This document provides an overview of philosophical viewpoints on education and child development over time. It discusses perspectives from preformationism to modern theories like ecological systems theory. Key thinkers mentioned include Plato, Rousseau, Dewey, Piaget, Vygotsky, Bronfenbrenner and Gardner. Trends in families and society that influence child rearing are also examined, such as changing gender roles, mobility, and stress in modern life.

1. Mr. Ronald M. Quileste, M.Ed
School of Education, Xavier University

4. Overview of Philosophical
Viewpoints

5. • The basic aim of
education is to teach
individuals to be good
and productive
citizens, also making
good use of their
leisure time.

6. • All school should
provide an education
so all children learn
to use their minds so
they may be prepared
for responsible
citizenship.

7. • Predetermined
Curriculum

8. • Children were
the hope of the
future.

9. • Education must
train the spirit
through music, the
body through
gymnastics, and
the mind through
philosophy.

10. • Teachers must take
into consideration
successive stages and
rates of child
development when
considering what to
teach in children.

11. • Neither nature nor
nurture fully explains
child development but
rather an interactive-
constructive
perspective.

12. • One cannot understand
the development of
particular children
without considering their
cultural, historical, and
ecological evidences
around them.

13. • His theory of
human behavior
perceives the
family in a holistic
way and the family
as one emotional
unit.

14. Evolution of philosophical
perspectives

15. • He believed in tabula
rasa
• Children develop in
response to nurturing.
• Forerunner of
behaviorism

16. • Proposed that children
"operate" on their
environment, operational
conditioning.
• Believed that learning could be
broken down into smaller
tasks, and that offering
immediate rewards for
accomplishments would
stimulate further learning.

17. • Any behavior can be
changed through the
use of positive and
negative
reinforcement.
• Behaviorism is based
on cause-and-effect
relationships.

18. • Early 20th century,
"Father of American
Behaviorist theory.”
• Based his work on
Pavlov's experiments
on the digestive
system of dogs.

19. • Researched classical
conditioning.
• Children are passive
beings who can be
molded by controlling
the stimulus-response
associations.

20. • Children were noble savages,
born with an innate sense of
morality; the timing of growth
should not be interfered with.
• He used the idea of stages of
development.
• Forerunner of Maturationist
beliefs

21. • Formed schools and
developed materials for
children based on
naturalistic philosophy.
• They believed that
children learn through
play and sensory
experiences.
Pestalozzi Froebel

22. • Froebel coined
the term
‘Kindergarten’
(Small Garden).
Pestalozzi Froebel

23. • He maintained that
children develop
concepts using their
natural
environment as
they organize and
manipulate the
world around them.

24. • They form and test
hypothesis of how
things happen and
they evaluate and
interpret the
evidence they have
discovered.

25. •He concluded that
development is a
result of laws and a
sequence of
maturation that is a
continuous spiral.

26. •He maintained that
parents and
teachers must
permit the child’s
natural unfolding
before learning can
take place.

27. • He insisted that
development unfolds in
a natural, dynamic way,
and all species adapt to
their particular
environments in order
to enhance their chance
of survival.

28. • The behavior of children
and the development of
their thinking can only be
explained by the interaction
of nature (intrinsic
development) and nurture
(extrinsic environmental
factors).

29. • He emphasized that
a child's personality
is formed by the
ways which his
parents managed
his sexual and
aggressive drives.

30. • Expanded on Freud's
theories.
• Believed that
development is life-
long.

31. • Emphasized that at
each stage, the child
acquires attitudes and
skills resulting from
the successful
negotiation of the
psychological conflict.

32. • The cultures in which
children are raised
and the ways in which
they interact with
people influence
their intellectual
development.

33. • From their cultural
environments,
children learn values,
beliefs, skills, and
traditions that they
will eventually pass on
to their own children.

34. • Through cooperative
play, children learn to
behave according to
the rules of their
cultures.
• Learning is an active
process. Learning is
constructed

35. • Ecological Systems Theory
• The varied systems of the
environment and the
interrelationships among the
systems shape a child's
development.

36. • Both the environment and
biology influence the
child's development.
• The environment affects
the child and the child
influences the
environment.

37. • He described the
complex interaction of
the family unit.
• Individual members within
the family system demand
support, approval, and
attention from each other.

