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Early Childhood Education History: Theorists & Theories

The history of early childhood education dates back to the 1500s, and it has certainly come a very long way over the years. However, children were being educated long before that. Even the Greek Philosopher Plato had some pretty groundbreaking ideas about how children should be educated.

Early childhood education has a very long and rich history with invaluable contributions from some of the greatest theorists in child development and education. In fact, several are now household words. All of the contributions from these famous early childhood education theorists had value and still do today. In fact, they helped shaped the educational system as we know it.

Early Childhood Theorists

There are so many early childhood theorists , it’s difficult to narrow the scope to just a handful. By the same token, attempting to review each and every one would be a colossal undertaking and, quite frankly, too much to digest in one sitting.

We’ll hit some of the highlights here to see how these men and women shaped education.

1782-1852 - Friedrich Froebel

It is Froebel who is credited with founding kindergarten which was based on his belief that young children need their own space for learning separate from adults – save for the teacher and aides. According to Froebel, “Play is the highest expression of human development in childhood, for it alone is the free expression of what is in a child’s soul.” Simply put, he believed play was absolutely vital in the learning process, especially for young children.

1870–1952 - Maria Montessori

Montessori believed that early childhood learning required a two-prong approach: Educate the child’s senses first, then educate the child’s intellect. Her approach was to view the children as sources of knowledge with the teacher or educator acting as a social engineer. Her hands-on approach to instruction with the learning environment being deemed as vital as the knowledge itself has transformed academic success for many children who did not respond well to traditional classroom methods.

1896-1934 - Lev Vygotsky

Vygotsky believed that social interaction is an important vehicle for child development on linguistic, social, and cognitive levels. He introduced the concept of a teacher as more of a learning facilitator where the child learns by working with someone more capable than the child (typically a teacher or parent). The teacher helps the child with tasks that are just beyond or just within the capability of the child. He also believed that grouping children of mixed ages in a learning environment supports their skill and knowledge acquisition.

1896-1980 - Jean Piaget

Piaget’s theory of learning incorporated his Stages of Development:

• Birth to about 2 years old – Sensorimotor
• About the time the child begins talking to around 7 years old – Preoperational
• About the time the child enters 1st grade until early adolescence – Concrete
• Adolescence – Formal Operations

He believed that children learn by interacting with their environment actively and directly. He believed that a child’s learning also goes through several stages: assimilation, accommodation, and equilibration. This is how they process new information and make it useable to them.

1902-1994 - Erik Erikson

Erikson’s psychosocial theory (among others) has been a foundational concept in early childhood education for years. He emphasized that parents and educators are each integral in supporting and encouraging the success a child has in life at every psychosocial stage of development. By providing the support that is appropriate for the stage, it results in a positive learning experience. He also believed that older children’s social emotional development goes hand in hand with the development and subsequent success of early childhood curriculum.

There are many other great minds that helped shape our educational system and lend a deeper understanding of early learning in children. It is well worth exploring this further when developing a personal teaching style.

Father of Early Childhood Education

The true roots of early childhood education are not entirely clear. There are several names that are noted when discussing the father, or founder, of early childhood education. The truth is many great minds have laid stones for that path. However, there are a few that rise to the top.

Martin Luther is often given credit for having one of the earliest ideas of educating children. In the 1500s most people were illiterate. Luther believed in universal education, emphasizing that it strengthens the person, the family, and the community. His belief that children should be taught to read on their own was so that they would have independent access to the holy scriptures in the Bible.

Jean Rousseau is another who is credited with being a founder of early childhood education – and he did provide some substantial contributions. Many of Rousseau’s educational principles are still used in today’s classrooms. His viewpoint was that education should be child-centered and provide unlimited experiences that are sensory-driven and practical. His belief that measuring, singing, drawing, and speaking should be incorporated into education is the reason that they are present in schools today.

Friedrich Froebel is another who is given a great deal of credit for his contributions to early childhood education and child care. He is believed to be the founder of kindergarten but his beliefs in how young children should be educated also impact today’s classroom. Because of those theories, young children are taught through play in addition to more conventional methods, providing positive experiences for learning.

