FOUNDATIONS OF EARLY

CHILDHOOD EDUCATION
ECE 1

Prepared by:

CHARIZA C. ARCILLA
Instructor

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 ECE 1 FOUNDATIONS OF EARLY CHILDHOOD EDUCATION
FIRST SEMESTER SY 2021-2022

MODULE 1: HISTORICAL FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

Name: ___________________________________________________ Course: ______________________

Date submitted: __________________________________________ Rating: ______________________

Learning Objectives

At the end of the module, students are expected to:

1. remember the major contributors to the development of early childhood education;

2. analyze how historical events shaped and impacted early childhood

education today; and

3. appreciate the history of early childhood education.

Introduction

In this unit, you will learn about the history of Early Childhood Education (ECE). You will get to know the
major contributors to this field that you are also going into, and analyze how they have shaped and impacted
early childhood education as we know it today.

Plato
Martin Luther
John Locke
Montessori
Friedrich Froebel
Maria Montessori

Which of these names ring a bell to you? Put a check on the name that you ‘ have heard and beside it,
anything that you know about that person.

Let’s Get Started

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 I. THINK

CLASSICAL PERIOD (400 BC-AD 200)

The great minds of Ancient Greece were concerned about raising children effectively. Infancy was “a
process of becoming human” and education targeted the refinement of “the baser elements of human nature.”

Athens

In ancient Athens, only (wealthy) boys went to schools to prepare for “life in the public sphere”
(because only men could be citizens); whereas girls’ education if any, was demoted to the private sphere, often
at home and often arbitrary and informal. Greek rhetorician Isocrates’ teaching, known by Greeks as “paideia”
which is a term derived from the Greek word for child “pais” was not for female children, even the wealthy
ones (Lopez, 2019).

In the later fifth century BC, there was no gender segregation earlier ‘in a child’s life. Both daughters
and sons (of wealthy Athenian families) spent their early years at home, cared for by female relatives (perhaps
grandparents) or slaves. Six or seven-year-old children begin training for their future occupation which was
usually the same as their parents’, and based on gender and social standing. Boys would leave home for school
where they received training “on the forming of citizens” and in subjects such as grammar, music, and physical
education. Note that schools in Athens were not state-funded or organized; families sent and paid for their
sons’education (Lopez, 2019).

Historians say that girls were taught literature, math, dancing, and gymnastics; but no documents could
be found regarding this, except for a few artworks that depict female students (Kye, 2011).

Sparta

Unlike Athens, Sparta’s school (agoge) had a rigid system and was organized by the state. Spartan
education was aimed to produce and maintain a powerful army. Both Spartan boys and girls trained together in
athletics and competed against each other. At 7, male Spartans received military education focused on survival.
“They were beaten, taught to steal, and learned to withstand cold and hunger” (Lopez: 2019). Girls went to
school to become warriors. All Spartan girls were taught to wrestle, fist fight, handle a weapon, and kill
(Retrieved on May 30, 2020 from https://

Plato (c. 428-348 BC)

Well-known Greek philosopher Plato may be the first to recognize the educational value of play and
advocate play as a teaching method. Play is where education should begin, suggests Socrates in Book VII of
Plato's Republic: “Don’t use force in training the children in the studies, but rather play. In that way you can
better discern what each is naturally directed towards” (537a). This natural direction i thought to be a child's
future occupation and Plato viewed play as “rehearsal” for what they would become, which psychology calls
anticipatory socialization. “For example, if a boy is to be a good farmer or a good builder, he should play at
building toy houses or at farming and be provided by his tutor with miniature tools modeled on real ones... One
should see games as a means of directing children’s tastes and inclinations to the role they will fulfil as adults”
(Laws by Plato, Book 1; Aleksoy, 2018),

The Platonic theory of education states that education Is a means to achieve individual justice, when
“each individual develops his or her ability to the fullest” and social justice, when “all social classes in a
society, workers, warriors, and rulers, are in a harmonious relationship” (Lee, 1994). He therefore scorned the
idea that education is only for males.

