After reading all the required readings, and looking at the videos and websites, answer the following questions using complete sentences. Proofread your answers for spe

Chapter

1

History of Early Childhood Education

· Chapter Introduction

· 1-1 Introduction

· 1-1a Defining the Terms

· 1-1b World Influences

· 1-1c European Roots

· 1-1d Beyond European Perspectives

· 1-1e American Influences

· 1-1f The Field Expands: Kindergarten

· 1-1g Patty Smith Hill

· 1-1h A Foundational Base: Nursery Schools

· 1-1i Midcentury Developments

· 1-2 Civil Rights and Head Start

· 1-2a War on Poverty: Head Start

· 1-2b From Sputnik to High/Scope

· 1-2c Infant-Toddler Care

· 1-2d Contemporary Developments

· 1-2e Interdisciplinary Influences

· 1-2f Education

· 1-2g Psychology

· 1-3 Themes in Early Childhood Education

· 1-3a Ethic of Social Reform

· 1-3b Importance of Childhood

· 1-3c Transmitting Values

· 1-3d Professionalism

· 1-4 Chapter Review

· 1-4a Summary

· 1-4b Key Terms

· 1-4c Review Questions

· 1-4d Observe and Apply

· 1-4e Helpful Websites

· 1-4f References

 Standards for Professional Development

The following NAEYC standards for early childhood professional development are addressed in this chapter:

· Standard 1 Promoting Child Development and Learning

· Standard 2 Building Family and Community Relationships

· Standard 5 Using Content Knowledge to Build Meaningful Curriculum

· Standard 6 Becoming a Professional

 Code of Ethical Conduct

These are the sections of the NAEYC Code of Ethical Conduct that apply to the topics of this chapter:

· Core Values:

We have committed ourselves to appreciating childhood as a unique and valuable stage of the human life cycle.

· Section I.

Childhood is a unique and valuable stage of the human life cycle.

· Section I I-1.3.

To recognize and respect the uniqueness and the potential of each child.

· Section III I-3B.2.

To do nothing that diminishes the reputation of the program in which we work unless it is violating laws and regulations designed to protect children of the provisions of this Code.

Please refer to  Figure 1-2 ,  An Abbreviated Timeline for Early Childhood Education.

1-1Introduction

Early childhood education has a rich and exciting history. The stories of our field chronicle courageous people who took steps toward improving children’s lives. Critical events have had a hand in shaping the history of early childhood education and its teachers. As the conditions of childhood and early education have changed through the centuries, its educators have also adapted to those challenges.

While reading this chapter, imagine yourself as a time traveler. As you go back in time, you span the centuries and meet the people whose vision helped to shape our profession. You learn how Friedrich Froebel’s own unhappy childhood inspired a new way of teaching called kindergarten. You see the passion and struggle of Maria Montessori as she convinces the world that “slum children” can learn and succeed. You witness the dedication of the United States to create a program for preschoolers known as “Head Start.” You see early childhood teaching become a profession that includes infants and toddlers, kindergarten and early primary grades, and children with special needs.

There is more than one right way to educate young children. Every culture has the task of socializing and educating its young. The historical record may document several educational philosophies, but there is no single monopoly on ideas about children. People across the world have influenced our ideas about children and their education. Other disciplines (such as medicine, education, and psychology) inform early childhood teaching. Current issues always influence what is happening for young children and their teachers. What emerge are some consistent themes over time.

All professions have a canon of beliefs and practices. As you acquire this knowledge, you begin to develop your own  philosophy of teaching (based, in part, on information gathered in this chapter). As you do, be sure to constantly rethink your practices. See the “ Teaching with Intention ” box to delve into why knowing the history of early childhood education is important.

Teaching with Intention

Why Does History Help?

