Chapter 2: Tracing the Roots and Shaping the Future: The History and Trends of Early Childhood Education

Vicki Tanck

Chapter 2: Tracing the Roots and Shaping the Future: The History and Trends of Early Childhood Education

Vicki Tanck

Course Competency: Investigate the history and current trends of early childhood education

Learning Objectives:

Describe the origins of early childhood education
Describe current trends that impact early childhood education
Describe legislative acts that affect early childhood education

2.1 Introduction

The field of early childhood education has a very long and rich history. Many current educational philosophies are based on ideas and theories reaching back as far as ancient Greece. The history of early childhood education (ECE) has given us a strong foundation, shaped our beliefs, and helped us develop practices that guide our work today. This chapter will explore past ways children were viewed, philosophers and theorists who impact our current beliefs, and current trends and legislative acts affecting early childhood education.

2.2 Origins of ECE

For many early childhood educators today, it can be difficult to imagine a time when children were not seen as valuable, capable individuals with unique needs and rights. Historically, children were often regarded as second-class citizens—expected to be obedient, silent, and useful rather than curious, playful, and in need of nurturing. Common sayings like “children should be seen and not heard” reflected a broader belief that children’s voices and emotions held little value. Childhood itself was not viewed as a distinct or important stage of development; instead, children were seen as miniature adults expected to contribute to the household through labor rather than learning. Harsh discipline, as seen in the saying “spare the rod, spoil the child,” was widely accepted as necessary, even for behaviors we now understand to be typical and developmentally appropriate. Although our understanding of early childhood has advanced significantly—thanks to decades of research on brain development, social-emotional growth, and the lifelong impact of early experiences—many people today are still unaware of just how critical the early years are. This makes the role of early childhood educators not only one of caring and teaching, but also of advocacy and public education.

Going to school wasn’t as common as it is today. School was a privilege for children of certain classes, statuses, or races. Instead of a hands-on, play-based curriculum, biblical teachings, taught by adults who often had no formal teacher training, were the main focus of instruction. Also, parents did not have any formal training on how to raise children. Most child-rearing guidance and societal beliefs about children were based on strict morals and values of church teachings. These beliefs remained relatively unchanged until the 1400-1600s. However, during the Renaissance, new ideas emerged, and children began to be seen as innocent and good. People began to think differently and started questioning how children were treated. They observed that there was more to children than society believed. These early advocates worked to change society’s views and improve how children grew and developed. Unfortunately, many of them were punished or rejected for speaking out against the beliefs of the time (Social Sci LibreTexts, n.d.).

Blending the Present and the Past

This chapter explores how early childhood education has evolved over time by blending foundational theories and contemporary practices. Today, early childhood education recognizes multiple domains of development—cognitive, social-emotional, physical, and language—that work together to shape a child’s learning experience. These domains align closely with the way Dr. David Elkind categorized the key influencers of early childhood education into philosophers, practitioners, and theorists/researchers (Elkind, 2012). (See Elkind’s article at The Many Modes of Experience and Learning: The Grand Master of ECE.)

The philosophers, such as Rousseau and Locke, focused on the “What” of experience—what knowledge is important for children to learn. Today, this perspective is reflected in discussions about developmentally appropriate curriculum content and the role of play in early learning (Elkind, 2012).

The practitioners, including Froebel and Montessori, emphasized the “How” of experience—how children engage in learning through hands-on exploration and structured environments. This aligns with our current understanding of active learning, guided discovery, and play-based approaches that support multiple domains of development (Elkind, 2012).

The theorists and researchers, like Piaget and Vygotsky, studied the “Why” of experience—why children develop and learn the way they do. Their work laid the foundation for modern developmental science, which informs how educators support cognitive, social-emotional, and linguistic growth based on stages of development and the role of social interaction (Elkind, 2012).

By integrating these perspectives, today’s early childhood education continues to be a holistic field that values what children learn, how children learn, and why their developmental journey unfolds as it does (Elkind, 2012).

Philosophical Foundations

The “What” of experience refers to the content or subject matter that is involved in the learning process—the specific knowledge, ideas, or experiences that children are exposed to and interact with as they learn. Philosophers who are concerned with the “What” focus on understanding and defining what kinds of experiences or knowledge are important or valuable in education. They explore the essence of what should be learned, such as the nature of reality, truth, and the kinds of experiences that shape human development (OpenAI, 2024).

