Theories of Early Childhood Education provides a comprehensive introduction to the various theoretical perspectives influential in early childhood education, from developmental psychology to critical studies, Piaget to Freire. Expert chapter authors examine assumptions underpinning the use of theory in the early years and concisely explore the implications of these questions for policy and practice. Every chapter includes applications to practice that will assist students and professionals in seeing the relevance of the theoretical perspective for their teaching.
Table of Contents
Chapter 1 – Jean Piaget’s Constructivist Theory of Learning
Chapter 2 – Maria Montessori: Yesterday, Today and Tomorrow
Chapter 3 – The Eriksons’ Psychosocial Developmental Theory
Chapter 4 – The Importance of Urie Bronfenbrenner’s Bioecological Theory for Early Childhood
Chapter 5 – Vygotskian and post-Vygotskian Approach: Focusing on "the Future Child"
Chapter 6 – The Educaring Approach of Magda Gerber
Chapter 7 – T. B. Brazelton’s Developmental Approach to Learning
Chapter 8 – The Work of B.F. Skinner: Effective Practices within Early Childhood
Chapter 9 – Ole Ivar Lovaas: A Legacy of Learning for Children with Disabilities
Chapter 10 – Mikhail Bakhtin: Dialogic Language and the Early Years
Chapter 11 – Educative Experiences in Early Childhood: Lessons from Dewey
Chapter 12 – The Whole World is a Chorus: Paulo Freire’s Influence
Chapter 13 – Working with Deleuze and Guattari in Early Childhood Research and
Lynn E. Cohen is Professor in the Department of Special Education and Literacy at Long Island University, USA.
Sandra Waite-Stupiansky is Professor Emerita of Early Childhood Education and Reading at Edinboro University of Pennsylvania, USA.