Early Learning Theories Made Visible

Go beyond reading about early learning theories and see what they look like in action in modern programs and teacher practices. With classroom vignettes and colourful photographs, this book makes the works of Jean Piaget, Erik Erikson, Lev Vygotsky, Abraham Maslow, John Dewey, Howard Gardner, and Louise Derman-Sparks visible, accessible, and easier to understand. Each theory is defined—through text and visuals—in relation to cognitive, social-emotional, and physical developmental domains. Use this book to build a true comprehension of the foundations of early learning theories.

Table of Contents:
Working TOC Introduction Chapter 1: Theories as a Framework to Support Children Introducing the Theorists (Summary of basic theory and an example story for each) Jean Piaget Erik Erikson Lev Vygotsky Abraham Maslow John Dewey Howard Gardner Louise Derman-Sparks Reflective Teaching and the Child Development Theories Qualities of Reflective Teachers The Reflective Process: (example story—reflective teacher’s process with her class) NOTE: The text on the theorists in the next three sections follows the same format: Defining the Theory Story Visible Theories—Connecting Story and Theory What’s My Role? Action Steps for Teachers and Environment Part 1: Social Emotional Development: Building Relationships to Learn Arguments, Discussion and Disagreements that Build Relationships: Jean Piaget on Social-Emotional Development of Young Children Children’s Sense of Identity and Social Integration: Erik Erikson on Social–Emotional Development of Young Children How Children Communicate Their Understanding of the World: Lev Vygotsky on Social-Emotional Development of Young Children Gaining Self-Regulation and Emotional Stability: Abraham Maslow on Social-Emotional Development of Young Children Dramatic Play at the Core of Collaboration and Negotiation: John Dewey on Social–Emotional Development of Young Children Multiple Intelligences as a Tool to Develop Self-Esteem: Howard Gardner on Social–Emotional Development of Young Children It’s Not Fair! Children as Social Activists: Louise Derman-Sparks’ Anti-Bias Curriculum and the Social-Emotional Development of Young Children Conclusion (of the overall domain) Your Turn: Example Story and Guiding Questions Reflection Questions Part 2: Cognitive Development: Children as Protagonists of Their Own Knowledge Introducing the Domain: Beyond ABCs and 1, 2, 3s Children as Active Learners: Jean Piaget on Cognitive Development of Young Children Taking Initiative to Gain Mastery that Supports Learning: Erik Erikson on Cognitive Development of Young Children How Children’s Play Improves Learning: Lev Vygotsky on Cognitive Development of Young Children Art as a Language that Promotes Thinking and Self-Actualization: Abraham Maslow on Cognitive Development of Young Children Democracy in the Making: John Dewey on Cognitive Development of Young Children Using Multiple Intelligences to Acquire Knowledge: Howard Gardner on Cognitive Development of Young Children Engaging Children in Deeper Thinking: Louise Derman-Sparks on Cognitive Development of Young Children Conclusion (of the overall domain) Your Turn: Example Story and Guiding Questions Reflection Questions Part 3: Physical Development: Using the Body as a Tool for Discovery Introducing the Domain: Beyond Gross Motor and Fine Motor Skills Bodies as Tools for Discovery: Jean Piaget on the Physical Development of Young Children Promoting Physical Mastery: Erik Erikson on the Physical Development of Young Children Scaffolding and Learning through Physical Development: Lev Vygotsky on Physical Development of Young Children Physical Strength that Support Self-Actualization: Abraham Maslow on the Physical Development of Young Children Collaborative Play that Promotes Physical Skills: John Dewey on the Physical Development of Young Children Bodily-Kinesthetic Learning: Howard Gardner on the Physical Development of Young Children Bodies as Identity: Louise Derman-Sparks on the Physical Development of Young Children Conclusion (of the overall domain) Your Turn: Example Story and Guiding Questions Reflection Questions Part 4: Changing the Assumptions of Early Care and Education—How the Theories Give Us a Voice to Initiate Change Crystal’s Story Final Thoughts

About the Author :
Miriam Beloglovsky, MA, is a professor of early childhood education at Cosumnes River College in Sacramento, California, USA, and has had the pleasure of advising and guiding students for over 25 years. Lisa Daly, MA, is professor of early childhood education at Folsom Lake College in Folsom, California, USA, and passionate about creative arts.

