Full Description
The chapters in this book reflect on the major shifts in the views of early childhood thinkers and educators, who have contributed to contemporary theoretical frameworks pertaining to early childhood learning. The book also revisits and critically analyses the influence of developmental theories on early childhood education, starting in the 1890s with the work of G. Stanley Hall that established the close association of early childhood education and child development. Several chapters comprise critical examinations of the fundamental influence of thinkers such as Piaget, Vygotsky, Kohlberg, Adler, Pestalozzi, Froebel, and so on, on early childhood learning. The book also contends that these theoretical conceptions of child development have heavily influenced modern views of early childhood education.
This book is a significant new contribution to early childhood learning, and will be a great resource for academics, researchers, and advanced students of Education, Public Policy, History of Education, Psychology, and Sociology.
The chapters in this book were originally published as a special issue of the Early Child Development and Care.
Contents
Introduction: The metamorphosis of early childhood theorists and pioneers Part I: Developmental Theories in Early Childhood Education 1. Theorists and their developmental theories 2. Revisiting Piaget, his contribution to South African early childhood education 3. Continuing the heritage of Vygotsky as a complexivist: insights from a research project among pre-primary learners in Mauritius 4. Vygotsky's contributions to understandings of emotional development through early childhood play 5. Vygotsky's theory in- play: early childhood education 6. Contemporary principles to lead understandings of children's learning: synthesizing Vygotsky, Rogoff, Wells and Lindfors 7. A review of Kohlberg's theory and its applicability in the South African context through the lens of early childhood development and violence 8. The promise and the practice of early childhood educare in the writings of Urie Bronfenbrenner 9. The impact of B. F. Skinner's science of operant learning on early childhood research, theory, treatment, and care 10. The psychosocial development theory of Erik Erikson: critical overview 11. Bruno Bettelheim: contradictions, controversies and continuities 12. The contributions of Alfred Adler (1870-1937) to the understanding of early childhood development Part II: Pioneers and their Curriculum Programs 13. Early childhood education pioneers and their curriculum programs 14. Pestalozzi and pedagogies of love: pathways to educational reform 15. Froebel's kindergarten and its movement in Germany and the United States 16. Friedrich Froebel: a path least trodden 17. Friedrich Froebel: interpolation, extrapolation 18. Montessori as an alternative early childhood education 19. Math achievement outcomes associated with Montessori education 20. A study on the effect of Montessori Education on self- regulation skills in preschoolers 21. How do children build knowledge in early childhood education? Susan Isaacs, Young Children Are Researchers and what happens next 22. Sustaining curiosity: Reggio-Emilia inspired learning 23. How teachers, peers, and classroom materials support children's inquiry in a Reggio Emilia- inspired preschool 24. Mikhail Bakhtin: a two- faced encounter with child becoming(s) through dialogue 25. Waldorf inspired hyper- imaginative learning trajectories: developing new media literacies in elementary education 26. Seeing infants differently: Magda Gerber's contributions to the early care and education field and their continuing relevance 27. A potpourri of philosophical and child development research- based perspectives as a way forward for early childhood curricula and pedagogy: reconcilable schism or irreconcilable severance? 28. Early childhood theories, ideals and social- political movements, an oral history study of pioneers in the second half of the twentieth century
