Theories, Theorists, and Models Chart for Early Childhood Education

This assignment presents a comprehensive chart outlining various philosophies, theories, and models relevant to early childhood education. It begins with a detailed chart summarizing theories such as Maturational Theory (Arnold Gesell), Constructivist Theory (John Dewey), Cognitivist Theory (Jean Piaget), Moral and Developmental Theory (Lawrence Kohlberg), Sociocultural Theory (Lev Vygotsky), Ecological Theory (Urie Bronfenbrenner), Psychosocial Theory (Erik Erikson), Behaviorist Theory (B.F. Skinner), Multiple Intelligence Theory (Howard Gardner), and Self-Actualization Theory (Abraham Maslow). Each theory is described along with its key theorists, a description of the theory, and its effect on early childhood education, complemented by relevant sources. The second part of the assignment reflects on the Multiple Intelligence Theory, the student's preferred theory, explaining its relevance and advocating for its implementation in teaching. It suggests integrating various modalities to enhance learning and retaining information. Additionally, it touches upon the Constructivist Theory to address the needs of learners with exceptionalities, suggesting real-life application and practical activities.

Philosophies, Theories, and Models Chart
Theory Theorist(s) Description Effect on Early Childhood
Education
Sources
Maturational Theory Arnold Gesell The growth as well as the
development of a child is
influenced by their
environment as well as genes
which should be consistent
with the inner maturational
timetable
Teaching children things that
are ahead of their
developmental schedule does
them more harm than good.
Wilcox, D. T., &
Baim, C. (2016).
Applications of the
Dynamic‐Maturational
Model of Attachment
with Children
Involved in Care and
Family
Proceedings. Child
abuse review, 25(4),
287-299.
Constructivist Theory John Dewey Children learn by
constructing knowledge
based on the inside rather
than through internalizing
such learning directly from
the environment
Children acquire more
knowledge by doing, adapting,
reflecting, as well as through
problem-solving and critical
thinking
Charmaz, K. (2017).
The power of
constructivist
grounded theory for
critical
inquiry. Qualitative
inquiry, 23(1), 34-45.
Cognitivist Theory Jean Piaget The theory suggests that
children pass through four
stages of their mental
development. The focus is on
how children acquire
The effect is the adaptation of
instructions to the development
level of a child. The
instructions need to be
consistent with the child’s
Cowan, N. (2014).
Working memory
underpins cognitive
development, learning,
and
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knowledge as well as the
nature of intelligence
development stage education. Educationa
l psychology
review, 26(2), 197-
223.
Moral and
Developmental Theory
Lawrence Kohlberg Defines the process children
undergo in developing proper
attitudes along with
behaviors towards
individuals in society which
is dependent on social and
cultural norms, rules, and
laws.
Children behave morally to
avoid the authority and being
punished
Gibbs, J. C.
(2019). Moral
development and
reality: Beyond the
theories of Kohlberg,
Hoffman, and Haidt.
Oxford University
Press.
Sociocultural Theory Lev Semyonovich
Vygotsky
The theorist explains that
learning takes place when
individuals are socially
interacting.
Cultural factors such as social
norms, art, social structures,
language affect the
development of a child’s
cognitive abilities
Edwards, S. (2014).
Towards
contemporary play:
Sociocultural theory
and the digital-
consumerist
context. Journal of
Early Childhood
Research, 12(3), 219-
233.
Ecological Theory Urie
Bronfenbrenner
All the elements in a child as
well as their environment
affects their growth and
development
The rate of growth and
development of a child id
greatly impacted by the
environment, especially the
microsystem which includes
people close to the child
Espelage, D. L.
(2014). Ecological
theory: Preventing
youth bullying,
aggression, and
victimization. Theory
into Practice, 53(4),
257-264.
Psychosocial Theory Erik Erikson The theory provides a The psychological environment Casillas, A., Robbins,

description of the role played
by social interactions and
relationships in a person’s
growth and development
in the early stages of
development of a child affects
their health and well-being
S., Allen, J., Kuo, Y.
L., Hanson, M. A., &
Schmeiser, C. (2012).
Predicting early
academic failure in
high school from prior
academic
achievement,
psychosocial
characteristics, and
behavior. Journal of
Educational
Psychology, 104(2),
407.
Behaviorist Theory B.F. Skinner The theory focuses on
learning based on observable
behaviors
The response of a child to the
environmental stimuli shape
their actions
Cohen, L. E., &
Waite-Stupiansky, S.
(Eds.).
(2017). Theories of
early childhood
education:
Developmental,
behaviorist, and
critical. Taylor &
Francis.
Multiple Intelligence
Theory
Howard Gardner The theory redefines
intelligence as comprising of
several modalities rather than
one general ability that is
measured through SAT
scores or aptitude tests.
The use of different
intelligences in teaching
concepts allows each child to
succeed.
Calık, B., & Birgili, B.
(2013). Multiple
intelligence theory for
gifted education:
Criticisms and
implications. Journal
for the Education of
Gifted Young

Scientists, 1(2), 1-12.
Self-Actualization
Theory
Abraham Maslow Human development and
growth dependents upon
meeting basic needs
Using the five hierarchical
stages, teachers as well as
teachers are able to understand
the best way to take care of
children, including their needs

Part 2
The theory that best resonates with me is the Multiple Intelligence Theory. Since its conception, the theory challenges most
cherished beliefs. The reason for choosing the theory is because I believe that students learn faster and in a better way when the
information being passed to them is tailored to each student’s learning styles. Learning through the use of multiple modalities such as
by pairing lectures with diagrams help boost a student’s memory and understanding. Besides, learners can retain more information in
instances where textbooks include illustrations based on the fact that the images complement the text. When more than a singular
medium is used in processing a lesson, learning becomes more deeply encoded. Applying this theory in my teaching, I will make sure
that my teaching (lecture) is complemented by other modalities such as the use of diagrams to illustrate concepts.
Nonetheless, in teaching learners with exceptionalities, I will consider using the Constructivist Theory that argue that learning
should be made meaningful and should relate to real-life situations (Algahtani, 2017). For instance, in social studies, I would see to it
that the children role-play a simulated court case involving a judge, jury, and lawyers. Besides, I could ensure that they engage in an
election to select class leaders rather than having to memorize the associated policies and procedures. Through this approach which is
based on Constructivist Theory, learners with exceptionalities such as disabilities will benefit due to the difficulties they encounter in
generalizing from the setting of the classroom to other settings.

References
Algahtani, F. (2017). Teaching Students with Intellectual Disabilities: Constructivism or Behaviorism?. Educational Research and
Reviews, 12(21), 1031-1035.