Table 2a below explains the basic ideas of some of the early philosophers in the field of early childhood education and how they influence the field today.

Table 2a: The Philosophers
The Philosophers
Martin Luther (1483 – 1546) German religious leader who helped start the Protestant Reformation. While he wasn’t an early childhood educator, his ideas influenced education, including for young children.	Education for Everyone: Luther believed all children, both boys and girls, should go to school, not just the wealthy. Parents as Teachers: He thought parents should help teach their children at home, especially reading and religion. Reading and Writing: He translated the Bible into German so more people could read it. This encouraged literacy and the importance of learning to read from a young age. Schools for All: Luther pushed for schools to be available to everyone, which helped lead to ideas about organized early education. Moral Learning: He believed education should also teach children good values and character. Importance to ECE Today: Luther helped shape the belief that all children should have access to learning from an early age (Lumen Learning, n.d.).
John Amos Comenius (1592 – 1670) A Czech educator/philosopher. His ideas on how young children learn greatly influenced early childhood. He created the first children’s picture book called Orbis Pictus (Visible World in Pictures)	Learning Should Be Enjoyable: Comenius believed education should be engaging and not feel like a burden. He encouraged using pictures, hands-on activities, and real-life experiences to help children understand concepts. Teaching in a Child’s Native Language: At a time when Latin was used in schools, he argued that children learn best in their first language, making learning more natural and effective. Education for All: Comenius believed that all children, including girls and the poor, deserved an education, which was a radical idea at the time. Early Learning is Important: He emphasized that learning should start early in life, as childhood is a key time for brain development. Step-by-Step Learning: He introduced the idea that children should learn in stages, starting with simple concepts before moving to more complex ones, laying the foundation for modern grade levels. Importance to ECE Today: Comenius’ ideas helped shape early education by promoting interactive learning, education for everyone, and a structured approach to teaching. Many of his principles are still used in schools today (Lumen Learning, n.d.).
John Locke (1632 – 1704) English philosopher who made important contributions to education, especially in how we think about the early years of a child’s life. Locke’s ideas focused on the importance of a child’s environment in their development and learning.	The Blank Slate (Tabula Rasa): Locke believed that children are born without any ideas or knowledge. They learn everything through experience, and what they are taught shapes their understanding of the world. This idea suggests that education has a big impact on a child’s future. Importance of Early Learning: Locke thought that the early years were crucial for shaping a child’s character and knowledge. He believed that children should be taught good habits, manners, and self-discipline from a young age. Learning Through Experience: Like other educators, Locke believed that children learn best through practical experience rather than just listening to lectures or memorizing information. He emphasized the importance of hands-on activities to help children understand concepts. Encouraging Curiosity: Locke believed that children should be encouraged to ask questions and explore the world around them. Teachers should support children’s natural curiosity and help them develop a love for learning. Importance to ECE Today: Locke’s ideas influenced later educational thinkers, including Jean-Jacques Rousseau and Johann Heinrich Pestalozzi, who also focused on the importance of early childhood education and the role of experiences in shaping a child’s development. Today, Locke’s belief in the importance of the environment and experience in a child’s learning still shapes how we approach early childhood education (Lumen Learning, n.d.).
Jean Jacques Rousseau (1712 -1778) In his book Emile, or On Education, Rousseau shared his ideas about how children should be taught.	Children’s Natural Growth: Rousseau believed children should be allowed to grow and learn naturally, without too much pressure from adults. He thought childhood was special, and children should be free to explore and learn at their own pace. Learning Through Experience: Rousseau said that instead of being told what to learn by teachers, children should learn by doing and experiencing things. Teachers should guide them, but not just lecture them all the time. Learning should be hands-on and fun. Freedom and Independence: Rousseau thought that children should have the freedom to make their own choices in learning. This helps them become independent and responsible. He also believed it was important for kids to express their feelings and interests. Moral and Emotional Growth: Rousseau believed that teaching children to be kind and responsible is just as important as teaching them facts. He thought that education should help children grow emotionally and learn how to treat others well. Importance to ECE Today: Rousseau’s ideas were new and different for his time. Later educators like Friedrich Froebel and Maria Montessori built on his ideas. Today, his belief that children should learn through their own experiences and at their own pace still influences how schools teach young children (Lumen Learning, n.d.).
Johann Heinrich Pestalozzi (1746 – 1827) Swiss educator who believed teaching should focus on the whole child, not just their academic skills – an education of the head, the heart, and the hands.	Child-Centered Learning: Pestalozzi believed that teaching should be based on the child’s needs and abilities. Teachers should pay attention to each child’s individual strengths and challenges. Learning Through Experience: He thought that children learn best when they are actively involved in what they are learning. Instead of just listening to lessons, children should explore, experiment, and learn from what they do. Educating the Whole Child: Pestalozzi believed education should not only teach subjects like math or reading but also focus on helping children grow emotionally, socially, and physically. The Role of the Teacher: Pestalozzi saw teachers as caring guides who support and encourage children. Teachers should create a positive and loving environment where children feel safe and motivated to learn. Importance to ECE Today: Pestalozzi’s ideas have influenced many educators, including Friedrich Froebel, the founder of kindergarten, and Maria Montessori. Today, his focus on learning through experience and supporting the child as a whole continues to be an important part of early childhood education (Johann Heinrich Pestalozzi Society, n.d.).