38. •They also respond
to the other
members’ needs
or expectations.

39. • Multiple Intelligences
• They provided convincing
evidence that IQ moves
beyond a single, static,
reasoning ability and does
change with time and
experience.
Gardner Sternberg

40. Family as a Significant
Educational Force

41. • Preformationism:
children seen as little
adults.
• Childhood is not a
unique phase.

42. • Children were
cared for until they
could begin caring
for themselves,
around 7 years old.

43. • Children treated as
adults (e.g. their
clothing, worked at
adult jobs, could be
married, were made
into kings, were
imprisoned or hanged
as adults.)

44. • Puritan religion
influenced how
children were
viewed.
• Children were born
evil, and must be
civilized.

45. • A goal emerged to
raise children
effectively.
• Special books were
designed for children.

46. School as a significant
Educational Force

47. • Horace Mann (1796-
1859) and Henry
Barnard (1811-1900)
wrote and lectured
about the benefits of
universal and secular
education.
• Public Education
arrived.
Mann Barnard

48. • Compulsory
Education started in
America
• Schools with Puritan
ethic did not meet
the needs of many
children

49. • US citizens became
more concerned
about the lack of
academic focus.
• Academic
Curriculum
followed: learn the
material or fail.

50. •In 1815, the first
parent education
program was
held in Portland,
Maine.

51. • Elizabeth Peabody
(1804-1894) helped
establish
kindergartens, first
with church societies,
settlement homes, and
later as part of public
schools.

52. •Parent-Teachers Association
(PTA) was established in 1897,
as a result of parent
education and programs

53. • G. Stanley Hall (1844-
1924) used scientific
method for studying
children.
• He is the forerunner of
the interest in child
studies.

54. •Parent cooperatives were founded
and were modelled on the British
nursery school program.
•They were first adopted by middle-
class parents.

55. • Margaret McMillan
(1860-1931) founded
the British nursery
school program.
• She founded schools
for the poor.

56. •During the first half of 1900s, parent
education is viewed as vital to
welfare of society.
•Parents viewed as essential
components of children’s success in
school and life.

57. •In 1930s, the Work Progress
Administration (WPA)
provided full-day care for
families in poverty.

58. •During WWII, child care
centers were set up in
factories so that mothers can
support the war effort.

59. •In 1980s, National child-care
organizations such as the
NAEYC established
guidelines for quality child
care.

60. •Head Start research
demonstrated positive long-
term effects for children in
programs with strong
parental involvement.

61. parents in the
21st century

62. •Changes in family forms and
functions are not necessarily
bad or worrisome.

63. •Almost all changes have had
both positive and negative
impacts on today’s families.

64. •Some recent trends
influencing families today
include:

65. •Some recent trends
influencing families today
include:
Marital instability and rising
numbers of single parents

66. •Some recent trends
influencing families today
include:
Changes in gender role behavior

67. •Some recent trends
influencing families today
include:
Mobility, urbanization, and
economic conditions

68. •Some recent trends
influencing families today
include:
Decreasing family size

69. •Some recent trends
influencing families today
include:
Increased rate of social change

70. •Some recent trends
influencing families today
include:
Development of child-centered
society

71. •Some recent trends
influencing families today
include:
Stress in modern living

73. Top 10 Trends in Modern Families

74. Top 10 Trends in Modern Families

75. Top 10 Trends in Modern Families
1. Fewer couples are getting legally
married
2. More couples breaking up

76. Top 10 Trends in Modern Families
3. Families are getting smaller
4. Children experience more transitions
as parents change their marital status
5. Adults are generally satisfied with life

77. Top 10 Trends in Modern Families
6. Family violence is underreported
7. Multiple – earner families are now the
norm

78. Top 10 Trends in Modern Families
8. Women still do most of the juggling
involved in balancing work and home
9. Inequality is worsening
10. The future will have more aging
families

79. Other factors affecting children from single-parent
families include:
1.Poverty
2. Stress

81. • Current census figures
indicate that the majority of
women in the workforce are
mothers of children living at
home.

82. Women’s Roles today:
• Primary breadwinners
• Working outside of home

83. Men’s Roles today:
• Considering house-husband work
• More involved in child-care
responsibilities

85. • Shift to urban occupations
improved family’s economic
status.

