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.
In early childhood education, what if the activities, toys, and even the classroom colours we choose aren’t as neutral as they seem? What if they’re subtly shaping children’s minds, sending hidden messages, and reinforcing societal norms? According to critical theorists like Paulo Freire and Jurgen Habermas, educators need to stay critical to all these hidden influences, including their own biases. In the context of critical theory early childhood education, examining and challenging these implicit assumptions, educators have the power to create truly inclusive and democratic learning environments, which are aligned with the EYLF.
I first learned about critical theories at Moscow University, back in the ’90s, as we had to study Jurgen Habermas’s philosophy. The second chance to familiarise myself with critical theory emerged at Monash Uni, as I was getting my second – early childhood teaching – degree. The lectures and this book by Glenda McNaughton changed not only the way I teach and plan curriculum but how I think.
Drawing from influential works such as Pedagogy of the Oppressed by Freire, Programming and Planning in Early Childhood Settings by Arthur et al., and Shaping Early Childhood Curriculum by Glenda MacNaughton, I will explore how these theories empower teachers and early childhood educators to break free from traditional practices and transform early childhood education into a space where every child’s voice is heard. You will discover how you can disrupt the status quo, question taken-for-granted practices, and create a more just and engaging classroom for children.
Understanding Critical Theory in Early Childhood Education
So, what is critical theory, and how does it relate to early childhood education? Critical theory challenges ingrained societal norms and questions how these assumptions affect learning. In the context of early childhood, critical theory empowers educators to examine and reshape educational practices to be more equitable and inclusive. This approach recognises children as active participants in their learning, rather than passive recipients of information, and it encourages teachers to question how everyday practices and structures affect children’s experiences.
Arthur et al. (2017), in Programming and Planning in Early Childhood Settings, discuss the need for educators to consider the hidden values embedded within their curriculum. Through the lens of learning theories in education, particularly critical theory, educators can better understand how classroom decisions, like room setup or choice of materials, implicitly communicate societal norms. By examining these hidden elements, educators can begin to create environments that honour children’s agency and celebrate diversity, aligning with the EYLF’s goal of recognising children as competent, involved learners.
The concept of the “hidden curriculum” underscores how unspoken assumptions in teaching frameworks influence children’s learning experiences. The hidden curriculum reflects broader social values, subtly shaping children’s perceptions and understandings of the world. In Programming and Planning in Early Childhood Settings, Arthur et al. (2017) describe how aspects like classroom décor, the arrangement of furniture, and even toy selection can carry implicit messages about power, gender roles, and socio-economic status.
I will give you an example of it.
A common example of the hidden curriculum in early childhood settings, as discussed by MacNaughton, involves classroom displays and activity setups that reinforce gender roles. For instance, many classrooms may have distinct play areas like a kitchen set typically stocked with “domestic” toys (dolls, dishes, play food) and an engineering or construction corner filled with blocks and toy tools. Teachers might unintentionally encourage girls to play in the kitchen area and boys in the construction area, subtly reinforcing traditional gender roles.
Though this setup may seem innocent or even typical in early childhood classrooms, it can communicate messages about what kinds of activities are “appropriate” for each gender. This scenario exemplifies the hidden curriculum, as it unconsciously shapes children’s ideas about gender-specific skills, interests, and identities, potentially limiting their sense of what they can explore and achieve.
Educators can work to create more inclusive learning environments. For example , add more diverse toys in each area and encourage children to explore all stations, regardless of gender, challenging stereotypes and promoting a more equitable classroom dynamic.
Critical theorists, including early childhood theorists like Glenda MacNaughton, stress the importance of understanding these hidden influences. By acknowledging and addressing these aspects of the curriculum, educators can take the first step towards creating more equitable learning environments. MacNaughton (2003) in Shaping Early Childhood Curriculum highlights how recognising these underlying influences allows educators to make choices that promote more inclusive, child-centred values. This approach ensures that education serves as a tool for liberation rather than oppression.
Paulo Freire’s Philosophy of Education and Critical Theory
The philosophy of education championed by Paulo Freire plays a central role in critical pedagogy. Freire’s critical pedagogy—his approach to critical theory in education—argues that education is never neutral. In Pedagogy of the Oppressed, Freire (1970) critiques the traditional “banking model” of education, where teachers deposit information into passive students, reinforcing systems of oppression. He advocates for a dialogical approach, where students and teachers co-construct knowledge through open, democratic dialogue.
Freire’s philosophy of education can profoundly influence early childhood education. His ideas encourage a shift from adult-centric models to approaches that honour children as capable, active learners. This shift aligns with the EYLF theories, which stress the importance of recognising children as confident, involved learners. Here is how to use Freire’s framework in your daily practice.
Invite children to share their thoughts, make choices, and contribute to discussions, helping them develop a sense of agency.
