CHAPTER 1 – THE HISTORY OF EARLY CHILDHOOD EDUCATION

Learning Objective: Examine historical and theoretical frameworks as they apply to current early childhood practices.

NAEYC STANDARDS

The following NAEYC Standard for Early Childhood Professional Preparation are addressed in this chapter:

Standard 1: Promoting child development and learning

Standard 2: Building family and community relationships

Standard 6: Becoming a professional

PENNSYLVANIA EARLY CHILDHOOD EDUCATOR COMPETENCIES

The following competencies are addressed in this chapter:

Child Growth and Development

Families, Schools, and Community Collaboration and Development

Health, Safety, and Nutrition

Curriculum and Learning Experiences

Professionalism and Leadership

Communication

NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN (NAEYC) CODE OF ETHICAL CONDUCT (MAY 2011)

The following elements of the code are touched upon in this chapter:

Section I: Ethical Responsibilities to Children

Ideals: – I-1.1, I-1.2, I-1.5, I-1.8, I-1.9

Principles: P-1.1, P-1.2, P-1.7, P-1.11

Section II: Ethical Responsibilities to Families

Ideals: I-2.1, I-2.2, I-2.4, I-2.7, I-2.8, I-2.9

Principles: P-2.2, P-2.3

Section IV: Ethical Responsibilities to Community and Society

Ideals: I:4.1 (individual), I-4.6, I-4.7, I-4.8

Quotable

“History is a kind of introduction to more interesting people than we can possibly meet in our restricted lives; let us not neglect the opportunity.”

                                                        – Dexter Perkins

PREVIEW

This chapter covers the historical underpinnings of the field of Early Childhood Education. You will discover the various influences that have been used as principles that have shaped current practices in early childhood settings.

As you begin your journey exploring the field that studies young children, you will come across several terms that are commonly used. While they are often used interchangeably, there are subtle differences that should be clarified at the start:

Early Childhood: the stage of development from birth to age 8.

Child Development: the ways a child develops over time.

Early Childhood Education: the unique ways young children “learn” and the ways they are “taught.” Part of the larger field of “education.”

Early Care and Education: A blend of the care young children need as well as the way they are “educated.”

In this text, we will use them interchangeably to mean the many ways children develop blended with their unique care and educational needs.

HISTORY OF EARLY CHILDHOOD EDUCATION

Childhood from a Historical Perspective

The field of Early Childhood Education has a rich history. As you will soon discover, history has not only provided us with a strong foundation, it has shaped our beliefs, instilled an appreciation for children, and it has provided us with a context that guides our current practices.

It is hard to imagine but children were not always considered valued members of society. You might say, children were thought to be second-class citizens. In the past, many believed that children should be seen and not heard and that children should be ruled by might (e.g. “spare the rod spoil the child”). Often time’s children were punished harshly for behaviors that today we understand to be “typical” development.

In the past, childhood was not seen as a separate stage of development. There was no time for childhood curiosity and playful experiences. Children were thought of as little adults and they were expected to “earn their keep.” The expectation was that they would learn the family trade and carry on their family lineage.

Going to school was thought to be a privilege and only children of a certain class, race, and status were given the opportunity to have a formal education. The primary curriculum for that era was based on biblical teachings and a typical school day consisted of lessons being taught by an adult in charge who wasn’t trained as a teacher.

A Time for Change

It’s important to note that historically, parents had no formal training on how to raise a healthy well-adjusted child. The only “parenting book” for that time was the Bible and even then, many were not able to read it. They parented based on what the church taught, and it was these strict morals and values that informed societal beliefs and guided child-rearing. It wasn’t until the 1400-1600’s, during the Renaissance, that children were seen as pure and good. New ideas began to surface. Individuals that thought differently (outside the box) began to question and investigate the treatment of children. They began to observe and notice there was more to children. These were the first advocates to try and enlighten society and change the adult viewpoint in an effort to improve outcomes and support children’s growth and development. Unfortunately, many were persecuted or ostracized for being outspoken and going against society’s beliefs.

Let’s take a look at some of the historical contributors to early care and education.

PHILOSOPHICAL INFLUENCESⁱ

EDUCATIONALINFLUENCESⁱⁱ

The individuals mentioned in the roadmap were noted philosophers and educators who sought to change the status quo. By advocating for the welfare and education of children they were instrumental in bringing an awareness that childhood is an important stage of life. It is critical to note that there were other influences from the field of psychology and medicine that also informed the field of early care and education.

The following interdisciplinary influences have contributed directly and indirectly to education, they run separate but parallel from the philosophers and educators on the roadmap, moving through time on their own track. As you consider these influences think about how their philosophies and theories intersected with education and child development.

INTERDISCIPLINARY INFLUENCES iii

Interdisciplinary refers to more than one branch of knowledge. In the case of Early Childhood Education, the disciplines include medicine, psychology, biology, parent educators, and other early childhood professionals who have knowledge that helps to inform our practices with children and families. The collective knowledge we gain from these contributions gives our field the evidence to support the role of the teacher in providing engaging environments, meaningful curriculum, guidance strategies, etc. This is often referred to as “best practices.” As you continue to engage with this textbook, this will become more apparent to you as it relates to the unique role of an early childhood professional.

CONTEMPORARY INFLUENCES iv

IN CLOSING

This chapter has exposed you to some of the historical influences that have informed the field of early childhood education. In the next chapter, you will be given the opportunity to investigate theoretical ideologies that have been shaped by these influences. When we combine historical content with theory, we have a stronger foundation for providing the care and support that children need as they grow and develop.

 

Pause to Reflect
How has history informed our current trends and practices in the field of early care and education?
What stands out to you as your future or current role as an early childhood professional?