Most early childhood education students and many educators know little about the origins of their chosen profession. To better build your philosophy of teaching, note the links between the past to  your present:

· Support:  Learning the works of others validates our ideas. The philosophies of Froebel, Montessori, and Dewey are part of the foundation of our educational practices. Traditional early childhood practices reflect European values and beliefs, and looking beyond the dominant culture to writings of Africa, Asia, and South America broadens your viewpoint.

· Inspiration:  Knowing our deep roots helps develop professional expression. Ideas of past educators offer you more methods of teaching. An historical overview clarifies how children and learning are viewed based on the religious, political, and economic pressures.

· Identity and commitment:  Accepting the mission of our field commits you to enhancing the education, development, and well-being of young children. Such identity brings with it an awareness of the diversity in cultural norms. Be cautious of theories or opinions claiming to be “universal.” For instance, history notes that schools of the past were overwhelmingly created for boys; this gender bias of past practices adds to the underdevelopment of girls and prevails today in parts of the world.

Add your voice to those crusaders for education as you create your personal philosophy of education.

Include an element of reform in making the work of teaching into a legitimate profession. Listen to their voices so that you can develop your own.

Think about This

1. If you didn’t know anything about the history of the field, what mistakes would you likely make in your first year of teaching?

2. Which historical figures interest you in developing a personal philosophy of teaching?

3. What are the strongest ideas that draw you to this work? Why would finding historical roots for your professional identity help you in your career?

All professionals should reexamine themselves on a regular basis because although understanding the past makes sense for  professional identity, recognizing that historical records are a reflection of certain cultural norms is also crucial. For example, mainstream educational philosophy claims the following areas are “universal,” but cross-cultural research has shown them not to be:

· Early attainment of individuality and independence

· The necessity of early and free exploration

· The critical importance of the early stimulation of intellect and language

The first reflects a priority of many Western European cultures, but it is not a common practice in societies that promote group harmony and interdependence. As to the second, many indigenous groups hold their very young children close, carrying them along while they work; there is no data that indicate these children develop poorly. And as to the third, although American educational systems of the early 21st century are building on increasing academic and intellectual standards, there is no universal mandate for an exclusive focus on this developmental domain in the early years.  Figure 1-1  offers other traditional educational practices, their historical context, and alternatives to consider as you create your own educational philosophy. Perhaps some of the mistakes of the past can be avoided if history is remembered.

Figure 1-1

As you develop a philosophy of teaching, be sure to examine common beliefs and practices of the profession.

Reflecting on Practices: Building Your Philosophy of Teaching

Educational Practice	Historical Context and ECE Trend/Practice	Think Again…
Same-age grouping	Since the 1850s, U.S. elementary schools have used target curriculum goals for primarily one-year groupings.	· Learning takes place with “guided collaboration,” which often occurs with an older “expert.”
Mixed-age grouping		· Children learn when challenged to accommodate to higher-level thinking, which is likely to occur with a mixed-age range. · Developing values of caring and responsibility happen best when children practice helping and protecting younger children. · Reduced family size indicates that multiage experiences should happen in schooling. · Diversity (gender, culture, exceptionality, etc.) makes strict target goals unrealistic.
Daily schedules	Routines are the framework for most Eastern and Western programs, offering security and predictability.	· Children’s sense of time is unlike that of adults, so rigid schedules do not correspond to their development.
Flexible scheduling		· Brain research indicates a need for stimulation, change, and challenge rather than the same structure constantly.
Curriculum is at the center of good programs.	Contemporary American education states that a plan for learning must be driven by specific outcomes in order to be assured that children are learning.	· Not following an adult-planned and driven curriculum worked well for geniuses such as Einstein, Erikson, and Bill Gates. · Educators as diverse as Dewey and Steiner promoted curricula based on children’s interests or innate spirit. · Children appear to learn well through a curriculum that emerges following their interests and timetable.