Theories of Early Childhood Education

There are many different theories of early childhood education. These theories have led to styles of education that are still seen in the classroom today. Several have become highly specialized teaching methods and even have their own accrediting bodies to prevent scams and keep schools from teaching the method improperly or not operating fully within the method.

These are some of the more popular methods that have been embraced by educators and are widely known by not only teachers and those involved in education, but also by parents and other laypersons. At the very least, many of the terms or names are recognizable.

Self-Directed Learning – Montessori | Maria Montessori

In the Montessori classroom, the focus is on the child interacting with the materials and the teacher is more of a facilitator as opposed to most traditional classrooms where the focus is on the child interacting with the teacher. Children learn by the experience of observing and doing various activities and tasks, including life skills like gardening, zipping, and cutting. Instead of being taught, they are led by the teacher to materials and activities that are suited for the child. In the classroom, children are free to move about, select activities, and pursue things that interest them at their own pace.

Classroom as the “Third Teacher” – Reggio Emilia | Loris Malaguzzi

This highly creative learning environment focuses on the child’s interests and encourages intellectual development through creative outlets like painting, dramatic play, drawing, sculpting, working in clay, and conversing. The classroom is carefully designed with an emphasis on the look and feel which enhances the child’s learning experience and is often called the “third teacher.” The objective is to create a classroom that is stimulating, joyful, beautiful, and inviting. Teachers use photographs, videos, and notes to document the children’s activities, remarks, and discussions. Learning is made visible this way and it gives parents greater insight into what their children are learning. Children learn that their work is valuable and important while teachers form stronger bonds with their students and get to know them better.

Plan-Do-Review Process – High/Scope | Dave Weikart and Connie Kamii

The High/Scope program operates on a play-based premise with learning geared to the child’s current developmental stage. It is intended to promote positive experiences in learning and constructive processes that aim to broaden and grow emerging social and intellectual skills. High/Scope classrooms are made up of several learning centers that include math, building, music, science, dramatic play, writing, reading, art, and motor development. The educational style is the “plan-do-review” model. Each day the children discuss with the teacher how they will plan their day. They then follow their plan and, at the end of the day, review what they did with their teacher.

Hands-On Exploration – Waldorf | Rudolf Steiner

The Waldorf program is designed to educate with a whole-child approach (“head, heart, and hands”). Children are allowed to be children in this program because of its overarching philosophy that all phases of child development take time and there is time for them. It also asserts that the formal education of a child should not begin until after their 7th birthday. The learning in the program is hands-on and achieved by exploring many different avenues including singing, cooking, dress-up, storytelling, puppet shows, art projects, and play. Each group of children has the same teacher from preschool, up through eighth grade. The learning focus is on self-discovery and sensory exploration with an aim to instill a sense of responsibility and compassion in the children.

Learning by Doing – Bank Street | John Dewey

This developmental approach is based on Dewey’s theory of “learning by doing.” The focus is the child’s growth physically, emotionally, socially, and mentally. Social skills are important, and it is definitely an area of interest in this program. In these preschools, the child actively learns by using experience to gain knowledge. The teacher operates in a facilitator capacity and the child sets the learning pace. The lessons taught are all hands-on activities like dramatic play, clay, puzzles, and building blocks.

How has ECE Changed Over the Years?

There was a time when early childhood education was more relaxed and informal. The children played and learned in an environment with little academic pressure and virtually no competition. Over the years, as education has become more formalized, these things have been introduced into the classroom.

Children are entering school as young as three or four years old. Often, they are required to sit quietly and learn via various exercises that are often typically only considered to be appropriate for older children.

As academic success has become more of a priority the push has been for better grades, earlier milestones, and more challenging metrics. However, many of the “old” programs that just let kids be kids, encouraging play as a teacher, and allowing for more creative, hands-on learning are a welcome sight.