Reflect

Can you identify a teaching method or practice in modern early childhood education that reflects one of these philosopher’s teaching philosophies?

Educational Foundations

The “How” of experience refers to the process or methods by which learning takes place—the ways in which children acquire knowledge and skills through their interactions with the world. Practitioners, such as educators and teachers, are focused on the “How” because they are concerned with the practical aspects of teaching and learning. This involves understanding the strategies, activities, and techniques that facilitate learning, such as play, exploration, hands-on experiences, and other pedagogical approaches that help children engage with and make sense of the content (the “What”).

In summary, the “How” of experience emphasizes the mechanisms and processes involved in how children learn, including the instructional methods and learning environments practitioners create to support children’s development (OpenAI, 2024).

Table 2b below explains the basic ideas of some practitioners in the field of early childhood education and how their work influences current practices.

Table 2b: The Practitioners
The Practitioners
Friedrich Wilhelm Froebel (1782-1852) Creator of Kindergarten: Froebel is best known for creating the concept of the kindergarten—a term that means “children’s garden.” Froebel is often regarded as one of the key pioneers in early childhood education, particularly for his innovative ideas about learning through play. His work has significantly influenced how educators understand and support the growth of young children. View the Forbe’s Kindergarten: The Origins of Early Childhood Education YouTube video to learn more.	Active Learning: His approach emphasized that young children learn best when they are engaged in activities that spark curiosity and creativity, rather than through strict lectures or rote memorization. Play as a Foundation for Learning: Froebel believed that play is the most natural way for children to learn. He argued that through play, children develop essential skills like problem-solving, social interaction, and creativity. This active, playful exploration helps them make sense of the world around them. Hands-On Activities: He introduced special educational materials known as “gifts” and “occupations.” These tools were designed to be manipulated and explored, allowing children to learn abstract ideas through tangible, hands-on experiences. This method encourages learning by doing, which can lead to a deeper understanding of concepts. Emphasis on Creativity and Imagination: Froebel placed a strong focus on nurturing a child’s creative spirit. He believed that encouraging imagination and self-expression was crucial for personal development and lifelong learning. His methods invite children to explore their own ideas and express themselves in unique ways. Child-Centered Approach: At the heart of Froebel’s philosophy is the idea that education should be tailored to the individual needs of each child. Instead of imposing a one-size-fits-all curriculum, he argued that teachers should create a supportive environment that allows children to develop at their own pace, guided by their interests and natural curiosity. Importance to ECE Today: Froebel’s revolutionary ideas laid the groundwork for many modern educational practices. His focus on play, hands-on learning, and a child-centered approach continues to influence early childhood education around the world, ensuring that young learners receive a nurturing and enriching start in life (Froebel Trust, n.d.).
Horace Mann (1796 – 1859) Horace Mann is often regarded as one of the key pioneers in the development of American public education. Although his work mostly focused on establishing common schools, his ideas also helped shape early childhood education by emphasizing that every child deserves a good start in life.	Education as a Universal Right: Mann believed that all children should have access to quality education, no matter their background. This idea helped promote the early learning experiences that build a strong foundation for later schooling. Support for Common Schools: He championed the creation of publicly funded schools that were open to every child. These common schools laid the groundwork for a system where early education became available to all, giving every student a fair chance. Emphasis on Teacher Training: Mann stressed the importance of having well-trained teachers and a solid curriculum. This focus ensured that even young learners received thoughtful and effective guidance in their early years. Early Investment in Learning: While Mann is best known for his work with elementary education, he believed that education should begin at a young age. His reforms encouraged early intervention, helping children develop basic skills and a lifelong love of learning. Importance to ECE Today: Overall, Horace Mann’s reforms helped build the public education system and set the stage for quality early childhood education. His vision of equal opportunities and strong teaching continues to influence how young children are taught today (Encyclopædia Britannica, n.d.).
