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Luther emphasized the necessity of stablishing schools to teach children to read. Luther translated the bible into German, marking the real beginning of teaching and learning in people's native language.
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Comenius believed education should begin in the early years because, "a young plant can be planted, transplanted, pruned, and bent this way or that. When it has become a tree these processes are impossible."
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Froebel compared the child to a seed that is planted, germinates, brings forth a new shoot, and grows from a young, tender plant to a mature, fruit-producing one.
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Montessori developed a system for educating young children that has greatly influenced early childhood education. At that time she said, "I differed from my colleagues in that I instinctively felt that metal deficiency was more of an educational than medical problem."
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Maslow developed a theory of self-actualization based on maximizing one's potential, aesthetic needs (beauty, order, symmetry), achievement and prestige (approval, recognition, self-esteem), belonging and love (love, acceptance, affection), safety and security (safety, freedom from fear, stability), and life essentials (food, water, air).
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Piaget's proposition that children develop intelligence through direct experiences with the physical world.
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Ecological theory looks at children's development within the context of the system of relationships that form their environment. There are five interrelating environmental systems: the microsystem, the mesosystem, the exosystem, the macrosystem, and the chronosystem.
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According to Erikson, children's personalities and social skills grow and develop within the context of society and in response to society's demands, expectations, values, and social institutions such as families, schools, and child care programs.
