Think you know everything about the great minds behind early childhood education? Here are 7 fascinating, lesser-known facts about Vygotsky, Montessori, Erikson, Gardner, Steiner, and more. These influential thinkers shaped how we understand and nurture children’s development—and their stories are just as compelling as their theories!
1. Lev Vygotsky’s Brief Life
Did you know? Lev Vygotsky completed most of his groundbreaking work in just 10 years. He passed away at 37 from tuberculosis. Yet his theories—like the Socio-historical theory and Zone of Proximal Development—still shape education worldwide. Despite his short career, his ideas about social learning and scaffolding remain foundational. Bonus fact – he was a Marxist.
2. Maria Montessori’s Nobel Prize Nomination
Here’s a surprise! Maria Montessori was nominated for the Nobel Peace Prize three times for her educational methods. This emphasise peace, independence, and respect for the child. Montessori remains one of the most recognized early childhood theorists. Her work wasn’t just about classroom materials; it was a vision for how education could create a more harmonious world.
3. Erik Erikson’s Name Change
Fun fact! Erik Erikson wasn’t originally named Erikson. He was born Erik Salomonsen but later adopted the surname “Erikson” to reflect his identity as “the son of himself.” This personal journey of self-discovery perfectly aligns with his Stages of Psychosocial Development, particularly the focus on identity formation.
4. Vygotsky’s Influence on AI and Robotics
Did you know? Vygotsky’s Zone of Proximal Development has found applications far beyond the classroom. It’s widely referenced in Artificial Intelligence and Robotics to design systems that can assist humans. This connection between educational theory and cutting-edge technology highlights the enduring relevance of Vygotsky’s work among early childhood theorists.
5. Montessori’s War Efforts
A hidden history! During WWII, Montessori’s methods were banned by fascist governments because of their focus on independence and freedom. Montessori fled to India, where she trained thousands of teachers and introduced her methods globally. Her resilience ensured that Montessori education would thrive despite political challenges, a true testament to early childhood theorists’ influence.
6. Howard Gardner’s Unexpected Passion
Did you know? Howard Gardner, the father of the Multiple Intelligences Theory, initially wanted to be a pianist. His passion for music influenced the inclusion of Musical Intelligence in his groundbreaking theory. This expanded our understanding of how children learn and excel in diverse ways. Gardner remains a prominent figure among early childhood theorists.
A surprising twist! Rudolf Steiner, the founder of Waldorf Education, was also a philosopher of esoteric spirituality. His belief in anthroposophy—a philosophy connecting the spiritual and material worlds. It heavily influenced the holistic nature of Waldorf schools, where creativity and imagination play central roles. Steiner is another notable name among early childhood theorists.
Who knew these theorists had such unique stories behind their revolutionary ideas? Their lives remind us that education isn’t just about facts and methods. It’s about the passions, philosophies, and visions that drive us to create a better future for children.
Which of these stories surprised you the most? Let me know in the comments! If you’re fascinated by the lives behind the theories here is my resource on theories and theorists.
Have you ever found yourself puzzled by the complex ideas of Paulo Freire or Barbara Rogoff, are you struggling to explain the difference between Piaget and Vygotsky to your early childhood students or trainees? Are you finding it hard to apply the theories to practice?
Don’t worry, I know how it feels. As an early childhood trainer, I see this struggle every single day. That’s why I created these brand new ECE THEORIES and THEORISTS PACK. This theorist pack is full of goodies – I promise!
The pack is for early childhood students, trainers and educational leaders. It was created to facilitate in-depth research, and fun engaging activities that can help students and educators to learn about each theory in depth.
What’s Inside:
Flashcards on Each Theorist: Get to know the legends of early childhood education with our comprehensive flashcards. From Jean Jacques Rousseau to Maria Montessori, from Piaget to Peter Moss, each card provides a snapshot of the theorist’s key ideas.
Trainer Information Guide: Dive deeper into each theory with our trainer information guide. Packed with in-depth research and insights, this guide is your roadmap to understanding the core concepts and principles behind each theory.
Key Theorists and Concepts: Explore the foundational theories and concepts that shape early childhood education. From natural innocence to child-centred learning, our pack covers it all in detail.
List of Relevant Quotes: with curated list of quotes, you can play matching games and bingo, or just have meaningful discussions and reflections about each theorist.
Bingo Template: Make learning fun with our bingo template! Engage in interactive activities that reinforce key concepts and promote a deeper understanding of each theory.
Detailed instructions on how to use this pack with 20 games and in-class activities for early childhood trainers and educational leaders. It is also suitable for self-study!!!
Ready to take your understanding of early childhood theories to the next level? Click below to get your hands on our comprehensive training pack today!
Just after I gave birth to my son more than 20 years ago, I started to read a lot of books by child psychologists, theorists and humanists. One of the most influential books was by a Polish educator and an amazing person – Janusz Korczak. Let me tell you about his life, work and some key ideas about childhood, which resonate with my philosophy as an early childhood teacher.