Maria Montessori (1870 – 1952) Montessori, an Italian physician, is often regarded as one of the key pioneers in early childhood education. Her innovative approach, which focuses on the individual needs and natural curiosity of each child, has changed the way many educators think about teaching young learners. View the Montessori School Education YouTube video to learn more.	Prepared Environment: Montessori classrooms are carefully arranged with child-sized furniture and specially designed learning materials. Every item in the room is chosen to support independent exploration and learning. Self-Directed Learning: In Montessori education, children are encouraged to make their own choices about what to study. This freedom helps them become more responsible and confident in their abilities. Hands-On/Sensorial Learning: Montessori emphasized the importance of using concrete, tactile materials. These hands-on tools allow children to explore concepts like math, language, and science in a way that makes sense to them. Mixed-Age Classrooms: Her classrooms often include children of different ages. This setup gives younger children a chance to learn from older peers while allowing older students to develop leadership and mentoring skills. Role of the Teacher as a Guide: Instead of directing every activity, Montessori teachers observe and guide children in their learning. They help set up the learning environment and offer support when needed, rather than simply giving instructions. Importance to ECE Today: Maria Montessori’s approach has had a lasting impact on early childhood education around the world. Her focus on creating an environment where children can thrive independently continues to inspire modern educational practices, ensuring that every child has the opportunity to learn and grow at their own pace. (Trillium Montessori, 2024).
Rudolf Steiner (1861 – 1925) Philosopher, and social reformer, whose ideas led to the development of Waldorf education. He believed early childhood education should nurture the whole child—mind, body, and spirit—by focusing on free play, art, and movement rather than strict academic lessons.	Holistic Development: Focusing on physical, emotional, creative, and intellectual growth. Learning Through Play: Allowing children to develop problem-solving skills and curiosity through free, imaginative play. Artistic and Movement-Based Activities: Using art, music, storytelling, and movement to enhance learning and foster social skills. Nature and Sensory Experiences: Encouraging outdoor play and interaction with natural elements to help children form a deep connection with their environment. Importance to ECE Today: Many kindergartens around the world, especially those inspired by Waldorf education, use Steiner’s ideas to create playful, child-centered learning environments. Although some critics question the role of spiritual ideas in his approach, Steiner’s impact on early childhood education is clear in the widespread adoption of methods that prioritize creativity, holistic growth, and natural learning processes (The Education Hub, 2020).
John Dewey (1858 – 1952) An influential American philosopher and educator who reshaped the way we think about learning. He believed education should be based on real-life experiences, allowing children to learn by doing rather than by memorizing facts.	Learning by Doing: Dewey argued that students learn best when they actively participate in their lessons. This means using experiments, projects, and interactive activities to help children understand ideas. Connecting Education to Life: He believed classroom lessons should be connected to real-life situations. This helps students see the relevance of what they learn and encourages critical thinking. Developing Critical Skills: Dewey’s methods focused on developing skills like problem-solving, communication, and teamwork, which are important for everyday life. Importance to ECE Today: Dewey’s ideas have influenced many modern classrooms, especially in early childhood education. Teachers now create hands-on learning experiences and environments where children explore, ask questions, and learn through play. This approach makes learning more engaging and helps children build a strong foundation for future learning (Kokoros, 2023).
