child survival International Partnerships for ECE and general well-being is made possible by the integration of health care and education (ECE). Through international partnerships, global investment in early childhood education (ECE) improves MDG 5: Improve Maternal Health funds, resources, and expertise for these programs, particularly for low-income nations. International Healthy Mothers, Healthy Children collaboration guarantees the best practices, including the most recent studies on early childhood education, to raise the standard of ECE everywhere. A mother's state of health clearly indicates how well her children are doing. When mothers receive the right medical care, including prenatal and postnatal services, they are more likely to give birth to Teacher Training healthy, well-nourished children who have a higher chance of growing up healthy. Better care can be International partners are providing technical support, teacher training, and capacity building to create given by a healthy mother before her children are ready for early schooling. a high-quality early education program. Raising Awareness about ECE to parents  Give children access to cutting-edge learning resources (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education International collaborations can give children access to cutting-edge resources like learning materials, shall be made generally available and higher education shall be equally accessible to all on the basis of new technology, or other educational tools that could improve their quality of schooling, especially if merit. they reside in underprivileged areas. (2) Education shall be directed to the full development of the human personality and to the I.Universal Declaration of Human Rights and the UN Convention on the Rights of the Child strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, HUMAN RIGHTS tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. -‘’ Human rights are rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from (3) Parents have a prior right to choose the kind of education that shall be given to their children. slavery and torture, freedom of opinion and expression, the right to work and education, and many ‘’ The power of the Universal Declaration is the power of ideas to change the world. It inspires us to more. ‘’ — United Nations continue working to ensure that all people can gain freedom, equality and dignity. One vital aspect of Universal Declaration of Human Rights (UDHR) this task is to empower people to demand what should be guaranteed: their human rights. ‘’ – Zeid Ra’ad Al Hussein UN High Commissioner for Human Rights -Adopted by the United Nations General Assembly in 1948 Convention on the Rights of the Child (CRC) -It outlines the fundamental rights and freedoms that belong to all human beings, regardless of nationality, race, sex, religion, political opinion, or any other status. Who is a child? -Foundation of all international human rights law A human being below 18 years of age, unless national laws recognize the age of majority later (CRC, Article 1). -Serves as model for national constitutions and international treaties Convention on the Rights of the Child (CRC) Principles of Human Rights: Adopted by the UN General Assembly in 1989 Universality, Inalienability, Interdependence, Equality, Non-derogable rights As of 2024, 196 countries ratified it, making it the most universally accepted human rights The UDHR includes rights related to: treaty in history. A. Civil and political rights: Freedom of expression, thought, conscience, and religion; the right Focuses specifically on the rights of the children, recognizing them as individuals who have to life, liberty, and security of person; the right to a fair trial; and the right to vote. their own rights and needs B. Economic, social, and cultural rights: The right to work, education, health, adequate housing, Emphasizes the importance of children's participation in decision making that affects their and food. lives. C. Collective rights: The right to self-determination and the right to participate in cultural life. It also explains how the government, UNICEF, and other agencies must work together in order ARTICLE 7: to ensure that all children enjoy their rights. All are equal before the law and are entitled without any discrimination to equal protection of the law. The CRC provides a way to monitor the government's progress on children's rights, and a basis All are entitled to equal protection against any discrimination in violation of this Declaration and against for children's organizations. any incitement to such discrimination. 4 General principles of Children's rights: ARTICLE 26: Non-discrimination, Best interests, Survival and development, Views of the child:  Early Childhood Care and Development Rights of the child: Early Childhood To be born, To have a name and nationality, To be free, To have a family, To have a good education, To Early childhood refers to the critical period of a child’s life from conception up to the age of five, have enough food, healthy, and active body, To be given the opportunity for play and leisure, To be although in some international contexts, it extends to age eight. This stage is included in the definition given protection against abuse, danger, and violence, To live in a peaceful community, To be assisted of Early Childhood Care and Development (ECCD) for two key reasons: the comprehensive care required and defended by the government, To be able to express own views during this time and the importance of fostering holistic development. CRC IN THE PHILIPPINES Care The Philippines signed the UN CRC on January 26, 1990. Care encompasses much more than education. It involves ensuring children's overall well-being, including their health, nutrition, emotional, and social development. This broader approach encourages The Philippines is the 109th country to sign. policymakers and program providers to look beyond just pre-schooling and consider the full spectrum It was ratified by the Philippine Senate on August 21, 1990. of a child’s needs. Philippine laws and policies implemented in relation to CRC: Development A. Republic Act No. 7610, “Special Protection of Children Against Child Abuse, Exploitation, and Development refers to the process through which a child progressively masters more complex skills in Discrimination Act” movement, cognition, emotions, and social interactions. This dynamic process involves continuous growth as the child learns to engage with people and objects in their environment, laying the A general framework of all children protection laws in the Philippines. foundation for future learning and behavior. It