Today is the best time to enter into education as a career. Whether you are seeking your bachelor’s degree in early childhood education or your Master of Arts in Teaching , your time is now.

Are you interested in learning more about Early Childhood Education degree programs at Monroe University ? Talk with us and request more information or apply today !

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Theories of Child Development and Their Impact on Early Childhood Education and Care

• Published: 29 October 2021
• Volume 51 , pages 15–30, ( 2023 )

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• Olivia N. Saracho   ORCID: orcid.org/0000-0003-4108-7790 1  

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Developmental theorists use their research to generate philosophies on children’s development. They organize and interpret data based on a scheme to develop their theory. A theory refers to a systematic statement of principles related to observed phenomena and their relationship to each other. A theory of child development looks at the children's growth and behavior and interprets it. It suggests elements in the child's genetic makeup and the environmental conditions that influence development and behavior and how these elements are related. Many developmental theories offer insights about how the performance of individuals is stimulated, sustained, directed, and encouraged. Psychologists have established several developmental theories. Many different competing theories exist, some dealing with only limited domains of development, and are continuously revised. This article describes the developmental theories and their founders who have had the greatest influence on the fields of child development, early childhood education, and care. The following sections discuss some influences on the individuals’ development, such as theories, theorists, theoretical conceptions, and specific principles. It focuses on five theories that have had the most impact: maturationist, constructivist, behavioral, psychoanalytic, and ecological. Each theory offers interpretations on the meaning of children's development and behavior. Although the theories are clustered collectively into schools of thought, they differ within each school.

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Saracho, O.N. Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Educ J 51 , 15–30 (2023). https://doi.org/10.1007/s10643-021-01271-5

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The Whole Child: Development in the Early Years

Deirdre Budzyna, Northern Essex Community College

Doris Buckley, Northern Essex Community College

Copyright Year: 2023

Last Update: 2024

Publisher: ROTEL

Language: English

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Reviewed by Maureen Provost, Professor of Early Childhood and Elementary Education, Mount Wachusett Community College on 7/2/24

All areas of the subject and ideas are appropriate. I wish it continued into pre-adolescence because the focus areas of early childhood/lower elementary education and Child Development were clearly covered. The chapter outlines, SLO's and glossary... read more

Comprehensiveness rating: 5 see less

All areas of the subject and ideas are appropriate. I wish it continued into pre-adolescence because the focus areas of early childhood/lower elementary education and Child Development were clearly covered. The chapter outlines, SLO's and glossary are appropriate for students.

Content Accuracy rating: 5

The content is accurate, error free, and shows no bias. For each chapter there is a section that discusses why said topics are pertinent for education presently.

Relevance/Longevity rating: 5

Information is relevant and connected to early childhood/elementary education. Chosen theories are relevant to the field and help students to understand the importance of a solid background in child development.

Clarity rating: 5

The simple and clear language along with the engaging visuals are impactful for a variety of learning styles.

Consistency rating: 5

The framework of the text was clearly outlined in the introduction. The chapters were easy to follow and formatted consistently throughout. I was so pleased that pages were numbered for ease.

Modularity rating: 5

Excellent division of chapters, subtopics, visuals, videos, student learning outcomes, and content throughout.

Organization/Structure/Flow rating: 5

The choice of topics were clear and logical. I like the flow of organization. It made perfect sense.

Interface rating: 5

Charts and photos were sharp. I did not see any problems with navigation and I tried the text both on my phone and computer.

Grammatical Errors rating: 4

I only discovered one grammatical error in the concluding paragraph of the conclusion. The text had the perfect balance of theory and a conversation type flow which I am certain my students would find helpful and interesting.

Cultural Relevance rating: 5

Beginning with a land acknowledgment set the stage for a text that values diversity. Additionally, in Chapter 6; Infancy the use of the video “Different Cultures, Play in Learning”allows students to view and hear about play through the eyes of a diverse set of mothers. This will help students view the world more broadly.

The text is engaging in understandable. Thank you! I wish the content continued through pre-adolescence because the author's choices of focus and voice are knowledgeable, intentional, and well presented.