The Father of Idealism in Philosophy believed that “all children were born with a defined amount of
knowledge, and that education served to remind them of this inherent understanding of the world, and help them
use it in their everyday lives.” (Feeny, et al., 2010).

Plato's famous Academy may be considered as the first basic “school” where people gathered under the
trees to listen, discuss, and learn. Plato even recommended the establishment of nurseries in the community
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where children would be taught the values “to become good citizens in a productive society” with games,
music, drama, and storytelling (Feeny, et al., 2010).

Aristotle (c. 384-322 BC)

Like his teacher Plato, Aristotle also recognized the importance of early childhood as the formative
period of human development. He believed that early education must develop the mind and body and establish
good habits (Retrieved on May 30, 2020 from https://educationalroots.weebly.com/aristotle.html). For Aristotle,
like Socrates and Plato, education is “the creation of a sound mind in a sound body” and the aim of education
was two-fold: the attainment of knowledge and the attainment of happiness or goodness in life (Retrieved on
May 30, 2020 from http:// studylecturenotes.com/aristotle-theory-view-aim-curriculum-method-of-education/).

Consistent with the traditional Athenian family-based early education, Aristotle believed that early
childhood education is the parents’ responsibility. And even while further education is the state’s responsibility,
parents are still responsible for the moral education of their children.

Learning “gymnastics,” music, and literature was important for Aristotle even at an early age. He
believed that gymnastics develops the spirit of sportsmanship and good habits “for the control of passions and
appetites,” while music and literature are useful for moral and intellectual development (Retrieved on May 30,
2020 from http://studylecturenotes.com/aristotie-theory-view-aim-curriculum-method-ofeducation/).

Aristotle’s student Alexander the Great would spread these teachings throughout his empire until its collapse.

Quintillan (AD 38~95)

An educator In the new Roman empire, Quintilian observed that the years before the age of 7 are the
formative years and were an impressionable time period, From birth, everyone who has any type of contact with
the child impacts his or her education; he or she learns from his or her family, nurses, slaves responsible for
early training and behaviour called “paedagogi,” and peers, through Imitation rather than intimidation.
Therefore, parents must carefully choose the tutors and nurses for their children. He said that children younger
than 7 did not profit from traditional educational practices and techniques He was also an advocate for play.

Quintilian also believed that memory is in the most retentive state during childhood, and that reading
and writing are a matter of memory (Russell, 2001), therefore, children must begin to learn to read and write at
an early age.

When a male child tums 7, he must attend school where the teachers are also all males and have
“impeccable character” Quintilian promoted a small class size, a “fresh curriculum,” and a “multitude of
subjects to learn” (Russell, 2001).

THE MIDDLE AGES

Often considered the “Dark Ages,” this period saw severe wars and plagues, religious persecution, and a
relative lack of learning (Retrieved on May 30, 2020 from https:/Awww.biographyonline.net/different-periods-
in-history/). At the beginning of this 1,000-year period after the fall of the Roman Empire, illiteracy was
common as books were scant. It was only the monks in monasteries who conscientiously reproduced written
materials by hand. These same monks chose fortunate children, called “oblates,” to teach in local cathedral
school or in the monastery. Many parents bring and leave their children to monasteries or convents as a
Spiritual commitment—offering them to God. Boys were mentored to become members of the clergy. Girls
who were given to convents lived in seclusion (Retrieved on May 30, 2020 from
https://www.medievalists.net/2018/11/childhood-middle-ages/). The monks did not use physical punishment,
rather, fostered in the children the love of learning and encouraged them to sing, laugh, and play at the
monastery. A sense of beauty and aesthetics was also developed in them as the monks exposed them to
manuscripts with bright colors. Both girls and boys received the same education in grammar and the liberal arts,
but they were taught separately.

Later on, the monks started going out of the monasteries and lived among the villagers, usually in. poor
areas. They cared for and educated orphans and abandoned children.

