Manual
TABLE OF CONTENTS
Purpose and Perspective of the Chapter..................................................................................................2
Chapter Objectives....................................................................................................................................2
Key Terms..................................................................................................................................................2
What’s New in This Chapter....................................................................................................................4
Chapter Outline.........................................................................................................................................5
Additional Discussion Questions............................................................................................................18
Additional Activities and Assignments..................................................................................................18
Additional Resources...............................................................................................................................19
Internet Resources.................................................................................................................................19
,PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to give students an overview of some of the major influences in the
professional field of early childhood education. Theories and ideas are divided into those from outside the
United States and those specifically American in origin. Next, people and movements from the three
professional fields that most influenced early childhood education (medicine, education, and psychology)
are discussed. Last, the four basic themes that have driven early childhood education are presented in
historical context.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
LO1 List the major historical contributions of Global, Native, European, and American perspectives
that influence modern early childhood education.
LO2 Describe the field of early childhood education and its evolution.
LO3 Identify the three professions that closely connect to the field and their major contributions to
early childhood education.
LO4 Define the four major themes that describe our field from its beginnings, how they shape
practices and policies of early childhood education, and how they connect with issues of today
and beyond.
[return to top]
KEY TERMS
Building block years: Refers to the foundation years of early childhood; namely, the first eight years of
life, in which the basic skills of life and future learning are set, such as locomotor skills of walking and
manipulating, cognitive skills of language/literacy and thinking, and affective skills of social interaction,
personal identity, and self-expression.
Child-centered approach: Refers to the foundation years of early childhood; namely, the first eight
years of life, in which the basic skills of life and future learning are set, such as locomotor skills of
walking and manipulating, cognitive skills of language/literacy and thinking, and affective skills of social
interaction, personal identity, and self-expression.
Concrete: Concerning the immediate experience of actual things or events; specific and particular rather
than general or symbolic.
Custodial: Those tasks relating to guardianship of a child’s basic needs for food, clothing, and shelter; they
include providing for eating, dressing, toileting, resting, and appropriate protection from physical hardships
such as weather, danger, and so forth.
Developmentally appropriate practices (DAPs): That which is suitable or fitting to the development of
the child; refers to those teaching practices that are based on the observation and responsiveness to
,children as learners with developing abilities who differ from one another by rate of growth and
individual differences, rather than of differing amounts of abilities. It also refers to learning experiences
that are relevant to, and respectful of, the social and cultural aspects of the children and their families.
Early childhood education: Education in the early years of life; the field of study that deals mainly with
the learning and experiences of children from infancy through the primary years (up to approximately 8
years of age).
Ethic of social reform: The quality of programs and services needed for children younger than 8 years,
and the education reforms that provide it.
Importance of childhood: Children’s health and welfare and the changes in family life.
Infant school: An educational setting for children aged 3 to 10 years and based on a philosophy of
guidance rather than punishment.
Integrated curriculum: Children’s health and welfare and the changes in family life.
Kindergarten: A school or class for children 4–6 years old; in the United States, kindergarten is either
the first year of formal, public school or the year of schooling before first grade. The name is derived
from the German term meaning “children’s garden.”
Laboratory schools: Educational settings whose purposes include experimental study; schools for testing
and analysis of educational and/or psychological theory and practice, with an opportunity for
experimentation, observation, and practice.
Montessori method: A philosophy of child development and a plan for guiding growth, based on the
belief that education begins at birth and the early years are of the utmost importance.
Open school: A style of education, developed in progressive U.S. schools and in the British infant
schools, that is organized to encourage freedom of choice and that does not use predetermined roles and
structure as the basis of education; an educational setting with the ultimate goal and basis for curricula is
the development of the individual child, rather than of programmed academic experiences.
Parent cooperative schools: An educational setting organized by parents for their young children, often
with parental control of and support for the operation of the program itself.
Professional identity: The uniqueness within the diverse experiences of your life, which brings richness
to your work and treasures to share with the children, families, and professionals that you serve.
Professionalism: The competence or skill expected of a professional; in early childhood education, this
includes a sense of identity, purpose to engage in developmentally appropriate practices, a commitment to
ethical teaching and to child advocacy, and participation in the work as a legitimate livelihood.
Readiness: The condition of being ready, such as being in the state or stage of development so that the
child has the capacity to understand, be taught, or engage in a particular activity.
Self-correcting: The characteristic where materials or experiences that are built or arranged so that the
person using them can automatically fix mistakes without needing another person to check them or point
them out.