Janusz: Yah-noosh
Korczak: Kor-chak
Janusz Korczak whose real name was Henryk Goldszmit, was a Polish-Jewish educator, pediatrician, author, and orphanage director. Here is a brief biography overview: Janusz Korczak was born in Warsaw, Poland on July 22, 1878. He studied medicine at the University of Warsaw and pedagogy at the University of Geneva in Switzerland. Korczak worked as a pediatrician and gained recognition for his contributions to children’s health and wellbeing. He was a prolific writer and journalist, contributing to various Polish publications. His works often focused on child psychology, education, and social issues.
Janusz Korczak is perhaps best known for his role as the director of an orphanage in Warsaw. He implemented innovative educational methods and emphasised the rights and dignity of children. In the orphanage, Korczak initiated a unique project called “The Children’s Republic.”
It was a self-governing community run by the children, with its own parliament, court, and newspaper. This project aimed to teach children about democracy and responsibility. How amazing!
Korczak was a strong advocate for children’s rights, years before the United Nations Convention on the Rights of the Child was established. He believed that children should be treated with respect and dignity.
During World War II, when the Nazis occupied Poland, Janusz Korczak continued to care for the Jewish orphans in his orphanage. Despite opportunities to escape, he chose to stay with the children. In August 1942, Janusz Korczak and the children from the orphanage were deported to the Treblinka extermination camp by the Nazis. They perished together in the Holocaust.
Key ideas of Korczak
INDIVIDUALISED / PERSONALISED LEARNING
“I have never seen two plants growing in the same way. Their individuality is sacred.” – said Korczak. Korczak recognised that each child is a unique individual with their own thoughts, feelings, and experiences. He believed in treating children with respect and acknowledging their individuality rather than adopting a one-size-fits-all approach to education.
EMOTIONAL INTELLIGENCE
Understanding the emotional world of children was a central theme in Korczak’s work. He acknowledged that children experience a wide range of emotions and that these emotions play a crucial role in their development. His approach focused on creating an environment that validated and addressed the emotional needs of each child.
UNDERSTANDING THE CHALLENGES OF BEING A CHILD
Korczak acknowledged the challenges associated with the process of growing up. He emphasised the importance of guiding children through these challenges with sensitivity and understanding, recognising that the experiences of childhood lay the foundation for the adult they will become. This aligns with the modern views of Reggio Emilia approach and the EYLF – Australian Curriculum Framework.
MORAL DEVELOPMENT
Janusz Korczak’s educational philosophy extended beyond academic achievements to prioritise the moral and ethical development of students. He passionately advocated for the incorporation of moral and ethical education into the curriculum, urging schools to actively foster qualities such as responsibility, empathy, and ethical behaviour among their students. In his words, “Children are not the people of tomorrow but are people of today. They have a right to be taken seriously, and to be treated with tenderness and respect.” Korczak emphasised the integral role of character development in education, transcending the confines of academic success. He believed that cultivating a strong spiritual and moral foundation would not only contribute to academic excellence but also nurture responsible and compassionate individuals. In his view, “You must love your work and not be always looking over the edge of it wanting your play to begin.”
TEACH BY EXAMPLE
Educators are role models for children, according to Janusz Korczak. He believed that educators should not only impart knowledge but also serve as moral examples for their students. Through their actions and behaviour, teachers could positively influence the spiritual and moral development of children. His emphasis on the personal example of educators aligns with his belief that “If you want to change the world, start with the next person who comes to you in need.”
VALUES BASED EDUCATION
Promoting the integration of values and virtues within the educational environment was another cornerstone of Korczak’s philosophy. He saw education as a powerful tool to instil qualities such as honesty, integrity, kindness, and justice in the hearts and minds of young learners, stating, “There are things I can’t force. I must adjust. There are times when the greatest change needed is a change of my viewpoint.”
CULTURAL DIVERSITY
While emphasising the importance of a spiritual environment, Korczak advocated for respect for the diverse beliefs and backgrounds of individuals within the educational community. He recognised the need to create an inclusive environment that respects different religious and cultural perspectives, stating, “Do not humiliate a child by comparing him with others, for there are seventy times seventy ways to be a human being.”
HOLISTIC EDUCATION
The “Children’s Republic,” Korczak’s orphanage, stood as a testament to his commitment to a holistic approach to education. It was not merely a physical space but a community with its own rules and values, providing children with a sense of belonging, purpose, and moral guidance. Korczak’s holistic view extended to nurturing the complete well-being of the child, encompassing intellectual, emotional, social, and moral dimensions.
HUMANISM
He believed that pedagogy, or the art and science of education, is not only about imparting knowledge and skills but fundamentally about understanding and connecting with people. This perspective extends beyond the traditional teacher-student dynamic to encompass a broader understanding of human relationships and interactions within the educational context.
Korczak emphasised the importance of recognising the humanity of both educators and learners. He believed that educators should not view their role merely as instructors but as individuals who engage in a shared journey of learning and growth with their students. This approach implies a deep understanding of the emotional, social, and psychological aspects of all individuals involved in the educational process. As a teacher, I agree with the humanist aspect of Korczak’s philosophy.
