Educational Theories Numerous educational and childhood development

Maturationist, Constructivist, and Environmentalist Educational Theories

Numerous educational and childhood development theories have impacted school readiness discussions. Among the most notable theories that hold an effect on readiness practices are maturationists', constructivists', and environmentalists' development theories. Maturationists observe that there can be achievement of school readiness practices when all healthy children hold the potential to carry out activities such as counting and alphabet recitation. Encompassment of these activities is in learning of more intricate errands such as arithmetic or reading (Lenz-Taguchi, 2010). On the other hand, the environmentalists' theory ascertains that the environment that children survive in molds their behaviors and learning. In fact, environmentalists believe that development, learning and human behaviors are responses to a child's setting. Some of the principal developers of environmentalist theories include B.Skinner and John Watson. Constructivist readiness perspective is the work of Lev Vygotsky, Jean Piaget among other theorists. Such theorists believed that development and learning take place when children interact with people as well as the environment surrounding them. They maintain that active relations with people and environment are crucial for development and learning. In this regard, educational theories extensively influence the build up and administration of early childhood education programs.

Section 1

Comparing and Contrasting Educational Theories

Given the significance of educational theories, this brief overview will assess, compare and contrast educational theories as underscored by Jean Piaget, Lev Vygotsky and Erik Erickson.

Jean Piaget Cognitive Development Theory

Jean Piaget born in Neuchatel Switzerland in 1896 was a key epistemologist (Bruno, 2008). He studied the definitions and origin of knowledge. Piaget confirmed the need to comprehend how a mind of a child works. More so, he asserted that a child learns through living and maintained that the responsibility of an educator is to facilitate inquiry besides assisting a child's natural expedition for acquaintance. Piaget held the view that construction is much better than instruction (Bruno, 2008). This is due to his belief that children are empty containers that potentially wait for filling by information. He, therefore, developed the theory of cognition.

Piaget theory of cognitive development affirms that a child's intellectual ability frequently advances through four diverse stages. Each stage of development passes on new aptitudes besides exceptional means of information processing and dispensing (Nevid, 2008). Particularly, children are commonly born with a penchant to bring into the light and interrelate with the environments surrounding them. On the other hand, adults also apply the unchanged tactical techniques while dealing and handling objects around them. Children become habituated to their response. Moreover, children relentlessly strive to slot in other new-fangled approaches to deal with life's challenging situations. Children more often than not get an urge to gain knowledge and identify with new experiences while putting together the already accessible methods. They comprehensively struggle to bring in amendments to the existing techniques while striving to fit in innovative techniques.

Piaget sought to comprehend how individuals obtain acquaintance as well as how people recognize that they have already gained that knowledge (Nevid, 2008). His studies for the most part focused on young children and infants as a means of offering a comprehensible picture of cognitive development. Among the methods, Piaget used in studying the mind of children included phenomenological method, which entails appealing to children to articulate a bit about their immediate surroundings. This method was feasible through asking well-phrased questions (Nevid, 2008). It is noteworthy that, Piaget depended on the answers given by the children since these answers represented their views as pertaining to the wide-ranging environment. The answers also illustrated how children interact with their immediate surroundings. According to Jean Piaget, children learn to find answers through the support of the environment and people around them.

Stages of Piaget Cognitive Development Theory

The results of Piaget investigations triggered him to draw attention to four phases of cognitive growth. The first stage of is the sensor meter stage which is identified with infants below two years. In this stage, the infant is conscious of the environment around him/her but the ability to be conscious of him/her self. Nevertheless, in this stage, the infant reacts instinctively to any incentive that is put to test him (Coon & Mitterer, 2008). The infant is constantly in a position to sense and react to any object and movement but does not put into thought or have any reflection about the incident. In particular, the dealings of the toddler gradually become intentional older growth but still lack the potential to realize their survival. Precisely, children in this stage have the potential to understand and react to the environments they dwell in but subsequently lack the aptitude of self-awareness.

A child then advances to preoperational stage that is principally associated with children between two and seven years. Children in this stage constantly think in magical terms while defying the role of nature. They believe that everything they see or hear is the reality. As a result, they lack the thought of both basis and effect (Coon & Mitterer, 2008). These children never put into consideration the nature laws. However, this stage is characterized with both egocentrism and anthropomorphic thinking whereby the child gives human traits to everything that he sees in the surrounding environment. By being egocentric, the child tries to describe how they see and perceive themselves with respect to the world. Therefore, a child in this stage holds the potential to examine what they see and hear but in a way that fails in replication of reality (Coon & Mitterer, 2008).