Rather than teaching children facts in isolation, educators can ask open-ended questions like, “Why do you think seasons change?” This approach encourages exploration, helping children develop their understanding of the world.
Provide children with choices about their play, this helps to build their confidence and sense of ownership over their learning.
Freire’s critical theory explained is especially relevant in Australian ECE settings, where educators work with children from diverse cultural backgrounds. By engaging children in critical discussions about their surroundings, educators can help them become agents of change from an early age.
Reflective Practice and Jurgen Habermas Critical Theory
Jurgen Habermas’s critical theory highlights the role of reflection in teaching. He argues that educators should continuously question their assumptions and practices, recognising that society is dynamic and ever-changing. This perspective underscores the importance of reflective practice as a means for educators to examine their biases and remain open to change.
In Programming and Planning in Early Childhood Settings, Arthur et al. (2017) describe reflective practice as a process of “thinking critically about one’s work and questioning underlying assumptions” (p. 89).
For instance, educators might consider whether daily routines like calendar time genuinely engage children or merely represent a part of the hidden curriculum. Are the children interested in these routines? Do they feel included in them? By asking these questions, educators can reflect on whether their practices align with the five learning theories that shape modern education—including behaviourism, constructivism, humanism, connectivism, and, of course, critical theory.
Cultural Reproduction and Glenda MacNaughton’s Curriculum Theory
The concept of cultural reproduction, another key aspect of critical theory in early childhood education, examines how educational settings replicate societal values. Glenda MacNaughton inShaping Early Childhood Curriculum explains that ECE settings may unintentionally reinforce inequalities through unexamined practices. We may make children feel excluded, without being aware of it. In her view, educational environments can often reflect dominant cultural narratives, which may limit children’s exposure to diverse perspectives.
A cultural narrative is about the stories, values, and beliefs that are commonly shared within a society or group. These narratives shape how individuals view the world, understand their place in it, and interact with others. In an educational context, cultural narratives can be reinforced through classroom practices, materials, and interactions, often subtly conveying certain messages about society and identity.
In many early childhood settings, the stories read aloud, the holidays celebrated, and the classroom decorations might centre predominantly around Western cultural traditions and holidays such as Christmas, Easter, and Halloween. This focus on Western holidays can create a cultural narrative that subtly suggests these are the “important” or “normal” holidays, thereby marginalising other cultural traditions.
For instance, if a classroom decorates exclusively for Christmas, with activities like crafting ornaments and reading stories about Santa Claus, it reinforces a cultural narrative that assumes all children participate in or celebrate Christmas. This can unintentionally exclude children from non-Christian backgrounds, like those who celebrate Hanukkah, Diwali, or Lunar New Year. It does not welcome Indigenous Seasons and cultural celebrations. The cultural narrative at times overshadows the rich diversity that other cultural celebrations bring. Things are changing now is most centres in Australia, which is a good news for critical theorists 🙂
MacNaughton argues for a curriculum that includes varied narratives, family structures, and cultural practices. For example, instead of only including traditional family models, educators can feature a range of family dynamics, including single-parent families, blended families, and LGBTQ+ families. This curriculum approach reflects the diversity of children’s experiences and helps to broaden their worldview, challenging the narrow cultural views often reinforced in mainstream society.
In an Australian context, integrating Indigenous perspectives, stories, and cultural practices is another essential component of a curriculum that resists cultural reproduction. Such inclusion affirms the value of Australia’s First Nations cultures, helping to break down stereotypes and enrich children’s understanding of Australia’s rich cultural heritage. Thanks to the update, the EYLF 2.0 now embeds Aboriginal Perspectives and practices throughout its practices, principles and outcomes.
Practical Applications for Australian Educators
You can ask yourself whether routine activities align with educational goals and the core principles of learning theories in education. Reflecting on these activities can help educators identify practices that may limit children’s learning experiences. EYLF has a lot of reflective questions, you can also use Glenda McNauthon’s book if you want to delve deeper.
Document teaching experiences and reflect on the impact of different practices on children. This reflective process can help me to refine their approaches and align them with EYLF theories.
Actively involve children in decision-making processes, whether it’s selecting books, setting classroom rules, or choosing themes for projects. This engagement reinforces children’s rights and helps them feel valued as participants in their learning.
Celebrate diversity by creating a classroom environment that respects and values all children’s cultural backgrounds. Such inclusivity is vital to fostering a sense of belonging for every child, affirming their unique identities.
Recommended books📔📕📚
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2017). Programming and planning in early childhood settings. Cengage Learning Australia.
Freire, P. (1970). Pedagogy of the oppressed. Continuum.
MacNaughton, G. (2003). Shaping early childhood curriculum: Exploring the possibilities. Open University Press.
Hidden Curriculum: Curriculum structures impact how children learn, necessitating a challenge to traditional practices.