Table of Contents

• Chapter One - Perspectives on Early Childhood
• Chapter Two - Theorists and Theories of Development
• Chapter Three - Domains in Development
• Chapter Four - Brain Development from Conception to Age 8
• Chapter Five - Prenatal Development and Birth
• Chapter Six - Infancy
• Chapter Seven - Toddlers (15 Months to 3 Years)
• Chapter Eight - Early Childhood Development
• Chapter Nine - School Age (5 Years to 8 Years)

Ancillary Material

About the book.

The Whole Child is a textbook that gives an overview of development, beginning in the mother’s womb through the age of eight. It starts with a look at perspectives of early childhood, including how children have been viewed historically as well as cross-culturally. There is a complete overview of the important theorists that have helped to deepen and bring clarity to how children develop. These theories include psychodynamic, behavioral, social cognitive theory, cognitive theory, humanistic, multiple intelligence, growth mindset, and Bloom’s taxonomy. Understanding the implications of each theory is important foundational knowledge for the study of development. Developmental domains at each stage is examined alongside important milestones. The biology of the brain is given important consideration. Some of the many factors that influence a young child’s development are also included in this text.

About the Contributors

Deirdre Budzyna , Northern Essex Community College

Doris Buckley , Northern Essex Community College

Child Theorists and Their Theories in Practice

• Written by  Lorina
• March 7, 2023

As Educators working with children, it's important to understand each theoretical approach and use parts of different theorists in context. Each theorist’s ideas are independent of the other, but when put together, they give us a good overall understanding of how children develop as they age. The following is an overview of popular child theorists, a brief description of their theories and how to implement their theories into practice within the early childhood environment.

Erick Erickson

He developed a psychosocial theory to understand how we each develop our individual identities: why some of us are independent and others needy; feel able or useless; optimistic or pessimistic. He believed people develop through 8 stages. At each stage, there is one important problem or issue to solve in order to develop a healthy sense of self.

Erikson's Theories in Practice

• As Educators, we form attachments with children. • We respond warmly and consistently to babies’ needs. • We talk gently to babies if we can’t pick them up or deal with their needs right away. • Tune in to children’s interests and skill levels and offer just enough support to help them do things for themselves. • Provide a variety of play experiences so children can explore and choose what to do. • Never pressure a child into toileting before they are ready. • Provide play spaces with lots of movable parts so children can organize and develop their own play • Invite children to contribute to the program, what they want to do. • Respect their play and give them time.

Jean Piaget

He discovered that all children’s intellectual development progressed through four stages, beginning in infancy and are completed by adolescence. Thinking becomes more and more complex as the child ages. Each stage of thinking causes the child to see the world in a different way. He indicated that a child must ‘master’ one stage before they can move on to the next stage. If they cannot master a stage, they will never reach their full potential. Piaget believed that intellectual development controls every other aspect of development. He believed that there is a pattern to the way children learn to think and this pattern goes in stages. Children learn in different ways at different ages. Children are little researchers. They learn by using their senses to explore how things work. Piaget says that telling children lots of facts about a thing, without letting them find out about the thing for themselves, is not very helpful. They need to be able to see, touch, taste, smell, move, and hear the things they are learning about. This is called ‘concrete learning’.

Piaget’s Theories in Practice

• Educator's nurturance (comfort, teaching, and play) should be suitable for the individual child's stage of thinking. • We need to develop an understanding of what children can and cannot do based on their age and intellectual ability. • We should offer tasks that enable a child to achieve and to challenge their skills. If they are given tasks that are too difficult for them, they will not be able to succeed, which may affect them negatively, psychologically and emotionally. • See children as active learners, listen to their ideas • Help children find their own answers • Know that babies will use materials in a different way to toddlers; toddlers differently to preschoolers • Look for children’s interests and plan to build on them • Let children repeat an activity, sometimes many times, when we can see that it is still interesting to them

Lev Vygotsky

Vygotsky emphasised the importance of relationships and interactions between children and more knowledgeable peers and adults. He believed that children’s cognitive understandings were enriched and deepened when they were ‘scaffolded’ by parent, teachers or peers. Social interactions involve communicating, so Vygotsky also emphasised the role of language in the development of the child's thinking processes. Vygotsky also sees the child's ability to think logically as developing in stages. He has outlined four different stages of conceptual development.