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 Outside the monasteries, young children were trained to help out at home-“caring for animals and
siblings, fetching and carrying, cooking, and even helping out in the family business.” Beating children to
correct their behavior was encouraged (Retrieved on May 30, 2020 from
https://www.medievalists.net/2018/11/childhood middle-ages/).

Seven-year-old boys from wealthy and/or noble families were commonly sent away from home to be
trained in another household as knights or pages (attendant to a nobleman, knight, or governor of a castle). They
not only trained physically, but also learned to read and sometimes write in their native tongue and in Latin.
Girls stayed home to learn to run the household.

During the Middle Ages, children were encouraged to play. Artifacts from this period included medieval toys,
such as “toy knights and horses, cooking pots and pans.” Children were said to play “ball games, stick games,
sports, and even board games like backgammon and chess” (Orme, 2003).

RENAISSANCE AND REFORMATION

A rebirth of culture, arts, science, and learning marked the late Middle Ages (1350s—1650s).Cities
became hubs not only for trade, but also for artistic expression. With the invention of the Gutenberg press,
literature was given more value, and with it, education of both adults and children.

Sir Thomas More (1478-1535)

“Children are gifts from God,” Thomas More believed. In his Utopia, More developed the view that
children must be trained well and raised not only by their parents, but also the State and the church. It is the
church’s duty to provide the children with “an adequate supply of well-qualified teachers,” a problem in the
early sixteenth century. He said that it is the State’s moral responsibility to provide adequate teacher training
and the school system itself (Boyd, 1947).

His version of the “Academy” was his own household, which he turned into an educational experiment.
The More household, described by his friend Desiderius . Erasmus, was where domestic virtues were taught
instead of geometry and figures, where all members find occupation and nobody is idle, where no harsh word is
uttered, but discipline is maintained by courtesy and kindness (Allen, 1906). These personal beliefs of more
were practiced at his “Academy,” a place where he held laidback discussions with his wife, children, and
friends about the arts and literature, religion, and values. It is said that he himself taught his family “how to sing
and play - musical instruments, how to read and discuss philosophical and theological issues in both Latin and
English, and occasionally in Greek” (Bindoff, 1952).

Having daughters of his own, More advocated for the higher education of women, especially in the
classics and philosophy. He also promoted the use of the vernacular in teaching children and held that education
must have a strong moral element because moral ideas “are thoroughly absorbed in childhood,” and he believed
that individuals will carry these morals throughout adulthood and will greatly affect the safety of the State
(Turner, 2003).

Martin Luther (1483-1546)

Reading, particularly the Bible was the primary role of education for Martin Luther. Education was
necessary for Christians to be able to personally read and understand the Bible, which has always been retold to
them verbally by religious authorities. Luther said that literacy advances freedom and independence. However,
the study of Scripture takes place both at home and m school.

The sixteenth century reformer was a staunch advocate of universal or compulsory education—that
education is for both boys and girls—because every individual is valuable before God. During his time, schools
are reserved for the rich and elite, and girts received little or no education at all. He recommended to turn
monasteries into schools, and even after his death, his followers worked to guarantee that every parish had its
own school.

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 For Luther, schools must educate the intellectual, religious, physical, emotional, and social aspects of
children, in partnership with the family and communities. Education, Luther said, is a community endeavour
(Harran, 2004).

John Amos Comenius (1592-1670)

Educated in a Latin school, which he called “the terror of boys and the slaughterhouses of minds; places
where a hatred of literature and books ts contracted..., where what ought to be poured in gently is violently
forced in and beaten in’ (Laurie, 1884), John Amos Comenius advocated for a school environment where
“learning a dekott,” knowledge is presented based on the child’s readiness and taught from sample to complex
by level or grade, all subjects are integrated, the curriculum focuses on key principles, teaching methods appeal
to the whole person, and education uses the senses and the child’s native language.