By focusing on people, Korczak encouraged educators to be empathetic, compassionate, and responsive to the needs of their students. He advocated for creating a supportive and respectful environment where individuals can express themselves, learn from one another, and collaboratively contribute to the learning experience.
In essence, Janusz Korczak’s philosophy underscores the humanistic dimension of pedagogy, emphasizing the importance of relationships, empathy, and a holistic understanding of individuals within the educational setting. This perspective has had a lasting impact on educational theories that emphasize the social and emotional aspects of learning and teaching.
“Children are not the people of tomorrow, but are people of today. They have a right to be taken seriously, and to be treated with tenderness and respect. They should be allowed to grow into whoever they were meant to be. The unknown person inside of them is our hope for the future.”
Korczak was a pioneer in advocating for the rights of children. He believed that children have the right to be heard, to express their opinions, and to participate in decisions that affect them. His commitment to children’s rights extended beyond the educational realm and influenced his actions as a director of an orphanage.
To summarise, many of Korczak ideas are valuable and contemporary , applicable to our time and our pedagogical practices. What did you like about his philosophy? What would you take on board?
Who is Lawrence Kohlberg: Lawrence Kohlberg, a visionary thinker from the late 20th century (1927–1987), left a mark on the study of moral development. His ideas, deeply rooted in the cognitive theories of Piaget, set the stage for a comprehensive exploration of how people grapple with ethical dilemmas. There are some limitations (related to gender) in this theory, so read along to find out more about L.K.
Key Ideas: At the core of Kohlberg’s theory is the belief that morality isn’t a fixed concept but a dynamic interplay of reflection, debate, and the courage to question established rules. It revolves around the ability to empathise, understand others’ feelings, and cultivate sympathy. These emotional and cognitive skills, Kohlberg posited, are crucial for evolving into a compassionate, responsible adult who can be an active contributor to society.
Stages: Kohlberg delineated six stages of moral development, grouped into three levels:
Level 1: Preconventional Morality
Obedience and Punishment Orientation: Children want to avoid punishment; It is their primary focus.
Individualism and Exchange: Actions are driven by self-interest and the desire for personal gain.
Level 2: Conventional Morality 3. Interpersonal Relationships: Conforming to social norms and seeking approval becomes crucial.
Maintaining Social Order: Prioritizing rules and societal order is paramount.
Level 3: Postconventional Morality 5. Social Contract and Individual Rights: Recognition of social contracts and individual rights takes center stage. What does it mean? I do the right thing , because it is the right thing to do for the society.
Universal Principles: Guided by universal ethical principles and a commitment to justice.
These stages, rather than being tied to age, reflect qualitative shifts in cognitive development. Progression is not linear, and individuals may vary in the time taken to move from one stage to the next.
Implications for Early Childhood Educators: We need to have professional knowledge about child’s development, so it is important to know about theories relevant to moral development too. Understanding Kohlberg’s stages provides educators with valuable insights. It informs educational practices, allowing us to tailor our teaching approaches to foster moral reasoning skills in children. Create learning environment that encourages empathy and thoughtful consideration of ethical issues. I use books and puppets for that.
Critique: While Kohlberg’s theory has been influential, it’s not without criticism:
Cultural Bias: The theory’s potential bias toward Western cultures raises concerns about its universal applicability.
Gender Bias: Critics argue that the theory may not fully capture the moral development experiences of females, given its male-centric focus. I will talk more about another theorist who challenged Kohlberg and considered a “female” moral response.
Linear Progression: The suggestion of a linear progression has been challenged, as real-life moral development is often more complex and multifaceted.
Overemphasis on Reasoning: Kohlberg’s emphasis on moral reasoning neglects the role of emotions and intuitions in decision-making. Some people (and children) are just more intuitive.
What do you think about Kohlberg theory? Does it resonate with you?
This is one of the most interesting emerging theories that I have learned about over the past three years.
The basic idea is that everything is connected and everything is alive (has agency). I love that!
The foundational mother of the theory is Karen Barad, an American feminist scholar and a physicist (of course!). Barad coined the terms ‘agential realism’ and ‘intra-action’, which are somewhat mind bending, but certainly new. It challenges separation of humanity from the rest of the world and gives us hope for recovery and better future. It is an optimistic theory, where humans are humble. Guess what? I like that too!
Agential realism is a theory proposed by Karen Barad, in which the universe comprises phenomena which are “the ontological inseparability of intra-acting agencies”. Intra-action, a neologism introduced by Barad, signals an important challenge to individualist metaphysics.
In the next few posts I will share some of my thoughts on this theory and how it applied to working and being with very young children. Meanwhile, have a look at the main concepts of posthumanism.
Multi-agency: This concept recognizes the agency and subjectivity of all participants in the learning process, including children, teachers, and the environment.
Materiality: This concept highlights the importance of the material and physical aspects of the learning environment and their impact on children’s learning and development.
Embodied learning: This concept emphasizes the role of the body and physical movement in learning and highlights the importance of embodied experiences in early childhood education.
Eco-justice: This concept recognizes the importance of considering environmental issues and promoting sustainability in early childhood education.
Have you heard of posthumanism before? How do you think it applies to us, as educators?