1-1aDefining the Terms

The term  early childhood education  refers to group settings deliberately intended to affect developmental changes in children from birth to 8 years of age. In school terms, it includes group settings for infants through the primary years of elementary school, kindergarten through third grade in the United States. In programmatic terms, the education of young children includes formal and informal group settings regardless of their initial purpose. For instance, after-school programs for elementary ages are included, as are their formal academic sessions.

Early childhood educators thus build bridges between a child’s two worlds: school (or group experience) and home. It is during these years that the foundation for future learning is set; these are the  building block years , during which a child learns to walk, talk, establish an identity, print, and count. In later years, that same child builds on these skills to be able to climb mountains, speak a second language, learn to express and negotiate, write in cursive, and understand multiplication.

1-1bWorld Influences

When did early childhood education first begin? Refer to  Figure 1-2 ,  An Abbreviated Timeline for Early Childhood Education. Getting a visual sense of when and where things happened can help you make sense of the various threads in our tapestry of early childhood educational history.

Looking at the timeline lets you see how impressive the accomplishments really are. For instance, 2016 marks several milestones:

· Fifty years ago: The U.S. Congress passed bills that authorized both Head Start and the Elementary and Secondary Education Act/Title 1.

· Thirty years ago: Accreditation by the National Association for the Education of Young Children (NAEYC) for programs serving young children was launched.

· Two years ago: The first American Summit on Early Education was convened by President Barack Obama.

In addition, the timeline helps us see that it is impossible to pinpoint the origins of humankind. There are few records from millions of years ago. Some preparation for adult life was done informally, mostly through imitation. As language developed, communication occurred. Children learned dances, rituals, and ceremonies, and both boys and girls were taught skills for their respective roles in the tribe. Ancient historical documents seem to indicate that child-rearing practices were somewhat crude; DeMause (1974) even suggests that the further you go back in history, the more likely that you will find abandonment and brutality toward children.

Figure 1-2

An Abbreviated Timeline for Early Childhood Education

Timeline: An Abbreviated Timeline for Early Childhood Education

Authors’ Note: A debt of gratitude is owed to D. Keith Osborn for his outstanding historical research and to James L. Hymes, Jr., for his generous time and perspective.

· 5th–3rd centuries BC to AD 1400s

Few records exist concerning child-rearing practices; the development of cities gives rise to schooling on a larger scale.

· 1423 & 1439

The invention of printing and movable type allows knowledge to spread rapidly; ideas and techniques become available to large numbers of people; printing is credited with bringing about the end of the Middle Ages and the beginning of the Renaissance.

· 1657

1657  Orbis Pictus Orbis Pictus, by John Comenius Orbis Pictus, by Comenius, is the first children’s book with pictures.

· 1690

1690 John Locke Library of Congress Prints and Photographs Division [LC-USZ62-59655]John Locke published his essay, which postulated that children are born with a tabula rasa, or clean slate, on which all experiences are written.

· 1740–1860s

Sabbath schools and clandestine schools are established as facilities to educate African Americans in the United States.

· 1762

1762  Emile, by Rousseau iStockphoto.com/HultonArchive Emile, by Rousseau, proclaims the child’s natural goodness.

· 1777

The New England Primer is the first American textbook printed.

· 1801

1801 Johann H. Pestalozzi Library of Congress Prints and Photographs Division [LC-USZ62-10897] How Gertrude Teaches Her Children, by Pestalozzi, emphasizes home education.

· 1816

Robert Owen sets up an infant school in New Lanark, England, as an instrument of social reform for children of parent workers in his mills.

· 1826

Education of Man, by Froebel, describes the first system of kindergarten education as a “child’s garden,” with activities known as “gifts from God.”

· 1837

1837 Frederick Froebel Library of Congress Prints and Photographs Division [LC-DIG-pga-00127]Froebel opens the first kindergarten in Blankenburg, Germany.

· 1856

Margarethe Schurz opens the first kindergarten in the United States.

· 1860

Elizabeth Peabody opens the first English-speaking kindergarten in Boston.

