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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 was established in a position statement, which some scholars view has contributed to the thinking and discourse about practices in early childhood programs. The statement described DAP as an "empirically based principles of child development and learning". [8]
At the core of this philosophy is an assumption that children form their own personality during the early years of development and that they are endowed with "a hundred languages", through which they can express their ideas. The aim of the Reggio approach is to teach children how to use these symbolic languages (e.g. painting, sculpting, drama ...
Egocentrism is found across the life span: in infancy, [2] early childhood, [3] [4] adolescence, [5] and adulthood. [ 3 ] [ 6 ] Although egocentric behaviors are less prominent in adulthood, the existence of some forms of egocentrism in adulthood indicates that overcoming egocentrism may be a lifelong development that never achieves completion ...
Emergent curriculum is a philosophy of teaching and a way of planning a children's curriculum that focuses on being responsive to their interests. The goal is to create meaningful learning experiences for the children.
Written teaching philosophy statements may be informed by existing pedagogical research and theory; an early example of such a book is The Philosophy of Teaching by Arnold Tompkins. [6] Books, articles, and research on pedagogy can offer a foundation upon which aspiring educators can form their own beliefs and values.
Title page from the first edition of Locke's Some Thoughts Concerning Education (1693) Some Thoughts Concerning Education is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the ...
The pedagogy of philosophy for children is diverse. However, many practitioners including those working in the tradition of Matthew Lipman and the Institute for the Advancement of Philosophy for Children emphasize the use of a community of inquiry method which has roots in the work of philosopher John Dewey. [4]