86. • Geographical mobility
enables the parents to be
separated from their children

87. • Young couples need
babysitters to do errands and
recreation time.

88. • Young couples need
babysitters to do errands and
recreation time.

90. Reasons:
• Delayed marriage and child-
bearing

91. Reasons:
• Prolonged marriage and
career expectations

92. Reasons:
• Economic burden of raising children
in times of inflation with no
corresponding asset of children’s
economic contribution to the family
unit

93. Reasons:
• Changing attitudes about
women’s roles in the home
and workplace

94. Reasons:
• Increased expectations for
the family living standards and
material wants

95. Reasons:
• The move from rural to
urban environments

96. Reasons:
• Current views about parent-
child relationships

98. • The rate of change is
dizzying as upheaval occurs
in every major institution in
society

99. Societies have continued to be
beleaguered by anxieties:
• Disillusionment with
government leaders

100. Societies have continued to be
beleaguered by anxieties:
• Worry about educational
system

101. Societies have continued to be
beleaguered by anxieties:
• Turmoil in the world
overseas and at home

102. Societies have continued to be
beleaguered by anxieties:
• Fears of terrorist attacks at
home as well as abroad

103. Societies have continued to be
beleaguered by anxieties:
• Worry about keeping children
safe at school and in the
community

104. Societies have continued to be
beleaguered by anxieties:
• Concerns about environmental
deterioration

105. Societies have continued to be
beleaguered by anxieties:
• Fears about drugs invading lives

106. Societies have continued to be
beleaguered by anxieties:
• Concerns about diseases
without cures becoming
epidemic

107. Societies have continued to be
beleaguered by anxieties:
• Worry about what inflation, debt,
and pollution mean to the future

109. • The child’s role in the family
and in society has evolved
over the centuries

110. • In most of today’s societies,
the child is now the center of
attention

111. • Researches now focus more
on child development

112. • Bookstores are now filled
with materials such as
parenting advice

113. • Parent education classes are
available in almost every
community.

115. • Today, adults are working
even harder.

116. • Today, adults are working
even harder.
(from 41 hrs. in 1973 to nearly 47
hrs today)

117. • As parents feel overloaded
at work, their emotional
well-being suffers.

118. • These fallout affects parental
time with children.

119. • According to Galinsky (1999), when
parents spend more time with their
children and vice versa, children feel
their giving more importance to family
matters

120. • However, nowadays parents
are still pressured to meet
demands and expectations
form the society.

121. • These parents usually hire
professionals to fill in their time
while being busy at work.

122. • These parents usually hire
professionals to fill in their time
while being busy at work.
E.g. swimming and music
lessons to name a few

123. • As long as modern parents are
pulled in so many directions,
stress will accompany the
family.

124. Lesson reflection

125. Lesson reflection
Consider the different cultures represented in
an early childhood classroom with which you
are connected. Does the curriculum you have
observed relate to or reflect aspects of the
cultural backgrounds of the children?

126. Lesson summary

127. Lesson summary
• Home, schools, and communities have
always affected how children learn, but
recognition or use of this knowledge by
educators have varied.

128. Lesson summary
• In the 21st century, family structure and
societal expectations are very different from
those at the beginning of the 20th century.

129. Lesson summary
• The way parents, families, and communities
were viewed in the past can act as a
beginning in deciding how to work with
parents and community members today.

130. • Barbour, Chandler, Barbour, Nita H., Scully, Patricia A. (2011).
Families, Schools and Communities (5th Ed.). Pearson Education
Inc. Upper Saddle River NJ 07458.
• Berns, Roberta, M (2016). Child, Family, School, Community:
Socialization and Support (10th Ed.). Cengage Learning. 200
First Stamford Place, 4th Floor, Stamfort, Ct 06902, USA.
• Eliason, Claudia and Jenkins, Loa. (2012). A Practical Guide to Early
Childhood Curriculum. Pearson Education Inc. Upper Saddle
River NJ 07458.

131. • Gestwicki, C. (2016). Home, School & Community Relations (9th Ed.).
Cengage Learning, 20 Channel Center Street, Bsoton, MA 02210,
USA

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