defines child abuse and neglect and outlines the measures to prevent and respond to such RESEARCH cases. Children ages 0 to 8 go through rapid growth and development, representing a crucial window of Under this act, a child is one who is below 18 years of age or one over 18 but cannot take care opportunity for education. of himself fully. UNESCO believes early childhood care and education (ECCE) can be: B. Republic Act No. 9208, “Anti-trafficking in Persons Act of 2003” o the foundation for emotional well-being and learning throughout life, acquiring Aims to prevent and suppress the trafficking of persons, especially children, for various foundational learning including literacy, numeracy and socio-emotional learning. purposes such as forced labor, sexual exploitation, and organ removal. o best investment a country can make, promoting holistic development— good health, C. Republic Act No. 9231, “Anti-Child Labor Law of 2003” nutrition, learning success, social-emotional development—, gender equality, social cohesion, and economic productivity throughout life. Prohibits child labor and provides measures to protect children from hazardous and exploitative working conditions. It is an integral part of the education system in which life-long learning/education, lives, and careers are built. Children under 15 years old are prohibited from engaging in hazardous work and children under 18 years old from engaging in hazardous occupations. Education rights including early childhood care can significantly affect developmental outcomes for children. D. Republic Act No. 9262, “Anti-Violence Against Women and Their Children Act of 2004” o Laws like RA 10157, which makes kindergarten compulsory and mandatory, boosts Aims to prevent and address all forms of violence against women and their children, including pre-primary early development. physical, sexual, emotional, psychological, and economic abuse.  o The Global Situation of ECE ▪ Family catastrophes Limitations/Challenges ▪ War and conflict not prioritized in education policies and investment ▪ Perceived low return on investment for education (how much value or benefit you get from the money and time you spend on your education) Insufficient funding RA 10157 or known as the kindergarten Act (2012) lack of comprehensive data The RA 10157 or known as the kindergarten Act (2012). Recognizing the importance of early years for children. excludes marginalized groups (usually privately provided; not affordable to the public) One of its proponents is Sen. Edgardo Angara and officially signed by the former president 1 out of 4 children aged 5 did not have any pre-primary education (35 million out of 137 Benigno Aquino. million) It implemented a one year preparatory stage before first grade in elementary, known as the kindergarten. Therefore kinder is part of the formal years of education in the Philippines. This only half of all countries guarantee free pre-primary education law also recognizes the important roles and duties of DEPED, the funding, the professional development of Kindergarten teachers, the overseeing of curriculum, and the overall no international framework that protects right to education to include ECCE, limiting global requirements and importance of Kindergarten. progress Note: one in five children aged five years has not attended Kindergarten (2022 data) teacher shortages and quality, as a consequence of their low social status, poor salaries and job insecurity impacting and retaining qualified early childhood educators NATIONAL EARLY CHILDHOOD CARE DEVELOPMENT SYSTEM or the RA 10410 or Early Years Act (of 2013) Addressing these issues supports foundational learning and ensures equitable access to quality early The council is responsible in overseeing the overall development of 0-4 years old, including education, improving opportunities and success for further education. health and nutrition. They oversee the and establishes the National System of Early Childhood Education for All Care and Development. They are also responsible in partnership with different government agencies, private organizations and different initiatives. The prioritization of children from The United Nations defines education as a building block of every society; the best investment to create underprivileged families, and establishing of support systems. prosperous, healthy and equitable societies as it opens up and expands opportunities for people. What is R.A. 8980? Despite the 1948 Universal Declaration of Human Rights stating that everyone has the right to education, 57 million children still do not have access to it. It is more known as the “Early Childhood Care and Development Act of 2000”. It was put into effect on December 5, 2000, under President Joseph Ejercito Estrada. This is the country’s guiding policy in o SGD 4 (Quality Education) recognizes and addresses the reasons that hinder universal promoting rights of children in terms of survival, development, and special protection under the law. education through: It also recognizes the nature of childhood and its special needs, while also supporting parents as their primary caregivers and first teachers. ▪ Increasing scholarships in developing nations ▪ Creating inclusive educational facilities -R.A 8980 puts the child’s needs and development in the center, and sees the interrelatedness of the aspects of a child’s development. It also mandates that all groups: family, community, and various o Factors that fuel drop-out rates: national and local government agencies work together in coming up with an ECCD Curriculum, parent education, advocacy, and community mobilization; human resource development program, program ▪ Poverty management, and quality standards and accreditation. -In the law itself, it also establishes the National Coordinating Council, both at national and local levels. ▪ Gender This is to ensure that ECCD policies and guidelines are implemented, as well as the national ECCD ▪ Disability system, coordinate the programs in every agency, and many more.  