Rachel McMillan (1859 – 1917) and Margaret McMillan (1860 – 1931) Rachel and Margaret McMillan were pioneers in early childhood education in Britain. They believed that the first years of life are very important for a child’s overall growth—physically, emotionally, and mentally. Visit Alchetron’s web page to view images and videos related to work and legacy of these two pioneers.	Holistic Approach: They promoted the idea that early education should care for the whole child. This means focusing not only on academics but also on a child’s health, well-being, and social skills. Nursery Schools: She was known for setting up some of the first nursery schools. These schools provided safe, clean, and nurturing environments where young children could learn through play, art, and social interaction. Improving Child Care: Both worked to improve standards for hygiene, nutrition, and care in early childhood settings. They showed that a healthy and supportive environment helps children learn and grow better. Importance to ECE Today: The ideas of Rachel and Margaret McMillan helped change the way early childhood education is approached. Today, many nursery schools still follow the principle that children learn best when they are happy, healthy, and engaged in playful, hands-on activities. Their work laid the foundation for modern early childhood education practices that focus on the overall development of each child (Brodie, 2024).
Patty Smith Hill (1868 – 1946) American educator who helped shape early childhood education in the United States. She believed that young children learn best through play, exploration, and social interaction rather than strict academic lessons. Fun Fact: Hill and her sister Mildred wrote the words to a song called “Good Morning to All.” Their original song was meant to be a welcome song to start the day, but the words have since been changed, and the original song is now recognized as the “Happy Birthday” song (Play and Playground Encyclopedia, n.d.). Visit the Smithsonian magazine’s web page about Patty and her sister, to see images of Patty and learn more about her life.	Child-Centered Learning: Hill believed that young children learn best through active exploration rather than passive memorization. She emphasized a child-centered approach where learning is driven by children’s natural curiosity and interests. Hands-On Play Materials: To support interactive learning, Hill developed Patty Hill blocks, large wooden blocks designed for young children to build, create, and use their imagination. These blocks are still used in early childhood classrooms today to encourage creativity and problem-solving skills. Advocacy for Early Childhood Education: In 1926 Hill co-founded the National Association for Nursery Education, which later became the National Association for the Education of Young Children (NAEYC). Through this organization, she worked to improve the quality of early childhood education and teacher training. Teacher Training and Professional Development: Hill recognized the importance of well-trained teachers in early childhood education. She helped develop training programs for nursery schoolteachers to ensure they had the knowledge and skills to support young children’s learning and development. Importance to ECE Today: Hill’s influence continues today through NAEYC, which remains a leading organization in early childhood education. Many modern early learning programs follow her belief that play-based, hands-on learning helps young children develop essential skills and a love for learning (Liebovich, 2020).
Lucy Sprague Mitchell (1878 – 1967) American educator who helped shape early childhood education. She believed children learn best when they are active, curious, and engaged in hands-on activities.	Child-Centered Learning: Mitchell believed education should nurture the whole child—supporting not only cognitive development but also physical, emotional, and social growth. She encouraged teachers to experiment with different teaching approaches to find the best methods for young learners. Bank Street College: In 1916 Mitchell established Bank Street College for Teachers with the goal of studying children, creating learning environments that supported their growth, and training educators to maintain those environments. The college became a hub for teacher training and curriculum innovation based on real-world experiences. Experiential Learning and Field Trips: Mitchell emphasized learning through direct experiences, using the surrounding community as a source for education. She promoted field trips, map-making, and exploration to help children understand their school and neighborhood. These hands-on activities helped students connect what they learned in the classroom to their real-world surroundings, reinforcing their knowledge through dramatic play, art, and storytelling. Flexible