This is followed by the concrete operations stage, which occurs when a child is between the seven and twelve years old. This stage invites the child to think in away that reflects basis and effects of nature. The child can comprehend what they see and what they experience. Mostly, in this stage children are interested in knowing how things work and what causes things to work in a particular way. Explicitly, a child in this stage understands what they envisage but cannot understand clearly, what is not in their sight.

The last stage is the formal operations stage, which encompasses people from the age of twelve and above who are adolescents and adults. In this stage, conceptual thinking develops with people forming complex thoughts that are reliance to the information given. Application of inductive and deductive reasoning is evident in this stage, and it supports in creating conclusions, which are not provisional but rather based on facts. As such, people who have gone beyond this stage have a higher thinking capacity that helps them see reality (Coon & Mitterer, 2008).

Lev Vygotsky's Theory of Social Development

Lev Vygotsky, was a Russian psychologist who was born in Orsha, Russia in 1896 (Bruno, 2008). Lev realized the insufficiency of intelligence test that facilitates identification of children's gift. More so, Lev realized the significance of cultural and social associations within the development of an individual. He ascertained that children grow, learn and build up their gifts with appropriate assistance within constructive links otherwise referred to as scaffolding. Furthermore, Lev developed the idea of an individual's (ZPD) "zone of proximal development." Through the zone of proximal development, educators observe, look forward to and stand prepared to assist a child in her quest to become skilled at the next vital life lesson (Marsh, 2007). Precisely, throughout his educational theory, Lev sought to confirm the significance of relationships with respect to the learning and development of a child.

Major Themes in Lev Vygotsky Theory

Lev believed that social relations play a crucial role in development procedure. His belief contrasts that of Jean Piaget who held that development essentially precedes learning. On the contrary, Lev believed that social learning comes before development. In his theory, he stated that every activity in the cultural growth of a child appears twice, that is, on the societal level and soon after in the level of an individual. This happens interpsychologically and intrapyschologically (Marsh, 2007).

The second theme in Lev education theory is MKO (More Knowledgeable Other). The More knowledge other is anyone who holds a better understanding or advanced aptitude as compared to the learner (Parke & Clarke-Stewart, 2010). This is with respect to a certain task, procedure or ideal. MKO is usually considered as being a coach, older adult or teacher. More so, a MKO could as well be peers computers or a younger person.

The third theme is the ZPD (Zone of Proximal Development) which is considered as the detachment between the ability of a learner to carry out a task through guidance from an older person or peer collaboration (Parke & Clarke-Stewart, 2010). More so, it is considered as the aptitude of a learner to solve issues independently.

Notably, Lev centered on the relationships between people and the context of socio-cultural through which people function and intermingle in collective experiences. With reference to Lev's theory, human beings employ apparatus that build up from culture such as writing, speech and their immediate social environments. Initially, children were known to develop apparatus in order to serve as social activities as well as means of communicating their needs. It is the belief of Lev that internalization of the apparatus prompted advanced thinking skills (Parke & Clarke-Stewart, 2010).

While most schools have conventionally considered instructionists or transmissionists model of teaching whereby teachers transmits knowledge to children, Lev's facilitated a context of learning where students play a dynamic function in learning. The roles of student and that of their teachers are altered in the sense that teachers work together with their students to facilitate construction of meaning in students. In this theory, learning becomes a give-and-take experience for both teachers and students.

Erik Erickson's Theory of Psychosocial Development

Erik Erikson was a German psychologist born in 1902 (Bruno, 2008). He described different stages of a child's social and emotional development. He stated that, at every stage of a child development, a child requires loving assistance from adults.

Erikson Psychosocial Stages

From birth to the age of 1 year, a child learns to trust through satisfaction of needs and warmth from a caregiver (Bruno, 2008). This is the most crucial stage in a child's life because a child who cultivates trust is free to discover and develop. The growth of trust takes place in this stage, and the trust development is founded on quality and dependability of caregivers (Cross, 2005). When the child develops trust successfully, she becomes secure and safe in life, but if trust is note developed accordingly, the child develops fear hence a belief that life is unpredictable and inconsistent.

Toddlers between 2 to 3 years learn to be independent only when they are not shamed to learn or condescended (Cross, 2005). In this stage, a child develops a personal control, which consequently leads to a sense of autonomy. Children who pass through this stage successfully become confident and secure as opposed to those who fail in this stage. Such children develop self-doubt and inadequacy.

