Early Childhood Education (ECE) practices today are not accidental. They are built on the ideas, philosophies, and research of great educational thinkers. These personalities studied how children grow, learn, think, and behave, and their ideas continue to influence curriculum design, teaching methods, classroom environment, and assessment in early childhood settings.

This unit examines key philosophers whose ideas shape modern ECE practices, with emphasis on understanding, comparison, and classroom application, as required by the Ghana Teacher Licensure Examination (GTLE).

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MODULE 2.1: JOHN DEWEY AND LEV VYGOTSKY

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JOHN DEWEY (1859–1952)

John Dewey was an American philosopher and educational reformer who believed that education should be rooted in real-life experiences. He viewed learning as an active process, not passive memorisation.

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1. Learning by Doing

Dewey believed that children learn best when they are actively involved in the learning process. According to him, knowledge is constructed through experience, experimentation, and reflection.

• Children should touch, manipulate, explore, and experiment.

• Learning should involve activities, projects, play, and problem-solving.

• Teachers should provide hands-on experiences, not just verbal instruction.

ECE Application
In early childhood classrooms, children learn:

• Counting by using stones or blocks

• Language through storytelling and role play

• Science concepts through observation and play

This approach supports play-based and activity-based learning, which is central to Ghana’s ECE curriculum.

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2. Education as Life Itself

Dewey rejected the idea that education is only preparation for future life. He argued that:

“Education is not preparation for life; education is life itself.”

This means:

• Learning should be meaningful and connected to the child’s daily experiences.

• School should reflect real-life situations.

• Education should help children solve problems they face in their environment.

ECE Application

• Teaching hygiene through daily routines

• Teaching cooperation through group play

• Teaching responsibility through classroom duties

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3. Democracy in Education

Dewey believed education should promote democratic values, such as:

• Participation

• Respect for others’ views

• Cooperation

• Shared decision-making

Children should be given opportunities to express themselves and participate in classroom activities.

ECE Application

• Allowing children to choose activities

• Encouraging turn-taking and sharing

• Respecting children’s opinions

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LEV VYGOTSKY (1896–1934)

Lev Vygotsky was a Russian psychologist who emphasised the role of social interaction and culture in learning.

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1. Social Interaction

Vygotsky believed learning occurs first on a social level before becoming internalised by the child.

• Children learn through interaction with:

  • Teachers

  • Parents

  • Peers

• Language plays a key role in learning.

ECE Application

• Group discussions

• Peer learning

• Teacher-child dialogue

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2. Zone of Proximal Development (ZPD)

The ZPD refers to the difference between:

• What a child can do independently

• What a child can do with guidance or support

Learning is most effective when teaching is within the child’s ZPD.

Example
A child may not be able to:

• Write letters alone
  But can do so with:

• Teacher guidance

• Demonstration

• Peer assistance

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3. Scaffolding

Scaffolding is the temporary support given to learners to help them perform a task until they can do it independently.

Forms of scaffolding include:

• Demonstration

• Hints

• Questioning

• Modeling

• Feedback

As the child improves, the support is gradually withdrawn.

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COMPARISON AND EFFECTS ON ECE

John Dewey	Lev Vygotsky
Learning through experience	Learning through social interaction
Emphasis on democracy	Emphasis on guidance and support
Child-centred	Socially mediated learning

Effects on ECE

• Learner-centred teaching

• Cooperative learning

• Teacher as facilitator

• Active child participation

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MODULE 2.2: JEAN PIAGET AND MARIA MONTESSORI

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JEAN PIAGET (1896–1980)

Piaget was a Swiss psychologist who studied how children think and how their thinking changes as they grow.

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1. Stages of Cognitive Development

Piaget proposed that children pass through distinct stages of cognitive development.

Relevant ECE stages include:

• Sensorimotor stage (0–2 years) – learning through senses and actions

• Preoperational stage (2–7 years) – symbolic thinking, language development, egocentrism

Children at each stage think differently and must be taught accordingly.