and Relevant Curriculum: Instead of rigid, preplanned units of study, Mitchell advocated for teacher-designed curriculums that were meaningful and engaging for children. She challenged traditional memorization-based learning and encouraged dynamic, child-centered approaches to subjects like social studies. Importance to ECE Today: Lucy Sprague Mitchell’s influence on early childhood education remains strong. Many modern classrooms use experiential, play-based, and inquiry-driven learning inspired by her ideas. Her belief in child-centered, hands-on education continues to shape how educators design engaging and meaningful learning experiences for young children (National Association for the Education of Young Children [NAEYC], 2017).
Abigail Adams Elliot (1892 – 1992) Elliott was a dedicated educator who played an important role in shaping early childhood education. She believed that young children learn best when they are in caring, playful environments that support their overall growth—emotionally, socially, and academically.	Child-Centered Learning: Eliot believed young children learn best in environments that support their natural curiosity, health, and development. She emphasized early education should focus on nurturing the whole child—including social, emotional, and physical well-being—rather than just academic instruction. Innovative Curriculum: Inspired by Margaret McMillan, Eliot developed nursery school programs that integrated play, exploration, and hands-on learning. She introduced child-sized furniture, colorful classrooms, and natural materials, ensuring that young children had stimulating and developmentally appropriate learning experiences. Teacher Training: Eliot played a major role in improving early childhood educator training. She founded nursery training schools, including the Eliot-Pearson School at Tufts University and the Nursery Training School at Pacific Oaks College. She also helped establish the National Association for Nursery Education (NANE) in 1926, which later became NAEYC, now one of the most influential early childhood education organizations. Importance to ECE Today: Abigail Eliot’s contributions continue to shape modern early childhood education. Many early learning programs follow her play-based, hands-on approach, and her emphasis on teacher training, family involvement, and child-centered learning remains central to high-quality early childhood education. Her work has left a lasting impact on how young children are taught and supported in schools today (National Association for the Education of Young Children [NAEYC], 2016).
Loris Malaguzzi (1920- 1994) Italian educator who had a huge influence on early childhood education with the Reggio Emilia approach. He believed that children are active, creative learners who express themselves in many ways.	Child-Centered Learning: Malaguzzi believed children are strong, capable learners who construct their own knowledge. He emphasized children learn best through exploration, questioning, and creative expression, rather than passive listening. His philosophy encouraged educators to respect children’s ideas and involve them in shaping their own learning experiences. The Environment as a Teacher: In Reggio Emilia schools, the classroom is designed to be a beautiful and engaging space that encourages curiosity and creativity. Malaguzzi viewed the learning environment as a “third teacher,” where natural materials, open-ended resources, and thoughtfully arranged spaces help guide children’s learning experiences. Both indoor and outdoor environments play a key role in supporting children’s exploration. Multiple Languages of Expression: Malaguzzi introduced the concept of “The Hundred Languages of Children,” emphasizing that children express their thoughts and understanding in many ways—not just through words. He encouraged the use of art, music, movement, storytelling, and hands-on activities to help children communicate their ideas and experiences. Collaboration and Community: Malaguzzi believed that learning is a social process that happens through interactions with peers, teachers, and the wider community. He promoted group projects, discussions, and shared problem-solving to help children learn from one another. Families were also considered important partners in education, reinforcing the connection between school and home. Impact on ECE Today: Malaguzzi’s ideas have influenced early childhood education worldwide. Many modern programs follow his principles by creating child-centered, play-based, and inquiry-driven classrooms. His emphasis on creative expression, collaboration, and an inspiring learning environment has helped shape more dynamic, interactive, and child-focused education practices across the globe (Pound, 2020).