Between the ages of 4 to 5 years, children obtain a sense of principle while his/her initiative is supported. During this state, a child strives to emphasize their control and power over their environment through social interactions (Miller, 2009). In this stage, children become article those who fail in this stage experience a sense of self-doubt and guilt and lacks initiative.

The fourth stage involves children between five to eleven years. In this stage, children interact with others, and it is through social interactions that children develop pride in their abilities and achievements (Bruno, 2008). Children who are commended and acclaimed by teachers and parents build up proficiency in their skills (McAdams, 2005). However, children who receive no or inadequate encouragement from teachers, peers and parents usually doubt their capacity to be successful.

Erikson paid much attention to the significance of relationships at all stages of a child growth (Shaffer & Kipp, 2009). Where there is no relational kindheartedness, a child develops into a struggling person from childhood through adulthood. Precisely, Erik Erikson through his social and emotional development theory affirmed that the emotional health of a child is closely connected with his/her capacity to learn (Cross, 2005). Just like Lev, Erikson saw the need of a positive relationship between an educator and a learner.

Notably, a teacher who understands how to employ Erikson's psychosocial development in curriculum, classroom environment and practices provide a secure setting where every child feels comfortable and acknowledged while discovering new skills and relations instead of allowing fear to obstruct the learning of a child (Shaffer & Kipp, 2009).

Common ThreadsThe aforementioned educational theories facilitate and emphasizes on accessible relationships between teachers and their students. This is in view of the fact relationships enrich mental procedures of young students. The reasons for relationship construction in education are that this relationship helps children in developing intelligence and elaborate their knowledge. When a child reflects on his/her immediate setting, the child instinctively categorizes experiences with respect to the immediate culture and individual personality. More so, when a child is acquainted with social knowledge syntax, his/her world is shared, an aspect that creates a social imagination.

Application of Theories in Early Childhood

Positive relationships motivate a child to connect with the surrounding while creating a sense from infinite components rejoining internal procedures with environmental influence. As a child play, she as well learns. A child learns to concern the shape, smell, size and perceptible feature of his/her world. Through internalizing environmental sensation, children combine person experiences to put forward the impossible. Through translating exterior occurrences with a personal sense, a child becomes a master of his/her surrounding. In this view, teachers who employ constructivism approach to learning call for eradication of consistent curriculum and instead promote a curriculum that is modified to prior knowledge of students besides stressing on problem solving. With respect to early childhood instruction, teachers pay attention to links between knowledge and facilitation of new comprehension in learners. Teachers influenced by the discussed constructivists' theories direct their teaching strategies to student reactions besides encouraging them to assess, deduce, and predict information. Such teachers use open-ended questions and facilitate expansive dialogue among learners. More so, educators use assessment as a learning procedure that enables children to participate in making a judgment of their own development.

Section 2

Early Childhood Education Program: Play 2012

Vision Statement

Play 2012 creates interest for long-lasting learning where children develop the ability to learn through rich and playful educational atmosphere and is committed to embodying excellent practices that foster collaborations which supports the realization of a child's full potential.

Mission Statement

Play 2012 is determined to offer an all-inclusive childhood program that facilitates most favorable and cognitive development of all children, prop up families and maintain best environments, curriculum and practices in the sphere of early childhood education.

Program's Educational Philosophy

The program employs an early intervention perspective that offers fundamental establishments for educational experiences of a child. The viewpoint of the program is facilitating secure, safe, nurturing, nonrestrictive and interactive learning atmosphere while working jointly with children, community, staff and families. The program is committed to exhibiting learning diversity and is designed to offer an affirmative experience to every child and its family. Play 2012 functions to support children in developing mental, social and physical skills for lasting education in cognition, interaction, emotional, adaptive, communication and social developments.

