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Jean- Jacques Rousseau Jean-Jaques Roussea was a French philosopher

that introduced a new view on childhood during


the 17th , with his views relating that children
were not blank states to be filled with adult
instruction but instead that they are Noble
Savage with a sense of right and wrong and a
innate plan for orderly healthy growth endowed
on them from birth. His Philosophy has two
concepts with the first being his ideas on noble
savage and the second concept being
maturation, which he believe refers to a
genetically determined, naturally unfolding
course of growth
Frobel Frobel was a German philosopher who theorised
that childrens growth could be significantly
improved by interaction within an educational
environment, Which lead to the creation of
Kindergartens which he coined. He believed
that this educational environment can be
created through interaction with practical work
and occupations (Activities), which he
encouraged through the use of toys he created
Johann Heinrich Pestalozzi Johann was a Swiss philosopher who created the
Pestalozzi method which is a while-child
approach that emphasizes the development of
all aspects of a person, including the head, heart,
and hands, which he believed needed to be in
equilibrium. He believed that all education
should be able to be accessed regardless of
wealth and emphasized the group rather
children learning through individual recitation
John Amos Comenius Comenius was a Czech philosopher who
theorised that the best way to educate children
would be allow the idea of education according
to nature whereby children learned at a natural
pace from simple concepts to challenging
theories (Schwarz & Martin, 46). He also
introduced the ideas of equal opportunities for
poor children and the education of women.
Social cultural theory Social cultural theory Is a theory that was
devised by Albert Bandura (1997), which
emphasises the role of modelling, otherwise
known as imitation or observable learning, in
development of behaviour. The theory stresses
on the idea of Cognition as the childs exposure
to people and environments play a key role in
the development as the child learns from it
Socio Behaviourist: Socio behaviourist theories relate to the role of
experience in the healthy growth of children.
The theory puts forward the notion that in
addition to the role played by maturation in
childrens development, their behaviours are
shaped by the environment conditions and
systemic reinforcements
Psychoanalytical An approach to personality development
introduced by Freud, which assumes that
children move through a series of stages in
which they confront conflicts between
biological drives and social expectations. How
these conflicts are resolved determines the
persons ability to learn, to get along with other
and to cope with anxiety
Critical Theories: Critical theories relate to the idea of promoting
critical thinking about assumptions of the
education of children and the curriculum given
to them. The theory encourages early
childhood educators to acknowledge that there
are many ways for young children to change
the curriculum and the practice they typically
use
Post Structuralist theories Post Structuralist theories relate to the idea of
multiple contested ways of learning, with
children have the urge to learn and experience
new things by are restricted by opportunity

Bibliography
Berk, Laura E. Child Development. Print.
Nolan, Andrea, and Bridie Raban-Bisby. Theories Into Practice. Print.
Bowers, Hannah. "John Comenius Philosophy Of Education." coffeeshopthinking. N.p., 2017. Web.
17 Aug. 2017.

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