Review :
"Early Learning Theories Made Visible is refreshing. The authors connect to the everyday work of teachers and they provide real life application to help create deeper understanding of the important work of children's learning and journey of discoveries."—Annie White, Curriculum and Training Specialist "This book has the excellent potential of engaging students in a deeper understanding and contextual application of learning theory. The authors involve the students in reflective opportunities; by infusing theory with developmental domains, illustrated with examples and suggestions for implementation. This process strongly supports planning and facilitation of a developmentally appropriate learning environment."—Diane Stewart, College of the Canyons "Early Learning Theories Made Visible by Lisa Daly and Miriam Beloglovsky is a treasure! This book not only clearly and concisely provides the theories of all the major early learning theorists from the 19th and 20th centuries, more importantly, it provides a structure that makes the learning theories visible to early care and education professionals. This book provides opportunities for the early care and education teacher to practice connecting the learning theories in the their classrooms with their children. This is the best example I have read that connects theory to real life, day to day practice. This book support reflective curriculum planning which is based on observations of a child's development, needs, and interests and the teacher's responding by intentional planning the environment, learning materials, and interactions that will support the child's learning. I wish this book had been available when I was a student of early childhood development and education."—Janet Poole, PITC Partners for Quality "This book is a welcome addition for those who are training new teachers to become high-quality Early Childhood practitioners. Connecting theory to practice often presents a real challenge for students. Here, the work of seven theorists is clearly described and then illustrated in exemplary practices in classrooms where young children are educated and nurtured. This approachable, practical volume will be a wonderful resource for the Mentor Teachers in our program who strive daily to "make visible" the theories that adult students learn."—Linda Olivenbaum, California Early Childhood Mentor Program "Each theory and action is explained through the major domains of development, giving ECE professionals clear direction for understanding sometimes difficult theoretical constructs. Even though I have read all of these theorists, I don't think I really understood how some of the theories could be utilized in an early childhood setting until I read this book. This is must reading for ECE teachers and directors, and for resource and referral coaches and mentors."—Michael Olenick, President and CEO of Child Care Resource Center of California "Early Learning Theories Made Visible is refreshing. The authors connect to the everyday work of teachers and they provide real life application to help create deeper understanding of the important work of children's learning and journey of discoveries."—Annie White, Curriculum and Training Specialist "This book has the excellent potential of engaging students in a deeper understanding and contextual application of learning theory. The authors involve the students in reflective opportunities; by infusing theory with developmental domains, illustrated with examples and suggestions for implementation. This process strongly supports planning and facilitation of a developmentally appropriate learning environment."—Diane Stewart, College of the Canyons "Early Learning Theories Made Visible by Lisa Daly and Miriam Beloglovsky is a treasure! This book not only clearly and concisely provides the theories of all the major early learning theorists from the 19th and 20th centuries, more importantly, it provides a structure that makes the learning theories visible to early care and education professionals. This book provides opportunities for the early care and education teacher to practice connecting the learning theories in the their classrooms with their children. This is the best example I have read that connects theory to real life, day to day practice. This book support reflective curriculum planning which is based on observations of a child's development, needs, and interests and the teacher's responding by intentional planning the environment, learning materials, and interactions that will support the child's learning. I wish this book had been available when I was a student of early childhood development and education."—Janet Poole, PITC Partners for Quality "This book is a welcome addition for those who are training new teachers to become high-quality Early Childhood practitioners. Connecting theory to practice often presents a real challenge for students. Here, the work of seven theorists is clearly described and then illustrated in exemplary practices in classrooms where young children are educated and nurtured. This approachable, practical volume will be a wonderful resource for the Mentor Teachers in our program who strive daily to "make visible" the theories that adult students learn."—Linda Olivenbaum, California Early Childhood Mentor Program "Each theory and action is explained through the major domains of development, giving ECE professionals clear direction for understanding sometimes difficult theoretical constructs. Even though I have read all of these theorists, I don't think I really understood how some of the theories could be utilized in an early childhood setting until I read this book. This is must reading for ECE teachers and directors, and for resource and referral coaches and mentors."—Michael Olenick, President and CEO of Child Care Resource Center of California