Vygotsky’s Theories in Practice

• Vygotsky’s zone of proximal development means that children learn with the guidance and assistance of those in their environment. • Educators will know that children will need assistance and will know when to step in and guide the child to support them in the learning process. • Children need interactions on a one-to-one basis and these conversations will assist their learning.

He believed that children need to interact with other people, work both alone and cooperatively with their peers and adults. Education should also reflect the child’s interests and backgrounds and that their social and cultural worlds are important. Dewey saw learning as lifelong and that educators need to not only teach skills and knowledge but also help children to live and exist in our society.

Dewey’s Theories in Practice

• Educators need to observe children to determine the experiences children are interested in and are ready for. • Educators need to be able to guide children’s learning, engage their minds, and work collaboratively with children and not just instruct. • Curriculum needs to be purposeful and assist children to make sense of the world. • Educators should decide on the curriculum based on children’s abilities and knowledge – to decide what is safe and appropriate for them to learn. • Educators should encourage problem-solving and critical thinking for children. • Observe and document in depth in order to plan to where children are. • Understand the meaning of experiences for children.

Howard Gardner

Gardner proposed a theory of multiple intelligences that suggests there is more than one intelligence – He considers children and adults to be individuals who all have skills and areas that we enjoy and excel at and that these fit into our major intelligence. When you are good at a task, you enjoy completing that task or similar tasks and so are more likely to continue to develop and build on your skills in that area and become even better. Gardner saw the arts and creativity as playing major roles in children’s learning. Children are able to explore many cognitive concepts through their play and creative explorations.

Gardner’s Theories in Practice

• Learning occurs in social settings and contexts. • Instead of educators being the sole facilitator of learning, children should be encouraged as ‘peer mentors’ assisting each other to learn and develop skills. • As educators, we need to provide learning opportunities for children that reflect their ‘intelligence’ and learning style. • Educators should be able to assist children to transfer skills they have to learn and develop into other areas • Provide children with a wide range of learning opportunities. • Educators should present material in ways that take into account the different bits of intelligence, rather than focusing on the traditional verbal and mathematical ways of teaching.

B F Skinner

Skinner's theory is based on "operant conditioning" – behaviour is followed by a consequence and the nature of the consequence modifies the tendency to repeat the behaviour – a method of learning through rewards and punishment. He introduced the concepts of positive reinforcement (i.e. if the desired behaviour occurs something good happens) and negative reinforcement (i.e. when a bad behaviour is stopped by the desired behaviour). Extinction is when nothing happens when the behaviour happens and eventually the behaviour will stop. Intermittent reinforcement (mix positive reinforcement with extinction) was the best way to ensure behaviour continued.

Skinner’s Theories in Practice

• Children learn through trial and error. • Educators should provide positive feedback and negative feedback to try to influence a child’s behaviour. • There is support for the notion of simple rewards, such as positive support for children's emotional needs, but "punishment" is not supported.

Uri Bronfenbrenner

Bronfenbrenner sees the world in which the child grows as having a major influence on development. He describes this as a two-way influence. The personality and behaviour of the child will influence the way people in the environment will interact with that child. He also believes that the interactions between environmental factors could affect the child’s development. For instance, it is not just the influence of the parents on the child or the childcare centre on the child but the way the parents and Educators get on. This process of interacting influences is known as reciprocal interaction. Bronfenbrenner recently modified his theory and acknowledged that the child’s biological hereditary makeup combines with environmental forces to mould development.

Bronfenbrenner’s Theories in Practice

• Educators need to foster positive relationships with children and families. • Our interaction and support for families will affect their children’s development. • Ensure that we present programs within our service that reflect the needs and expectations of the society, culture and community in which our children live.

