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Jean Jacques Rosseau (Philosopher)
Rosseau believed that children should have the freedom to be themselves w/o adult inclusion and that early education should be natural.
Children should only be asked to learn things when they are developmentally ready. -
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Johann Heinrich Pestalozzi (Reformer)
Pestalozzi believed that natural learning should be combined w/ informal instruction and didn't have any expectations of students learning how to read on their own. Instead they needed an environment which encouraged literacy growth. It was concluded that teachers should use sensory manipulative experiences, to help students grow their reading capabilities. Pestalozzi allowed the manipulation of objects--learned through the senses-- to become a lesson. -
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Friedrich Wilhelm August Froebel
Froebel (1782-1852) took on the idea that play is an essential part in learning, though "adult guidance" and "planned learning" were a necessary component in an effective combination. He was inevitably the first among educators to establish a systematic curriculum for young children and to coin the term "kindergarten". Examples of his strategic thinking can be seen in class sing along and discussions of new thought. -
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John Dewey (Philosopher)
(1859-952) Philosopher, whose ideals and moral understandings surrounding early education helped to create "Progressive education". He understood that a Childs interests should be taken into consideration when it came to schooling. Dewey additionally accepted that learning is augmented through incorporating content zones. -
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Maria Montessori (Physician)
Maria (1870-1952) was an Italian psychologists who understand the necessity behind order and structure in a classroom environment, when it came to mastering skills. The Behaviorists theory served as the basis of her understandings and creation of her curriculum. She used materials in her classroom each which required use of the students five natural senses. All materials--"designed to teach specific skills"--were demonstrated in practice by teachers and the students would follow the procedures. -
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Jean Piaget (Psychologists)
Piaget (1896-1980), was a swiss psychologists whose ideals on "child development" helped to cultivate an understanding of how children grow and develop.Paget's' theory of "cognitive development" worked to describe how children progress in intelligence in four (4) steps : Sensorimotor stage: birth to 2, Preoperational stage: 2 to 7, Concrete operational stage: 7 to 11, and Formal operational stage: 12 and up.
He believed that children acquires knowledge by interacting with the world. -
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Reading Readiness
Maturation most important factor in learning to read. Developmentally 6 years and 6 months were ready to read. 30s’ and 40’s standardized tests were developed—indicate whether a child reached maturity to be ready to learn to read. Instead of waiting for a child maturation to unfold, educators focused on nurturing that maturation through instruction in skills seen as a pre req. for reading. Necessary skills :Auditory discrimination, Visual discrimination, Visual Motor skills, Large Motor skills -
Piaget --Cognitive Development
Sensorimotor period (0-2 years): Thoughts are determined by sensory exploration
Preoperational Period (2-7): A child's language develops, and thinking is concrete. The child begins to organize his world.
Concrete Operational Period (7-11): The child begins his thought process in the concrete and is able to eventually move into some abstract ideas.
Formal Operations Period (11-adult): This high level of thinking involves using language to deal with abstract thought. -
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Research Era
1.Cognitive development was researched.
2.Varied research; experimental studies with treatment and control groups, correlational research, interviews, observations, videotapes, etc..
3.Research was done in diverse cultural and socioeconomic settings: research conducted in classrooms and homes. -
Emergent Literacy
(Marie Clay 1966)
Child acquires knowledge about reading, language & writing before coming to school. -
Constructivists Theory
Active process where children construct knowledge by problem solving, guessing, and approximating. -
Vygotsky: Schema Acquisition (1978)
- Students learn in a gradual pace as they are taught new things. 2.Those new concepts=schema. 3.Schema=mental structure were people store info. 4.Children learn as they work w/ others and hear their ideas. 5.We remember our stored info while learning. 6.Scaffolding = directs to a child's attention to what they need to know and do..
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Juel (1989)
As children begin to experiment with reading and writing, they need to focus on the sounds that makes up words. -
Whole Language Instruction
Learning is child centered because it is designed to be meaningful. -
Balanced Approach (1999)
No single technique or single blend of strategies can show all youngsters to read. Careful choice of the best hypotheses and arrived at situated in rehearses.
Reading, Writing, Listening ,Speaking, Spelling, and Viewing -
Evidence Based Research and Public Policy: National Reading Panel (2000)
1.Phonemic Awareness (individual sounds are in words)
2.Phonics (sound-symbol relationships)
3.Vocabulary (learning the meaning of words in order to understand what is read)
4.Comprehension (being able to understand what is read)
5.Fluency (reading with expression and appropriate speed) -
No Child Left Behind (2001)
1.Reading First Grants
2.Money from the Federal Government -
Evidence Based Research and Public Policy: National Early Literacy Panel Report (2008)
- Know the letters and sound of the alphabet
- Phonological awareness
- Can rapidly name letters and numbers
- Can write their name and letters
- Can remember what was said to them for a while
- Concepts about Print 70 Can produce or comprehend spoken language
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Evidence Based Research and Public Policy: Common Core Standards (2011)
- Work was started in 2007/2008
- Not a curriculum or method
- Many states have written their own
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Read to Succeed
Act 284, Read to Succeed legislation, was created in 2015 to address literacy performance in South Carolina and put in place a comprehensive system of support to ensure SC students graduate on time with the literacy skills they need to be successful in college, careers and citizenship. Act 284 provides for a strong assessment and intervention system for students kindergarten through twelfth grade with a goal of all students becoming proficient readers by the end of third grade.