The document summarizes the theories and philosophies of several influential early childhood education theorists: - Rousseau emphasized allowing children to learn through their natural curiosity with minimal adult intervention. Montessori focused on systematic, self-directed learning of specific skills. Dewey viewed early learning as child-centered through play and social interaction. - Piaget believed children learn best by actively participating in and experimenting with their environment. Froebel advocated for guided play and a planned learning environment with adult guidance. Pestalozzi felt natural learning occurs through informal instruction and experiences using the senses. - Theorists differed in their views of children's learning but shared beliefs that young children learn through play, exploration

5. THEORIST EMPHASIS STRATEGIES ACTIVIES SKILLS
Rousseau
(1962)
Childs learning unfolds
naturally; learning through
curiosity
Strategies meshed with the
child’s readiness to learn;
little adult intervention
Allowing children to grow
and learn with the freedom
to be themselves
Natural development of
skills, individual ways of
learning, curiosity
Montessori
(1965)
Children need early,
orderly, systematic training
in mastering one skill after
another; auto-education
Specific concepts meeting
specific objectives; learning
materials are self-
correcting; learning during
“sensitive period”;
designing activities and
experiences for learning.
Allowing children to use
manipulative toys; working
with carefully designed and
specific materials for
specific skills; work instead
of play; activities for skill
mastery.
Specific concepts, self-
correction independent
learning and mastery of one
skill after another.
Dewey
(1966)
Early childhood learning is
child-centered; is built
around interest of the child;
child learns best through
play because of social
interaction.
Allowing time for play and
learning; providing a
relaxed atmosphere;
informal activities for
learning.
Manipulative toys, arts,
music, story reading, free
and outdoor play, snack,
rest, circle time, informal
reading and writing.
Social skills, emotional and
physical development,
informal reading and
writing

6. Piaget (1969) Children at certain stages
are capable of only certain
types of intellectual
endeavours; acquire
knowledge by interacting
with the world; active
participants in their own
learning
Providing real life setting
and materials, opportunity
to play, explore and
experiment and allowing
kids to use their curiosity ,
inquisitiveness and
spontaneity to help
themselves to learn
Natural problem solving
situations, playing,
exploring and
experimenting, planning
one’s own activities and
cooperating with teachers
and peers in planning
evaluating learning
Active construction of his
learning, problem solving,
playing, exploration,
experimentation and
curiosity, inquisitiveness,
and spontaneity decision-
making, social interaction.
Froebel
(1974)
The adult responsible for
education of the child
needs to be concerned with
child’s natural unfolding;
emphasis on the fullest
benefits of playing to learn;
requires adults guidance
and direction and planned
environment
Providing adult guidance
and planned environment,
guided-play, providing
manipulative materials to
learn concepts, allowing
“circle-time” which is an
opportunity to sing and to
learn new ideas thru
discussion.
Teacher-facilitated
activities, guided play,
manipulative for learning
certain concepts and
providing opportunity for
circle-time for singing
Psychomotor skills, shapes,
colors and size recognition,
guided-play, singing,
obedience and dicipline
Pestalozzi
(1979)
Natural learning with
informal instruction, natural
potential of a child develops
through senses
Providing informal
instruction, providing
manipulative experiences
and learning about then
through the use of senses.
Informal activities that
eventually lead to learning,
manipulative object and
learning about them
through touch and smell.
Shapes, colors, and size
recognition, language skills.