His general theory of education is based on the idea that children learn at a natural pace and must be
taught from simple concepts to challenging theories. Comenius even suggested school levels: nursery school up
to the age of 6, vernacular school from ages 6 to 12, Latin school for ages 12 to 18, and university education. He
was one of the first to recognize the importance of educating very young children, evidenced in his text for
mothers, “The School of Infancy."

He 6 also considered to be the first to publish a picture book for young children. Orbis Sensualium
Pictue (The Visible World in Pictures) was published in 1658 and contained 150 pictures showing daily
activities, such as tending gardens, baking bread, and brewing beer. For the phonetic system for reading, there
were pictures of animals and the sounds they make, Comenius’ picture book had Biblical themes and chapters
on science, astronomy, music, and recreational activities. This very first picture book would be translated into
most European and several Oriental languages, and would become Europe’s standard textbook for 200 ‘years
(Sadler, 2016 and McNamara, 2016).

Like Luther, Comenius advocated for education for all (Froebel Web, 2016) because all people were
equal before God, and that all individuals, rich, poor, male, or female, should be entitled to the same education.

THE ENLIGHTENMENT

During the Age of Reason or The Enlightenment (1650s—1780s), individualism and intellectual reason
grew tremendously. The worldview was that humans have the power to understand the universe and improve
their own condition (Retrieved on May 30, 2020 from https://www.britannica.com/event/Enlightenment-
Europeanhistory). There were revolutionary developments in art, philosophy, and politics, and a deliberate
effort to limit the power of religious authority. The goals of rational humanity at this age were knowledge,
freedom, and happiness.

John Locke (1632-1704)

The Enlightenment produced the first modern nonreligious theories of ethics and psychology. John
Locke’s 1689 “Essay Concerning Human Understanding” is said to have provided the philosophical toolkit for
the Enlightenment’s major advances (Retrieved on May 30, 2020 from https://www.history. Com/topics/British
history/enlightenment).

John Locke is known for his conception of the human mind ; as a blank slate, tabula rasa, at birth.
Children are born with an empty mind, and they acquire knowledge and build their character through their
individual experience. There were no innate qualities such as goodness or original sin (Retrieved on May 30,
2020 from https:/Awww.britannica.com/event/Enlightenment-European-history).

Locke, therefore, believed in “nurture” over, “nature,” which cemented his ideas of early childhood care
and education. He said that parents must allow young Children to explore their world physically without
restraint and use gentile forms of discipline. He emphasized that learning should be fun and not an imposing
task. He underscored the importance of respectful, loving relationships as the best way for adults to inspire the
child to behave well.

Jean Jacques Rousseau (1712-1778)

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 *,..the history of child-centred educational theory is a series of footnotes to Rousseau,” points out
Darling (1994) in Child-Centred Education and its Critics.

Whie Locke believed that at birth, a child is a blank slate, French writer, philosopher, and social theorist
Jean Jacques Rousseau believed that children are born innately good and this original nature can be preserved
by carefully controlling their education and environment based on physical and psychological stages (Stewart &
McCann, 1967). In his work Emile, Rousseau divides development into five stages: infancy, the age of nature,
preadolescence, puberty, and adulthood. During infancy (birth to 2), Rousseau said that children must be given
“more real liberty and less power, to let them do more for themselves and demand less of others” (Everyman
edn: 35). During the age of nature (2 to 12), children’s education is focused on the development of physical
qualities, particularly the five senses, but not minds; no moral instruction and verbal learning (Everyman edn.:
57; Boyd: 41).

Rousseau advocated for child- centered education. He believed that children learn best by experiencing
and exploring their environment (Retrieved on May 30, 2020 from https://plato.stanford.edu/entries/rousseau/)
by a process of autonomous discovery, as opposed to having the teacher as a figure of authority and following a
predetermined curriculum. A tutor teaches the child, and this tutor does not tell the child what to do or think but
leads him or her to draw his or her own conclusions based from his or her own explorations (Retrieved on May
30, 2020 from https:// infed.org/mobi/jean-jacques-rousseau-on-nature-wholeness-and-education/).