, Sensitive periods: Defined by Montessori as those times in a child’s life when an ability or skill
manifests itself strongly. This sensitivity lasts only for a limited amount of time and does not reoccur, so
the child should be exposed to or taught that ability or skill during that period.
Stages of development: Jean Piaget’s theory of cognitive development which suggests that children
move through four different stages of learning. Piaget’s stages are the sensorimotor stage (birth to 2
years), preoperational stage (ages 2 to 7), concrete operational stage (ages 7 to 11), and the formal
operational stage (ages 12 and up).
Tabula rasa: A mind not affected yet by experiences, sensations, and the like. In Locke’s theory, a child
was born with a “clean slate” (the English translation of this term) upon which all experiences are
subsequently written.
Transmitting values: A major theme in early childhood education and history; helping children learn
and accept basic values of the family and community has been one of the reasons for education for
centuries.
Waldorf Education: School establishments based on Austrian philosopher, scientist, and artist, Steiner
(1861–1925) gave lectures for the German factories of Waldorf-Astoria.
[return to top]
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
New ideas about building a personal philosophy of teaching and neuroscience that challenge
students to apply historical ideas to present-day practices.
[return to top]
CHAPTER OUTLINE
In the outline below, each element includes references (in parentheses) to related content. “CH.##”
refers to the chapter objective; “PPT Slide #” refers to the slide number in the PowerPoint deck for this
chapter (provided in the PowerPoints section of the Instructor Resource Center); and, as applicable for
each discipline, accreditation, or certification standards (“NAEYC 1a”).
I. Historical Roots of Early Education (01.01, PPT Slide 3, NAEYC 1, 5)
a. Introduction to Our Story—Early childhood education has a deep and exciting history.
The stories of our field chronicle courageous people who took steps toward improving
children’s lives, supporting families, and preparing teachers. Critical events have had a
hand in shaping the history of early childhood education and its teachers. As the
conditions of childhood and early education have changed through the centuries, its
educators have also adapted to those challenges.
b. All professionals should reexamine themselves on a regular basis because although
understanding the past makes sense for professional identity, recognizing that historical
records are reflections of certain cultural norms is also crucial.
TABLE OF CONTENTS
Purpose and Perspective of the Chapter..................................................................................................2
Chapter Objectives....................................................................................................................................2
Key Terms..................................................................................................................................................2
What’s New in This Chapter....................................................................................................................4
Chapter Outline.........................................................................................................................................5
Additional Discussion Questions............................................................................................................18
Additional Activities and Assignments..................................................................................................18
Additional Resources...............................................................................................................................19
Internet Resources.................................................................................................................................19
,PURPOSE AND PERSPECTIVE OF THE CHAPTER
The purpose of this chapter is to give students an overview of some of the major influences in the
professional field of early childhood education. Theories and ideas are divided into those from outside the
United States and those specifically American in origin. Next, people and movements from the three
professional fields that most influenced early childhood education (medicine, education, and psychology)
are discussed. Last, the four basic themes that have driven early childhood education are presented in
historical context.
CHAPTER OBJECTIVES
The following objectives are addressed in this chapter:
LO1 List the major historical contributions of Global, Native, European, and American perspectives
that influence modern early childhood education.
LO2 Describe the field of early childhood education and its evolution.
LO3 Identify the three professions that closely connect to the field and their major contributions to
early childhood education.
LO4 Define the four major themes that describe our field from its beginnings, how they shape
practices and policies of early childhood education, and how they connect with issues of today
and beyond.
[return to top]
KEY TERMS
Building block years: Refers to the foundation years of early childhood; namely, the first eight years of
life, in which the basic skills of life and future learning are set, such as locomotor skills of walking and
manipulating, cognitive skills of language/literacy and thinking, and affective skills of social interaction,
personal identity, and self-expression.
Child-centered approach: Refers to the foundation years of early childhood; namely, the first eight
years of life, in which the basic skills of life and future learning are set, such as locomotor skills of
walking and manipulating, cognitive skills of language/literacy and thinking, and affective skills of social
interaction, personal identity, and self-expression.
Concrete: Concerning the immediate experience of actual things or events; specific and particular rather
than general or symbolic.
Custodial: Those tasks relating to guardianship of a child’s basic needs for food, clothing, and shelter; they
include providing for eating, dressing, toileting, resting, and appropriate protection from physical hardships
such as weather, danger, and so forth.