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2. Discovery Learning

Piaget believed children learn best when they:

• Discover knowledge on their own

• Explore their environment

• Learn through trial and error

Teachers should provide materials and situations that encourage exploration rather than direct instruction.

ECE Application

• Puzzle solving

• Sorting objects

• Exploring shapes and colours

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MARIA MONTESSORI (1870–1952)

Maria Montessori was an Italian doctor and educator who focused on independence and self-directed learning.

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1. Prepared Environment

Montessori classrooms are carefully arranged to meet children’s developmental needs.

Characteristics:

• Child-sized furniture

• Well-organised materials

• Free movement

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2. Self-Directed Learning

Children choose activities based on their interests and pace.

• Teacher observes and guides

• Child works independently

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3. Hands-on Materials

Montessori materials are:

• Concrete

• Sensory-based

• Self-correcting

These materials help children learn through touch and manipulation.

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COMPARISON AND EFFECTS

Piaget	Montessori
Cognitive stages	Prepared environment
Discovery learning	Self-directed learning
Teacher facilitates	Teacher observes

Effects on ECE

• Active learning

• Individualised instruction

• Respect for developmental readiness

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MODULE 2.3: ERIK ERIKSON AND HOWARD GARDNER

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ERIK ERIKSON (1902–1994)

Erikson focused on emotional and social development.

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Psychosocial Stages Relevant to ECE

Trust vs Mistrust (0–1 year)

• Child develops trust when caregivers meet basic needs

• Leads to emotional security

Initiative vs Guilt (3–6 years)

• Children assert themselves through play and exploration

• Encouragement leads to confidence

• Excessive punishment leads to guilt

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HOWARD GARDNER (1943– )

Gardner proposed the Theory of Multiple Intelligences, arguing that intelligence is not one single ability.

Types include:

• Linguistic

• Logical-mathematical

• Musical

• Bodily-kinaesthetic

• Interpersonal

• Intrapersonal

• Visual-spatial

Children have different learning strengths.

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SIMILARITIES, DIFFERENCES, AND EFFECTS

• Both focus on individual development

• Erikson emphasises emotional growth

• Gardner emphasises learning abilities

Effects on ECE

• Inclusive teaching

• Varied teaching methods

• Respect for individual differences

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MODULE 2.4: FRIEDRICH FROEBEL AND ABRAHAM MASLOW

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FRIEDRICH FROEBEL (1782–1852)

Froebel is known as the founder of Kindergarten.

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Learning Through Play

He believed play is the highest form of learning for young children.

• Play promotes creativity

• Play supports social development

• Play encourages imagination

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ABRAHAM MASLOW (1908–1970)

Maslow developed the Hierarchy of Needs, which explains human motivation.

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Hierarchy of Needs (Basic to Higher)

1. Physiological needs (food, rest)

2. Safety needs

3. Love and belonging

4. Esteem

5. Self-actualisation

Children must have their basic needs met before learning can occur.

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EFFECTS ON CURRENT ECE

• Child-friendly environments

• Safe and supportive classrooms

• Attention to emotional and physical needs

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MODULE 2.5: ELIZABETH PEABODY AND ALCOTT HAULT

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ELIZABETH PEABODY

• Promoted Kindergarten education in America

• Focused on moral, social, and intellectual development

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ALCOTT HAULT

• Emphasised character education

• Supported moral and value-based teaching

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IMPLICATIONS FOR ECE

• Moral and character development

• Holistic education

• Values education in early years

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GTLE FOCUS

• Matching philosophers to ideas

• Comparison questions

• Application-based questions

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END OF UNIT SUMMARY

This unit shows that modern ECE practices are rooted in strong philosophical foundations. Understanding these thinkers helps teachers:

• Teach effectively

• Support child development

• Pass the Ghana Teacher Licensure Examination

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