Interdisciplinary Influences

Interdisciplinary influences in early childhood education refer to how different areas of study, like psychology, sociology, neuroscience, and even the arts, shape our understanding of how young children learn and grow. These different fields help create a well-rounded approach to teaching, recognizing that children develop in many different ways, not just through academics.

The “Why” of experience refers to the reasons or underlying principles that explain why learning happens as a result of experience. Theorists and researchers are focused on the “Why” because they seek to understand the causes, mechanisms, and motivations behind learning. They investigate the psychological, developmental, and cognitive factors that drive how children process experiences and modify their behavior.

In other words, the “Why” is concerned with the scientific explanations and theoretical frameworks that answer questions about the purpose and reasons for learning, such as why certain experiences lead to specific outcomes in children’s development and learning. This involves exploring the deeper rationale behind the learning process and the conditions that make learning possible (OpenAI, 2024).

The following interdisciplinary influences in Table 2c below have had a direct and indirect impact on education. While they developed separately from the philosophers and educators, they still play a key role in shaping education and child development. As you look at these influences, think about how their ideas and theories connect to the way we teach and understand children’s growth.

Table 2c: Interdisciplinary Influences
Theorists and Researchers (Interdisciplinary Influences)
Sigmund Freud (1856 – 1939) Freud’s psychosexual theory provides a historical view on how early experiences shape personality and behavior. Though debated, it helps educators understand emotional and behavioral development beyond academics.	Oral Stage (0–1 year): Infants explore their world through sucking, biting, and oral exploration. Teachers can observe behaviors like thumb-sucking and mouthing objects to assess a child’s need for comfort and security. Providing soothing activities, pacifiers, and safe objects for oral exploration can help infants feel secure and develop trust in their caregivers. Teachers create safe environments knowing children of this age explore with their mouths. Anal Stage (1–3 years): Children begin developing control over bodily functions, particularly during toilet training. Educators support independence by offering predictable routines, positive reinforcement, and gentle guidance to help children gain confidence in self-care tasks. Encouraging autonomy through potty training support and self-dressing fosters a sense of achievement and self-control. Phallic Stage (3–6 years): At this stage, children become aware of gender differences and personal identity. They may show curiosity about their bodies and relationships. Teachers can promote self-expression and positive discussions about identity by using inclusive language, encouraging dramatic play, and reinforcing respectful interactions. Latency Stage (6 years–puberty): Social skills and friendships are a primary focus as children develop teamwork, cooperation, and intellectual interests. Educators can provide collaborative activities, group projects, and structured play to build confidence and encourage positive peer relationships. Impact on ECE Today: Freud’s theory helps educators understand children’s emotional and psychological development. By recognizing the importance of early experiences, teachers can create nurturing environments that foster security, independence, and healthy social interactions, ensuring a strong foundation for lifelong learning (Brodie, 2024).
Arnold Gesell (1880 – 1961) American psychologist and pediatrician whose research on child development has had a lasting influence on early childhood education. He observed that children grow and develop at their own natural pace and identified predictable milestones in motor skills, language, and social behavior.	Understanding Natural Development: Gesell’s studies demonstrated that children develop according to a biological timetable, reaching milestones such as walking, talking, and social interaction at different ages. His research showed that while the environment may influence the timing of development, the sequence remains consistent. This insight encourages teachers to observe and respect each child’s individual pace rather than expecting all children to achieve the same skills at the same time. Developmentally Appropriate Practices: Gesell’s work supports the idea that learning activities should align with a child’s readiness. His research on maturational-developmental theory helped establish age-related expectations for skills like motor development, language, and social behaviors. Educators can use this knowledge to design lessons and activities that match children’s current developmental stages, ensuring that learning happens naturally and effectively. Individualized Learning: By recognizing that each child’s growth is unique, Gesell emphasized the importance of tailoring teaching methods to individual needs. His research led to the idea that a child’s developmental age may be different from their chronological age, reinforcing the need for personalized learning experiences. Teachers today apply these principles by adjusting the complexity of activities, providing extra support where needed, and fostering a flexible learning environment. Impact on ECE Today: Arnold Gesell’s research continues to shape modern early childhood education. His emphasis on observing children, understanding their natural growth patterns, and respecting individual differences helps educators create nurturing and effective learning environments. His developmental schedules remain a foundation for assessing children’s progress, allowing teachers to provide age-appropriate support and interventions.