ROMANTIC PERIOD

In the late 1700s-—1800s, a movement known as Romanticism flourished from the wealth, stability, and
sense of progress brought about by the Enlightenment. Sometimes called “The Age of Revolution,” it was a
period of “liberating changes in the arts and profound social and cultural changes that radically transformed
everyday life.” During this time, childhood was idealized and there was a strong belief in children’s innocence
and wisdom (Retrieved on May 30, 2020 from http://
coursesite.uhcl.edu/HSH/Whitec/terms/R/Romanticism.htm).

Johann Heinrich Pestalozzi (1746-1827)

Called the “Foster Father of Early Childhood Education,” Pestalozzi educated no less than the founder
of Kindergarten, Friedrich Froebel. In his work How Gertrude Teaches Her Children (1801), Pestalozzi
described his vision of a school: homelike centers with teachers actively engaging students through sensory
experiences. The most widely adopted element of Pestalozzianism was “object teaching,” where children were
guided by teachers in examining the form (shape) and number (quantity and weight) of objects, and naming
these objects after direct experience with them.

Criticizing conventional schooling and prescribing educational reforms that prohibited corporal
punishment, rote memorization, and bookishness, Pestalozzi envisioned schools to educate individuals
intellectually, morally, and physically. To learn successfully, children need an emotionally secure environment
and instruction must follow the generalized process of human conceptualization. Highlighting sensory learning,
Pestalozzi used the Anschauung principle, which involved forming clear concepts from sense impressions.
Children examined minerals, plants, animals, and human-made artifacts in their environment. Teachers
followed Pestalozzi’s intricate series of graded object lessons and a sequence of instruction ° that moved from
the simple to the complex, the easy to the difficult, and the concrete to the abstract (Gutek, 1999).

Robert Owen (1771-1858)

Robert Owen is credited with the creation of the first workplace based early childhood care program.
His New Institution for the Formation of Character included an infant school for children from the age of 18
months to 2 years old (though children often stayed until they were 10). Upon its establishment in 1816, 80
children enrolled in the infant school, which had both a male and a female teacher who were trained to never
beat or threaten the children in any manner, and to not use formal Instruction, rather, to teach “the uses and
nature of qualities of the common things around them by familiar conversation, when the children’s curiosity
was excited 80 as to induce them to ask questions respecting them” (Rusk, 1933).
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 Respect and kindness were values that Owen emphasized. He believed children would flourish if the
adults model respect and kindness as they nurture, raise, and educate children. The children were also
encouraged to always be kind to and respect others.

In the school, children enjoyed the outdoors, with a playground and a garden for growing plants which is
important in the curriculum. Owen promoted interaction with the environment for children’s health and well-
being. The outdoor setting also provided challenges, sparked curiosity, and enabled children to interact with
others. The children investigated natural materials and objects using their senses; they were free to move
between the indoors and outdoors, and play was dominant in their day. There were physical activities, singing,
and dancing (Retrieved on May 30, 2020 from https://www.earlyyearseducator.co. uk/features/atticle/pioneers-
robertowen-and-friedrich-froebel).

Friedrich Froebel (1782-1852)

Kindergarten has become synonymous with early childhood education, and we have Friedrich Froebel to
thank for creating these “children’s garden” in Germany in 1837, which spread throughout Europe and America
in the 1850s and 1860s,and soon became an international movement. Froebel was the pioneer of the unique
approach of providing children with real and meaningful experiences so they would be aware of themselves and
the world around them.

Froebel said that these experiences must be play-based, free play being a serious and deeply significant
activity for children (Bruce, 1997). Play is voluntary and self-initiated, and Froebel opposed pressuring children
into producing particular outcomes or developing certain skills when they play. His emphasis on play conflicted
with the traditional view of the nineteenth century that play is a form of idleness and disorder.

