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Foundations of Early Childhood Special Education
Chapter 1
Development of Early Childhood Education
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Educational theorist Comenius (1592-1670) believed in universal education starting with young
children. Children learn best by being actively involved in the learning process /active learners.
They need to use their senses and have concrete examples.
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Philosopher and physician John Locke (1632-1704) introduced the idea of “tabula rasa” blank
slate. Children learn through experience, activities and the environment.
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Social theorist and philosopher Jean Jacques Rousseau (1712-1778) recommended a natural
approach to education with no restrictions allowing natural unfolding of child’s abilities. Based
on child’s interests.
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Swiss educator Pestalozzi (1746-1827) believed like Rousseau but also recommended adult
guidance. Construction of lessons include counting, feeling, manipulatives, measuring, and using
concrete objects. Educate the whole child, involve parents, and multiage grouping of children.
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Social reformer Robert Owen (1771-1858) in Scotland created infant schools for ages 3 to 10.
emphasis was on developing basic academics and creative experiences. Believed that poverty
could be eliminated by educating young children from poor families.
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Froebel , a student of Pestalozzi and a teacher, (1782- 1852) developed a curriculum and an
educational theory based on personal experiences and religious views. He was called the “father
of kindergarten”. (Garden of flowers)
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Froebel believed that children learn within their natural development and educators need to
recognize this process and provide learning activities for children to learn whenever they are
ready. Learning based on play. Teacher as facilitator.
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American Philosopher John Dewey believed that children learn from what they are interested
in. child-centered curriculum and child-centered schools.
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Education is a process for living
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Children need to learn how to function as citizens
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Children learn through physical activities, discoveries and experimentation
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Teachers guide learning activities, observe, monitor, and assist as needed.
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Dr. Maria Montessori (1870-1952) observed individuals with intellectual disabilities at a
psychiatric clinic and believed that educational intervention is more effective than medical
treatment. Montessori model is based in sensory educational activities.
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Montessori classrooms have a “prepared environment” with tasks and materials ( wooden rods,
cylinders, cubes, sandpaper tablets, musical bells).
There are 3 levels of growth that help children develop independence, responsibility and
productivity.
1) Life experiences including personal hygiene, self-care, physical education, caring for the
environment.
2) Sensory education including development of senses. Materials are self-correcting ( only one
correct way to use them). Different levels ( easy to difficult and concrete to abstract).
3) Academic education at ages 2 to 6 introducing reading, writing, arithmetic concepts. Teachers as
facilitators and focusing on individual student activities.
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Use of Montessori concepts when working with children with disabilities:
1) Mixed age groupings
2) Individualization based on readiness and not chronological age
3) Development of functional skills (use of real objects)
4) Development of independence/making choices
5) Development of organized work patterns/habits
6) Orderly progression in completing a task from beginning to end
7) Repetition
8) Materials with built-in control of error
9) Use of concrete materials
10) Use of sensory materials
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Jean Piaget (1896-1980) believed that children’s thought processes change as they grow and
mature. Thinking is a process of interaction between child and environment. He developed 3
concepts on how individuals organize their personal experiences in their thinking;
a) assimilation: integrate new experiences into what child already knows. Ex; child sees a pony and calls
it a dog ->he is familiar with dogs
b) accommodation: modifying existing cognitive structures to fit new situations. Ex; child visits Santa
Clause -> she sees an old man and calls him Santa-> mother explains he is an old man-> she sees an old
man and asks Old man or Santa ?
c) equilibration: reach a balance for formation of knowledge
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Piaget’s stages of cognitive development
Sensorimotor ( ages birth to 2 years) from reflective actions to symbolic activities, limited
awareness of cause and effect.
Preoperational ( 2 to 7 years) uses symbols for still not developing abstract reasoning.
Concrete operational ( 7 to 11 years) can order objects by size/number/time/ space but limited
logical thoughts.
Formal operational ( 11 to adult) abstract thinking and problem solving.
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Russian psychologist Vygotsky (1896-1934) believed that learning and development occur via
social interaction and engagement. Zone of proximal development ( ZPD); Distance between
actual developmental level and the level of potential development under adult guidance.
Development of Special Education
Public law (PL)
PL 88-164 in 1963: authorized funds to train professionals in the field of special education for intellectual
deficits and deafness.
PL 94-142 in 1975: education for all handicapped children Act assured that all handicapped children
received FAPE including 6 provisions.
1) Zero reject
2) nondiscriminatory evaluations
3) IEP
4) least restrictive environment
5) Due process 6) parental participation
PL 99-457 in 1986: allocated federal funds to develop plans and programs for children from birth(early
intervention programs). Education of the handicapped Act changed to IDEA.
I- individuals with
D- disabilities
E- education
A- act
Compensatory Education Programs created in 1960s as Early learning programs for youngsters living in
poverty.
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Head Start: comprehensive multi-dimensional intervention program with emphasis on the total
development of the child and to strengthen the family.
In 1972, special education laws required that Head Start reserved no less than 10% of
enrollments for children with disabilities.
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Project Follow Through was developed in 1967 to include children in kindergarten to third
grade. Studied a variety of approaches and strategies utilizing a comprehensive services
approach.
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Early Head Start created in 1994 extended Head Start services to children from birth to age 3
and pregnant women.
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Main outcomes for Early Head Start
a) Promote healthy pregnancy
b) Enhance child’s physical, social, emotional, and cognitive development
c) Improve caregiver skills
d) Help parents meet their individual goals