Developmentally appropriate practices (DAPs): That which is suitable or fitting to the development of
the child; refers to those teaching practices that are based on the observation and responsiveness to
,children as learners with developing abilities who differ from one another by rate of growth and
individual differences, rather than of differing amounts of abilities. It also refers to learning experiences
that are relevant to, and respectful of, the social and cultural aspects of the children and their families.
Early childhood education: Education in the early years of life; the field of study that deals mainly with
the learning and experiences of children from infancy through the primary years (up to approximately 8
years of age).
Ethic of social reform: The quality of programs and services needed for children younger than 8 years,
and the education reforms that provide it.
Importance of childhood: Children’s health and welfare and the changes in family life.
Infant school: An educational setting for children aged 3 to 10 years and based on a philosophy of
guidance rather than punishment.
Integrated curriculum: Children’s health and welfare and the changes in family life.
Kindergarten: A school or class for children 4–6 years old; in the United States, kindergarten is either
the first year of formal, public school or the year of schooling before first grade. The name is derived
from the German term meaning “children’s garden.”
Laboratory schools: Educational settings whose purposes include experimental study; schools for testing
and analysis of educational and/or psychological theory and practice, with an opportunity for
experimentation, observation, and practice.
Montessori method: A philosophy of child development and a plan for guiding growth, based on the
belief that education begins at birth and the early years are of the utmost importance.
Open school: A style of education, developed in progressive U.S. schools and in the British infant
schools, that is organized to encourage freedom of choice and that does not use predetermined roles and
structure as the basis of education; an educational setting with the ultimate goal and basis for curricula is
the development of the individual child, rather than of programmed academic experiences.
Parent cooperative schools: An educational setting organized by parents for their young children, often
with parental control of and support for the operation of the program itself.
Professional identity: The uniqueness within the diverse experiences of your life, which brings richness
to your work and treasures to share with the children, families, and professionals that you serve.
Professionalism: The competence or skill expected of a professional; in early childhood education, this
includes a sense of identity, purpose to engage in developmentally appropriate practices, a commitment to
ethical teaching and to child advocacy, and participation in the work as a legitimate livelihood.
Readiness: The condition of being ready, such as being in the state or stage of development so that the
child has the capacity to understand, be taught, or engage in a particular activity.
Self-correcting: The characteristic where materials or experiences that are built or arranged so that the
person using them can automatically fix mistakes without needing another person to check them or point
them out.
, Sensitive periods: Defined by Montessori as those times in a child’s life when an ability or skill
manifests itself strongly. This sensitivity lasts only for a limited amount of time and does not reoccur, so
the child should be exposed to or taught that ability or skill during that period.
Stages of development: Jean Piaget’s theory of cognitive development which suggests that children
move through four different stages of learning. Piaget’s stages are the sensorimotor stage (birth to 2
years), preoperational stage (ages 2 to 7), concrete operational stage (ages 7 to 11), and the formal
operational stage (ages 12 and up).
Tabula rasa: A mind not affected yet by experiences, sensations, and the like. In Locke’s theory, a child
was born with a “clean slate” (the English translation of this term) upon which all experiences are
subsequently written.
Transmitting values: A major theme in early childhood education and history; helping children learn
and accept basic values of the family and community has been one of the reasons for education for
centuries.
Waldorf Education: School establishments based on Austrian philosopher, scientist, and artist, Steiner
(1861–1925) gave lectures for the German factories of Waldorf-Astoria.
[return to top]
WHAT’S NEW IN THIS CHAPTER
The following elements are improvements in this chapter from the previous edition:
New ideas about building a personal philosophy of teaching and neuroscience that challenge
students to apply historical ideas to present-day practices.
[return to top]
CHAPTER OUTLINE
In the outline below, each element includes references (in parentheses) to related content. “CH.##”
refers to the chapter objective; “PPT Slide #” refers to the slide number in the PowerPoint deck for this
chapter (provided in the PowerPoints section of the Instructor Resource Center); and, as applicable for
each discipline, accreditation, or certification standards (“NAEYC 1a”).
I. Historical Roots of Early Education (01.01, PPT Slide 3, NAEYC 1, 5)
a. Introduction to Our Story—Early childhood education has a deep and exciting history.
The stories of our field chronicle courageous people who took steps toward improving
children’s lives, supporting families, and preparing teachers. Critical events have had a
hand in shaping the history of early childhood education and its teachers. As the
conditions of childhood and early education have changed through the centuries, its
educators have also adapted to those challenges.
b. All professionals should reexamine themselves on a regular basis because although
understanding the past makes sense for professional identity, recognizing that historical
records are reflections of certain cultural norms is also crucial.