Cultural Reproduction: Societal and cultural norms are perpetuated through education, often benefiting certain societal groups while oppressing others.
Paulo Freire’s Ideas: Education is not neutral and can oppress children by reinforcing existing social structures. Educators should ensure education is democratic and empowers children.
Jurgen Habermas’s Ideas: Reflective practice is crucial for challenging established norms and improving educational practices.
Teacher’s Role: Teachers are agents of change, responsible for creating engaging, rights-based education, and reflecting on and questioning their practices.
What do you think about this theorist and theory? Storykate
Critical pedagogies are mentioned among the most important pedagogies educators should rely on the EYLF 2.0 (AGDE, 2022): “critical theories that invite educators to challenge assumptions about curriculum, and consider how their decisions may affect children differently” (p.13).
I already talked abot critical pedagogies in my video The Truth about Critical Pedagogies https://youtu.be/fMTPGKuamNc
HenryGiroux is certainly one of the most influencial theorists of critical pedagogies and critical theories. His ideas have greatly influenced the field of radical, critical pedagogy, focusing on equality, democracy, and justice – values that are crucial in early childhood education. So… let’s talk about him!
Who is Henry Giroux?
Giroux earned his doctorate in 1977 from Carnegie Mellon University, specialising in curriculum theory and the sociology of education. His career spans teaching at Boston University and Miami University in Ohio, where he became a professor of pedagogy and an honorary researcher. Later, he was a chair of the Department of Secondary Education at Pennsylvania University.
Key ideas
Giroux’s work revolves around several core themes relevant to early childhood educators. They are
Equality and Democracy. Giroux believes that education should foster a democratic society where every child’s voice is valued, regardless of their background. Do you think EYLF V2.0 also promotes that?
Cultural politics and critical pedagogy.He advocates for an education system that acknowledges and incorporates diverse cultural perspectives, ensuring that all children feel represented and respected. Repsect for diversity is embedded in the EYLF V 2.0
Teachers as intellectuals. Giroux sees teachers as transformative intellectuals who help shape a more just and equitable society.
The concept of otherness. Giroux’s key idea of “otherness” is all about culture or social positioning of groups as an element of democratic participation.
According to the philosopher and theorist, education should go beyond school boundaries and instantly become a part of social life, giving it an inevitable political context. It is not a neutral concept (which is similar to the ideas of Paulo Freire) and shuold not be taken for granted.
Education, Giroux argues, is not just a simple means of cultural reproduction but serves those who hold power in society, facilitating their access to power and rights. Giroux insists that education should be seen as a state of resistance, mobilising activities of struggle for liberation from cultural hegemony, which stigmatises, isolates, and alienates significant segments of the population.
Giroux’s radical pedagogy requires a new vision — one that celebrates what does not yet exist, what is possible, looking beyond immediate givens to the future and fighting for new possibilities for humanity.”
Critical Pedagogy in Practice
In his works, such as “Ideology, Culture and the Process of Schooling” (1981) and “Theory and Resistance in Education” (1983), Giroux promotes critical thinking and awareness. For early childhood educators, this means encouraging children to question and explore the world around them, fostering a sense of curiosity and critical awareness from a young age.
Democracy and participation
Giroux’s vision of democracy is about equal participation for all, which is essential in early childhood settings. By creating inclusive classrooms where every child feels heard and valued, educators can lay the foundation for a more democratic society. This involves recognising and celebrating “otherness” – the diverse cultural and social backgrounds that children bring to the classroom. Giroux highlights the importance of this by stating, “the notion of ‘otherness’ concerning culture or social positioning of groups as an element of democratic participation is essential.” This is aligned with the ideas of Reggio Emilia project and rights – based education, anti-bias curriculum approach.
Educators and children voice
Giroux’s approach empowers both educators and children. Teachers are seen as key agents in promoting social justice and equality, while children are encouraged to engage critically with their community and society. This helps build a community of learners who are aware, engaged, and committed to making a positive impact. Giroux states: “schools should be places of cultural production and transformation, where an individual or group expands their powers and freedoms, becoming a member of a just society that guarantees personal and collective autonomy.”
Key Works
One essential book by Henry Giroux is “Theory and Resistance in Education” (1983), where he explores many of the critical ideas discussed above.
Final thoughts
I think, that Henry Giroux’s radical pedagogy offers valuable insights for early childhood educators. His principles of equality, democracy, and critical awareness, can help you, as an educator, to create more inclusive and empowering learning environments.
Giroux’s work reminds us that education is not just about transmitting knowledge but about shaping a just and equitable society, starting with our youngest learners. I wonder how you can add Giroux’s ideas into early childhood education philosophy and program? I think it can help foster a generation of children who are not only knowledgeable but also critically aware and socially responsible.
Watch Henry Giroux videos
For more insights from Henry Giroux, you can watch his video here.
What do you think about Henry Giroux ideas? Storykate
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!