· 1871

The first public kindergarten in North America opens in Ontario, Canada. (First public American kindergarten: 1873.)

· 1873

1873 Hampton Institute The Butler School at the Hampton Institute is opened as a free school for black children, including kindergarten curriculum for five-year-olds.

· 1880

First teacher-training program for kindergartners, Oshkosh Normal School, Pennsylvania.

· 1892

International Kindergarten Union founded; becomes the Association for Childhood Education in 1930, increasing its scope to include elementary education.

· 1896

1896 John Dewey Lab School Reprinted with permission from Special Collections Research Center, Morris Library, Southern Illinois University CarbondaleJohn Dewey establishes a laboratory school at the University of Chicago and develops a pragmatic approach to education, becoming the father of the Progressive movement in American education.

· 1897

My Pedagogic Creed is published, detailing the opposition to rote learning and the philosophy of educating “the whole child.”

· 1903

The Committee of Nineteen, a splinter group of the International Kindergarten Union, forms to report various philosophical concepts. Members include Patty Smith Hill, Lucy Wheelock, and Susan Blow.

· 1907

1907 Maria Montessori Library of Congress Prints and Photographs Division [LC-DIG-hec-03471] Casa di Bambini (Children’s House) is opened by Maria Montessori in a slum district in Rome, Italy. She later develops an educational philosophy and program to guide children’s growth through the senses and practical life experiences.

· 1909

First White House Conference on Children is held by Theodore Roosevelt, leading to the establishment of the Children’s Bureau in 1912.

· 1911

Deptford School, an open-air school in the slums of London, is opened by Margaret McMillan. The school emphasizes health and play, coining the phrase “nursery school.”

· 1915

First U.S. Montessori school opens in New York City.

· 1916

1916 Bank Street College of Education PHOTOEDIT/PhotoEditThe Bureau of Educational Experiments, which becomes the Bank Street College of Education (and laboratory school) in 1922, is founded by L. S. Mitchell, who is a leading proponent of progressive education at the early childhood level.

· 1916

First Cooperative Nursery School opens at the University of Chicago.

· 1918

First public nursery schools are opened in England.

· 1921

1921 A. S. Neill Hulton-Deutsch Collection/CorbisA. S. Neill founds Summerhill School in England, which becomes a model for the “free school” movement (the book entitled  Summerhill is published in 1960).

· 1922

Abigail Eliot opens the Ruggles Street Nursery School and Training Center.

· 1925–1926

The National Committee on Nursery Schools is founded by Patty Smith Hill; it becomes the National Association for Nursery Education (NANE) and eventually the National Association for the Education of Young Children (NAEYC).

· 1926

Arnold Gesell establishes the Clinic of Child Development at Yale University and studies norms of child growth and behavior.

· 1926–1927

Research facilities are founded at several American universities and colleges (e.g., Smith College, Vassar College, Yale University, and Mills College).

· 1927

Dorothy Howard establishes the first black nursery school in Washington, D.C., and operates it for over 50 years.

· 1929

Lois Meeks Stolz is named the first president of the National Association for Nursery Education (later to become NAEYC), and joins the Teachers College (Columbia University) faculty to start the laboratory school and Child Development Institute. Stolz later becomes the director of the Kaiser Child Service Centers during World War II.

· 1929

Susan Isaacs publishes  The Nursery Years, which contradicts the more scientific psychological view of behavior shaping and emphasizes the child’s viewpoint and the value of play.

· 1929–1931

Hampton Institute, Spellman College, and Bennett College open black laboratory nursery schools, emphasizing child development principles as in other lab schools and serving as training centers.

· 1933

The Works Progress Administration (WPA) opens emergency nurseries for relief of unemployed teachers during the Great Depression.

· 1935

First toy lending library, Toy Loan, begins in Los Angeles.

· 1936

The first commercial telecast is shown in New York City, starring Felix the Cat.

· 1943–1945