Early Childhood Philosophies and Theoretical Beliefs

Augus 6 th 20 t 23

Early Philo Childhoo sophi d Theo retica es and l Beli efs Colleg eo

f Educ ation, G U n iversit rand Canyo ECE 1 y 20: Ea n rly Ch the Tea ildhood F o ching Profes undations an sion d Brittne y G. M cCarey Profes sor Es pin

Essentialism • Essentialism focuses on imparting the fundamental skills and information required for success in life • A planned curriculum and standardsbased instruction are two things that essentialism emphasizes, which has an impact on teaching • Gaining the knowledge and abilities deemed necessary for success in the actual world is the main goal of learning • The idea of students is that they are engaged in their education and that achievement requires effort.

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Perennialism • Perennialism emphasizes the foundation of education being timeless concepts and historical knowledge, such as canons of literature and history • By putting a strong emphasis on rote learning and standardized testing, this has an impact on teaching • This traditional knowledge is the main focus of learning because it is thought to be a means of developing wisdom • Students are seen as obedient consumers of previously acquired information

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Progressivism • Progressivism places a strong emphasis on the improvement of critical thinking abilities and student-centered learning • Promote active, student-centered learning is the main goal of teaching • Skills for collaboration, problem-solving, and critical thinking are the main goals of education • Students are seen as engaged learners who are required to be accountable for their own learning

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• A political ideology known as social reconstructionism places a strong emphasis on the contribution that education can make to resolving social issues and fostering social transformation

Social Reconstructionism

• Education is intended to equip students with the tools they need to actively affect social change • The goal of education is to help students become more aware of societal issues and take appropriate action to solve them • The future of their society is seen as being actively shaped by students as change agents 5

Summary

• The psychologist Jean Piaget specialized in the growth and learning of young children.He had the opinion that there are various stages of development that children go through and that it is crucial for educators to be aware of these stages so they may adapt their instruction to each child’s level of understanding. In addition, Piaget stressed the value of interactive, hands-on learning experiences for young children. According to Jean Piaget's theory of cognitive development, kids go through four phases of intellectual growth that correspond to their growing mental sophistication. The newborn concentrates on physical sensations and learns to control the body during the sensorimotor stage, which is the first stage.

The pre-operational stage is the second stage of intellectual development according to Piaget. It occurs between the ages of two and seven. Since the infant is not yet using operations, thinking at this stage is influenced more by how things appear than by logical thinking. By the start of the concrete operational stage, the child can utilize operations (a set of logical rules) to conserve quantities, learns that other people see the world differently than he does (decent-ring), and has gotten better at activities requiring inclusion. Children continue to struggle with abstract thought. Approximately at age 11, the formal operational time starts. Adolescents who pass through this stage develop higher-order reasoning skills, the capacity for abstract thought, and the capability to mix and classify objects in increasingly complex ways. Many educational theories and practices still in use in early childhood education today have been impacted by Piaget’s work.

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n o i t c e l f Re • The attitudes and convictions that influence and direct educational theory are reflected in educational philosophies. In turn, educational is that aids teachers in developing a teaching and learning strategy based on their philosophical convictions.

• In order to establish a learning that promotes positive actions and discourages unfavorable ones, a teacher who subscribes to behaviorism might, for instance, utilize a theory that emphasizes on reinforcement and punishment. Contrarily, a teacher who adheres to constructivism may implement a theory that prioritizes group learning and inquiry-based activities with the goal of assisting students in building their own conceptual knowledge of the subject.

• Teaching, learning, and student results may be impacted by both theoretical and philosophical approaches. What teachers think is vital to teach pupils and how they see their job as educators are influenced by philosophy. To put their philosophies into practice in the classroom, instructors can use theory as a framework or model.

• In order to design meaningful and fruitful learning experiences for students, educators will continue to draw on a blend of philosophy and theory. Teachers can modify their lesson plans to accommodate the various learning needs of their students and support their scans personal success by knowing the underlying ideas of various philosophies and ideologies.

THANK YOU!

•Brittney G. McCarey

s e c n e r Refe Gulzar, A. A. (2015, January 27). Educational Philosophies - Educare ~ We Educate, We Care. Educare. Retrieved July 28, 2023, from https://educarepk.com /educational-philosophies.html Jean Piaget and His Theory & Stages of Cognitive Development. (2022, November 3). Simply Psychology. Retrieved July 28, 2023, from https://www.simplypsychology.org/piaget.html Theoretical Reflections: Theory and Philosophy Should Always Inform Practice. (n.d.).

Theoretical Reflections: Theory and Philosophy Should Always Inform Practice. Retrieved July 29, 2023, from https://nacada.ksu.edu /Resources/Academic-Advising-Today/View-Articles/Theoretical-Reflections-Theory-and-Phi losophy-Should-Always-InformPractice.aspx

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