Philosophies, Theories, and Models Chart

Philosophies, Theories, and Models Chart
Theory

Theorist(s)

Description

Effect on Early Childhood Education

Sources

Maturational Theory

Arnold Gesell

This theory posits that children are proactive, inquisitive participants in their learning experience and progress through stages of cognitive and physical development in a gradual manner.

It emphasizes that teaching should accommodate a child's development with appropriate activities, materials, and interactions.

Dalton, T. C. (2005). Arnold Gesell and the maturation controversy. Integrative Physiological & Behavioral Science, 40(4), 182–204. https://doi.org/10.1007/bf02915215

Constructivist Theory

Jean Piaget

This theory states that children construct their understanding of the world through experiences by engaging in activities and exploring materials.

The theory underscores the importance of learning through play, exploration, and inquiry-based activities.

Sjøberg, S. (2010). Constructivism and Learning. International Encyclopedia of Education, 5, 485–490. https://doi.org/10.1016/b978-0-08-044894-7.00467-x

Cognitivist Theory

Lev Vygotsky

This theory suggests that children develop understanding through social interactions, scaffolding, and guidance from an individual with more excellent knowledge.

Early childhood education is significantly impacted by accentuating the relevance of teachers providing instruction and guidance.

Moore, M. (2011). Vygotsky’s Cognitive Development Theory. Encyclopedia of Child Behavior and Development, 1, 1549–1550. https://doi.org/10.1007/978-0-387-79061-9_3054

Moral and Developmental Theory

Lawrence Kohlberg

The stage theory of moral development postulates that children's moral reasoning develops through distinct stages beginning in early childhood.

It underlines the importance of teaching children moral values and providing appropriate guidance and support.

Wahidah, A. F. N., & Maemonah, M. (2020). Moral Thought of Early Childhood in Perspective Lawrence Kohlberg. Golden Age: Jurnal Pendidikan Anak Usia Dini, 4(1). https://doi.org/10.29313/ga:jpaud.v4i1.5991

Sociocultural Theory

Lev Vygotsky

This theory claims that learning is a social process shaped by the culture and environment in which it takes place.

It emphasizes the importance of creating a supportive, culturally-responsive learning environment.

Winsler, A. (2003). Introduction To Special Issue: Vygotskian Perspectives in Early Childhood Education: Translating Ideas into Classroom Practice. Early Education & Development, 14(3), 253–270. https://doi.org/10.1207/s15566935eed1403_1

Ecological Theory

Urie Bronfenbrenner

This theory indicates that a child's development is influenced by multiple levels of their environment, from the family to the larger community.

It emphasizes the influence of considering the social and cultural contexts in which children live and learn.

Tudge, J. R. H., Merçon-Vargas, E. A., Liang, Y., & Payir, A. (2017). The Importance of Urie Bronfenbrenner’s Bioecological Theory for Early Childhood Education. Theories of Early Childhood Education, 45–57. https://doi.org/10.4324/9781315641560-4

Psychosocial Theory

Erik Erikson

This theory designates that children develop a sense of self and identity as they progress through stages of psychosocial development.

It stresses the importance of providing guidance and support as children learn to manage their emotions, relationships, and environment.

Maree, J. G. (2021). The psychosocial development theory of Erik Erikson: Critical overview. Early Child Development and Care, 191(7-8), 1107–1121. https://doi.org/10.1080/03004430.2020.1845163

Behaviorist Theory

B.F. Skinner

This theory directs that learning resu...