Other Information: -All of these details mentioned previously are found in Section 8: Creation of National Coordinating This law features the 12 rights of the child, which is the following: Council and Coordinating Committees for ECCD in R.A 8980. Right to be born well - Born healthy and cared for in the moment of conception, and that includes -Another feature to mention in R.A 8980 is about the financing of ECCD, which can be found in Section prenatal care. 9: Financing of ECCD programs. It states that ECCD programs at community level shall be funded with Right to a wholesome family life - Children are entitled to live in a loving, secure, and nurturing family the combination of public and private funds. It also states that the programs, such as primary health environment. care, daycare program, kindergarten program, and other programs that are under ECCD can be Right to be raised well and become a contributing member of society - Children should be raised with supported and funded by the government organizations, such as DOH (Department of Health), DILG values and guidance that will help them grow into responsible, contributing members of society. (Department of Interior and Local Government), DSWD (Department of Social Welfare Services) and Right to basic needs - Every child has the right to adequate food, shelter, clothing, health care, and DECS (now DepEd), and local government services as well. education to ensure their proper development. Right to access what they need to have a good life - Children’s needs should be attended to so that Researches they can feel the support of the people around them, which, in turn, builds and strengthens their Here is an overview of the key sections of Republic Act No. 8980, known as the Early Childhood Care character in adulthood. and Development (ECCD): Right to access education - Children have the right to receive free and compulsory primary education, Section 1: Title with equal opportunities to access secondary and higher education. This Act shall be known as the "ECCD Act." Right to play and leisure - Children have the right to rest, relax, and engage in age-appropriate Section 2: Declaration of Policy recreational activities, which are essential for their physical and mental well-being. Recognizes the importance of early childhood care and development and declares the policy of the Right to be protected from abuse and exploitation - Children must be protected from all forms of state to promote the rights of children to survival, development, participation, and protection. physical, mental, emotional, and sexual abuse, neglect, and exploitation, including child labor and Section 3: Objectives trafficking. Lists the specific objectives of the ECCD system, including promoting optimum growth and Right to live in a productive environment - Children have the right to be raised in a community or development of Filipino children and ensuring they have access to quality basic services. environment where they can thrive in, and free of any kinds of negative influences. (Under Section 3 is:) Right to be cared for by the State in case of the absence of parents/guardians - Children have the A. Ensuring that a child received a adequate education, health and nutrition that they need, this right to be cared for, protected and assisted by the state in the case that parents or guardians failed to should also need to be accessible to children and their mother from prenatal up to their early childhood provide the needs and care of the child. years) Right to good governance - Children are entitled to be born under a government that inspires them to B. Enhance their different developmental domains be a good and helpful citizen. C. Enhance the roles and responsibilities of the parents or caregivers Right to freedom and peace - Children are entitled to do what they want in their lives, as long as it D. Facilitate a smooth transition from care and education to community or school based setting contributes to the community that they are part of. E. Enhance the capabilities of service providers Other than that, P.D 603 talks about children, their rights and other provisions, same with parents and F. Enhance and sustain efforts of communities to promote ECCD programs youth, while also taking into consideration the roles and responsibilties of different sectors, such as G. Ensure that young children are adequately prepared for formal learning system community, samahan, church, and the government. H. Establish an efficient system for early identification, prevention, referral and intervention of developmental disorders and disabilities K to 12 Basic Education Program I. Improve quality standards of public and private ECCD programs. Presidential Decree 603 What is P.D 603? -More known as The Child and Youth Welfare Code on December 10, 1974 under President Ferdinand Marcos Sr., this law is a comprehensive legal framework that is designed to protect and promote the rights and welfare of the young generation in the Philippines. It basically covers various aspects of child welfare, that includes rights to family life, development and basic needs, ensuring that children receive the care, education and legal protection that they deserve.  Making the Curriculum Relevant to Learners (Contextualization and Enhancement) Building Proficiency through Language (Mother Tongue-Based Multilingual Education) Ensuring Integrated and Seamless Learning (Spiral Progression) Why are we implementing the k-12 system? Gearing Up for the Future (Senior High School) provide sufficient time for mastery of concepts and skills, develop lifelong learners, and NURTURING THE HOLISTICALLY DEVELOPED FILIPINO (COLLEGE AND LIVELIHOOD prepare graduates for tertiary education, middle-level skills development, employment, and READINESS, 21ST CENTURY SKILLS) entrepreneurship. Challenges and Issues in implementing K-12 To address the need for a more globally competitive education system Ednave, R., et. al., (2018) stated that the implementation of the K to 12 programs presented Improved Quality of education the following challenges: a) lack of preparation and professional development; b) excessive academic burden on students; and c) integration of lessons in the real-life context. Enhance global Competitiveness Financial Burden Holistic development Extra training for teachers Quality Basic Education Uneven, mismatched Equitable Access Assertive but disorganized Relevance SHS in Local universities and colleges The Philippines is the last country in Asia and one of only three countries worldwide with a 10- year pre-university cycle (Angola and Djibouti are the other two). K-12 curriculum today A 13-year program is found to be the best period for learning under basic education. Features of k-12 Strengthening Early Childhood Education (Universal Kindergarten) I.Introduction -Students in Grades 1 to 10 will experience an enhanced, context-based, and spiral progression learning curriculum with the following subjects: officially signed into law as Republic Act No. 10533, also known as the "Enhanced Basic Education Act of 2013." Subjects paved the way for the restructuring of the country's Q education system, adding two more Mother Tongue years to the traditional 10-year basic education cycle. Filipino initiated under the administration of then-President Benigno "Noynoy" Aquino III. The