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Particularly, the teacher or provider of care bases all practices and decisions on (1) theories of child development, (2) individually identified strengths and needs of each child uncovered through authentic assessment, and (3) the child's cultural background as defined by his community, family history, and family structure.
The global priority placed on early childhood education is underscored with targets of the United Nations Sustainable Development Goal 4. As of 2023, however, "only around 4 in 10 children aged 3 and 4 attend early childhood education" around the world. [9]
Maturationism is an early childhood educational philosophy that sees the child as a growing organism and believes that the role of education is to passively support this growth rather than actively fill the child with information. This theory suggests that growth and development unfold from within the organism. [1]
The Maturational Theory of child development was introduced in 1925 [1] by Dr. Arnold Gesell, an American educator, pediatrician and clinical psychologist whose studies focused on "the course, the pattern and the rate of maturational growth in normal and exceptional children"(Gesell 1928). [2]
The structure of Waldorf education follows a theory of childhood development devised by Rudolf Steiner, utilizing distinct learning strategies for each of three developmental stages or "epochs": [47] [48] early childhood, elementary, and secondary education. [17] [7] [49] Steiner believed each stage lasted approximately seven years.
Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual". [7] His theory of child development has been studied in pre-service education programs.