Arnold Gesell

He believed that children develop in an orderly sequence set by heredity. Development won’t occur until the child is ready for it to occur. Gesell was recognized for his pioneering advances in the methodology of carefully observing and measuring behaviour, and describing child development.

Gesell’s Theories in Practice

• If a child is not ready for a specific task or to move up a level, keep them back until they are ready. • Teaching children before they are ready is not ok • Each child is unique and the environment should teach them the uniqueness

Maria Montessori

Montessori stressed that children learn best by using their senses and pursuing their interests, rather than forcing them to learn what is expected. Children have innate skills and talents. There are sensitive periods that indicate when the child is ready to learn. To maximize children’s learning, Montessori believed that teachers should provide the necessary resources for children to learn independently, and intrude on the children’s learning experience as little as possible. If children are guided with love they will learn on their own.

Montessori’s Theories in Practice

• Educators will ensure that there are blocks of uninterrupted time for playing. • Children explore and use Montessori materials and equipment. • Children are given hands-on learning opportunities. • The program and environment will be ordered and the children will have the opportunity to be involved in the routine life of the service including meal preparation and cleaning. • Encourage independence - let the child choose • Be non-directive; the child will show you what they need • Do not yell at the child for unintentional mistakes • Educators should construct the child's learning environment • Absorb learning through different experiences

Mildred Parten

Parten’s theory focuses on social play and its development, the ability to join groups of other children and the desire to do so begins at an early age and progresses through a developmental sequence. Parten focused on the different types of social play. In her research, she discovered that children of different ages actually played together differently. They were capable of different levels or categories of social play. Parten’s stages:

Unoccupied play Solitary play Onlooker play Parallel play Associative play Co-operative play

Parten’s Theories in Practice

• The categories of social play are still useful tools to help focus us on how social play changes and develops at different stages of children’s lives. • Educators should understand that Parten’s stages are not always followed in a linear fashion by all children. • A child may not progress directly from one stage to another. • Educators need to understand that children may engage in different stages of social play depending on factors such as familiarity with either the situation or their playmates or the child’s temperament.

Kenneth H Rubin

Rubin’s and his associate’s studies have done much to clarify the developmental levels of children’s play in light of our knowledge about children. They also have identified ‘how’ children play and how it correlates with Parten’s Stages of Social Play.

Rubin’s Theories in Practice

• Do small-group and large-group activities • Understand that children play together differently • Social play changes depending on the child’s stage.

Theories enable educators to draw upon a range of perspectives to understand a child's learning and development. It provides an opportunity for educators to discuss different theories and beliefs and to investigate why children act in the way that they do and challenge traditional ways of seeing children

Further Reading Erik Erikson - Psychosocial Development - Article on Erik Erikson and his psychosocial theory on how to understand how we each develop our individual identities through eight stages of psychosocial development from infancy to adulthood. Howard Gardner - Multiple Intelligence  - Article on Howards Gardner's multiple intelligence theory.  Child Theorists Posters - The following posters of 11 popular child theorists provide a brief description of their theory and how their theories are implemented into practice within the early childhood environment. These posters are great to use as a display within the service or as a reminder for Educators on the different types of child developmental theories which they can refer to and use within their documentation.  Kenneth Rubin - Theories Of Play - Article on Kenneth Rubin's developmental levels of children’s play in light of our knowledge about children.

John Dewey's Theory - The following provides information about John Dewey, the Definition Of The Curriculum, the Main Features Of Dewy's Theory of Education, Progressive Education and Dewey's Theories In Practice. 

References: Butler Creative, Linking Theorists to the EYLF Outcomes , 19 March 2017 Child Development Theorists and Theories, Lesson 17, Family Consumer Sciences CHCFC301A, SieLearning, TAFE NSW Urie Bronfenbrenner, Wikipedia  John Dewey, Wikipedia Theory Of Multiple Intelligences, Wikipedia

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