Discussion of Program's Educational Philosophy

With respect to the three theories discussed herein, the philosophy of the program replicates each theory. For instance, the program aims to facilitate secure, safe, nurturing environment. These aspects are reflected in both Jean Piaget theory of cognitive development and Erik Erikson psychosocial theory of development. Specifically, Piaget theory affirms that children learn to find answers through the support of the environment and people around them. Additionally Jean stresses that educators strive to facilitate inquiry besides assisting children's natural expedition for acquaintance give that children learn through living. As regards Erik Erikson's theory, the philosophy of the program is to offer positive relationship between an educator and a learner through promoting interactive, nonrestrictive, safe and secure learning environment. Lev as well emphasizes on the significance of relationships with respect to the learning and development of a child. Evidence for this is in the program philosophy with the program providing basic establishments for educational experiences. Conceivably, these establishments include the creation of a positive relationship between teachers and learners. The relationships facilitate interactive and cognitive learning and development

Section 3

A Narrative Description Of The Program's Classroom And Playground Environment

The program offers a safe place where children and early childhood teachers learn to concern the formation of high quality, progressively suitable outdoor and indoor learning. Through the program, children learn new cognitive activities that expand their comprehension as pertaining to their immediate environment. Focusing on cognitive activities that educators use to enhance children cognition and mental processes, we shall consider three cognitive activities that and how facility designs supports younger children's learning based on Jean Piaget's theory.

A teacher placed a mirror in front of Smith who was one and half years. Smith was made to see his reflection, and he interestingly tried to find the child in the mirror. The behavior of smith was a clear indication that he recognized his immediate environment. This activity was done in a class setting. The classrooms were well arranged, safe, and clean, and with all the learning facilities needed to enhance children's cognition. The classroom was also nonrestrictive in the sense that children could move freely but in a controlled manner.

The teacher also placed a mark on an another child's face, Tracy who was one and eight months old. The aim of this activity was to see whether the child could notice the mark and what actions she would take after realizing that she had a mark on the face. Unfortunately, Tracy did not take any action or notice that a mark had been placed on her face. This was a clear indication that Tracy had a little problem that needed to addressed. Given that the program is aimed at facilitating most favorable and cognitive development of each child, prop up families and maintain best environments, curriculum and practices, the concerned educator called Tracy's mothers in order to let know of the small issue with her child. Apparently, Tracy ought to have reacted after realizing that she had a mark on her face. To confirm the problem, the teacher touched the soles of the child but still she did not move. The lack of movement was a clear indication that a child's mental processes were not fully active.

The third activity was an inclusive one, which took a recreational approach. The children faced the backside of their classroom where a projected screen was placed. The children were required to watch nonrealistic and non-human objects. The activity was meant for students in the preoperational stage. The aim of the exercise was to ensure that children recognize and be able to tell real from unreal. Those who could not were engaged in further activities given that the philosophy of the program is to employ an early intervention perspective that offers fundamental establishments for educational experiences of a child. Moreover, the program is focused in facilitating secure, safe, nurturing, nonrestrictive and interactive learning atmosphere while working jointly with children, community, staff and families. Based on Lev's and Erik's theories, the activity of watching animated animals and people allowed for interactions among children and their surrounding environment.

Program Curriculum Model

The program entails a cautiously chained age suitable learning experiences which offer a flawless learning flow and development across approximately 15 years, but this depends on the parents as well as a child. The children must begin from sensorimotor state, preoperational stage, operations stage and culminate with formal operations as the final stage. The program differs with age, but children learn new life experiences and skills besides integrating them with real life activities. This model is in line with, the mission, vision and philosophy of the program in the sense the curriculum model offers a comprehensive (from children of age one to 15 years) childhood program that fosters most constructive and cognitive development of children at different development ages. Additionally, the model is in line with the program vision and philosophy as it creates interest for continuing learning where children develops the capability to learn through prosperous and playful instructive atmosphere. Specifically the program displays exhibiting learning diversity besides offering an affirmative experience to every child and its families.

Section 4

Statement of Personal Beliefs/Theory Of Early Education

I believe that early education being the formal learning and teaching of children is crucial to a child, parents, relatives and society as a whole. While early education is considered as education of children before they attain the normal age of going to school, it prepares children socially, psychologically, mentally and emotionally. More so, child intellect, creative, physical, mental, emotional and social aptitudes are ascertained and developed at an early age (Lenz-Taguchi, 2010). Early learning instills disciplines in child shapes their behaviors thereby developing them into notable members of the society. I believed that when children start learning early they sharpen their brain and take on positive experiences that demonstrate throughput their lives.

Conclusion

In conclusion, the study of educational theories has indeed empowered my beliefs. From cognitive development theory, psychosocial theory and social development theories among other theories, I have learnt the impact of early learning to the parents, children and society. More importantly, I have come to realize that emotional, environmental and cognitive experiences and influences for promoting, obtaining and creating changes are considered as one's skills, knowledge, world outlooks and values. These skills, values, and world views must be nurtured early in life without necessarily having to wait for a child to attain the age of five.

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