Another important aspect of Froebel’s Kindergarten are the adults who interact with children. Teachers
must be properly trained in talking with children, in participating in their play and activities and n supporting
their mental, spiritual, and emotional development (Liebschner 1985 cited in Bruce, 1991). Parents must be
involved with their children in play. Both teachers and parents will understand the children's interests and
learning by playing with them, rather than directing their play.

Froebel also believed that children pass through developmental stages and teachers must observe and
respond appropriately to the individual child’s level. Children need time to experience their current stage and
not “prematurely moved forward to the next stage.” The starting point in a child's education is what he or she
can do, rather than what he or she cannot do. Froebel developed play objects that he called “gifts” and materials
for practice called “occupations” (Retrieved on May 30, 2020 from
hitps://education.stateuniversity.com/pages/1999/FroebelFriedrich-1782-1852.html).

Maria Montessori (1870-1952)

The first female doctor in Italy was an adherent of Froebelian tradition. Like Froebel, Maria Montessori
believed in the value of play in teaching children, in stages of development, and in the use of developmentally
appropriate materials. She first worked with children with mental disabilities at the Orthophrenic School in
1900, where she employed the methods that she learned from French physicians Jean Marc Gaspard Itard who
was known for his work with the deaf mutes, and Edouard Séguin who worked with cognitively impaired
children in France and the United States. Montessori trained these children to do physical activities and use their
senses in exploring and experiencing the sights, smells, and tactile experiences of the world around them.
Montessori was the pioneer of letters in tactile form (Kramer, 1976). From these activities, Montessori
developed her sensorial materials (Lillard, 1996).

“Casa dei Bambini” or The Children’s House was Montessori’s first school. lt was in a residential
building in Rome and was meant for urban poor children. In the Children’s House, the children’s education,
health, and physical and moral development are attended to. As she observed these underprivileged children of
illiterate parents, she found out that they are able to learn effortlessly when given the freedom to act in an
environment prepared to meet their needs (Montessori, 1938). The school had child-sized equipment, practical
life activities, and the sensorial materials developed by Montessori herself. Children freely chose and carried
out their own activities at their own pace. Montessori observed the children’s extraordinary concentration, their

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spontaneous repetition of chosen activities, and their tendency to order their own environment. Montessori
further refined the materials she offered to them.

Maria Montessori developed the method named after her which centered on the natural development of
children in prepared environments. A Montessori classroom has mixed-age groupings in periods of three years
to promote spontaneous cooperation, respect, and peer teaching; scientifically designed didactic materials that
are aesthetic and self-correcting; an integrated curriculum; and adults who observe, guide, help, and stimulate
the children (Montessori, 1912).

The forerunners of early childhood education advocated for play, though with different reasons. Based
on your own experience or your observations of today’s early childhood education programs, is play still
given a central role in learning? Jot down your experience or observation below:
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The Montessori Method has unique features and practices. From the readings above on Montessori,
have you seen a “true Montessori” school? Describe its characteristics that prove to you that it is an
authentic Montessori.
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The term kindergarten is used to mean a school for children before going to Grade 1. Compare and
contrast Froebel’s Kindergarten to the kindergarten you know today.

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 ASSESS

What did you learn from each historical period? Write down your notes of lessons to remember from
each. When would you have preferred to live?

CLASSICAL PERIOD
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THE MIDDLE AGES

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RENAISSANCE AND REFORMATION

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THE ENLIGHTENMENT
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ROMANTIC PERIOD
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Nature versus Nurture has always been a debate in ECE. Where do you stand on this argument?
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Among these historical figures in ECE, whose idea/s on early childhood education struck you? Whose
direction do you want to follow in your teaching?

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They say that gender inequality is propagated by the school system. How would you, as a future teacher, give
equal opportunities for boys and girls in your classroom?

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HARNESS

How would you apply the lessons from the history of ECE to your teaching?

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Play has been proven time and again to be the best way for children to learn. How will you utilize play when
you teach young children?

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REFERENCE:

Macan et al .,(2021). Foundations of Early Childhood Education. Historical Foundations of Early Childhood Education, 1

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