Jean Piaget (1896 – 1980) Swiss psychologist whose work on cognitive development has had a major influence on early childhood education. His theory explains how children actively construct knowledge as they interact with the world. View the Piaget’s Theory of Cognitive Development YouTube video to learn more.	Early Childhood Stages: He identified four stages of development, with three key stages affecting early childhood: Sensorimotor Stage (0–2 years): Infants learn through senses and movement, developing object permanence (understanding that objects exist even when not seen). Preoperational Stage (2–7 years): Young children begin using language and imagination but think in a very concrete and egocentric way. They struggle with logic and perspective-taking. Concrete Operational Stage (7–11 years): Children begin to develop logical thinking, understanding concepts like conservation (knowing that the amount of something stays the same even if its shape changes). Impact on ECE Today: Piaget’s theory shifted education toward hands-on, child-centered learning. His work encouraged age-appropriate activities that match a child’s developmental stage. Teachers now use play-based learning, exploration, and problem-solving to support cognitive growth. His ideas continue to shape early education by emphasizing curiosity, discovery, and active engagement in learning (Simply Psychology, n.d.).
Lev Vygotsky (1896 – 1934) Soviet psychologist who developed his Sociocultural Theory of Cognitive Development. His work emphasizes that learning is a social process where children develop cognitively through interactions with adults and peers. View the Lev Vygotsky’s Sociocultural Theory of Learning (5 Key Elements) YouTube video to learn more.	Social Interaction: Vygotsky believed children learn best in a social context, where they absorb information and develop skills through conversations, play, and shared activities with others. He emphasized that learning is not an isolated process but happens through engagement with more knowledgeable individuals, such as teachers, parents, and peers. Zone of Proximal Development (ZPD): Vygotsky introduced the ZPD to describe the gap between what a child can do independently and what they can achieve with support. Teachers use this concept to provide just the right level of assistance, ensuring that children are challenged but not overwhelmed. Scaffolding: Building on the ZPD, scaffolding is a method where temporary support is given to help a child learn a new skill. As the child becomes more confident and capable, the support is gradually reduced, allowing for independent learning. Teachers use visual aids, prompts, modeling, and guided practice to scaffold a child’s learning effectively. Language and Thought: Vygotsky highlighted the importance of language in cognitive development, arguing that thought and language are interconnected. He suggested that through dialogue, self-talk, and interactions, children learn to organize their thoughts, solve problems, and understand the world around them. His concept of private speech—when children talk to themselves while learning—was viewed as an essential tool for self-regulation and problem-solving. Impact on ECE Today: Vygotsky’s Zone of Proximal Development (ZPD) has shaped early childhood education by guiding teachers in providing appropriate support for children’s learning. His idea of scaffolding encourages educators to offer just enough help for children to succeed before gradually withdrawing support. Additionally, his emphasis on social interaction and language has influenced early education by promoting collaborative learning environments where children engage in peer discussions, interactive play, and guided exploration to enhance cognitive growth (Gowrie NSW, n.d.).
Erik Erikson (1902 – 1994) Psychologist known for his psychosocial development theory, which describes how children grow emotionally and socially through different stages. View the Erik Erikson’s Theory of Psychosocial Development Explained YouTube video to learn more.	Three Key Development Stages: Trust vs. mistrust (infants develop security through caring relationships), autonomy vs. shame and doubt (toddlers gain confidence by exploring and making choices), and initiative vs. guilt (preschoolers learn to take initiative through play and decision-making). Impact on ECE Today: Erikson’s theory emphasizes the importance of emotional security, independence, and social interaction in learning. Teachers create supportive environments where children feel safe to explore, take risks, and develop confidence. His ideas have influenced classroom practices that encourage cooperative play, emotional regulation, and positive reinforcement, helping children build self-esteem and strong social skills. His work continues to shape early childhood education by highlighting the role of emotional and social development in learning (Early Years TV, n.d.).
Urie Bronfenbrenner (1917 – 2005) Urie Bronfenbrenner was a psychologist known for his Ecological Systems Theory, which explains how a child’s development is influenced by different social and environmental factors. View the Ecological Systems Theory YouTube video to learn more.	Systems Shaping Growth: Microsystem – Direct influences like family, teachers, and peers. Mesosystem – Interactions between elements of the microsystem, such as parent-teacher communication. Exosystem – Indirect influences like a parent’s workplace or community resources. Macrosystem – Larger cultural and societal influences, including traditions, values, and government policies. Chronosystem – Changes over time, including personal growth and historical events that affect development. Impact on ECE Today: Bronfenbrenner’s theory helps educators understand that a child’s learning is shaped by more than just the classroom. Teachers recognize the importance of family involvement, community support, and cultural influences in education. His ideas have influenced policies that promote parent-teacher partnerships, high-quality early learning programs, and better support for children from diverse backgrounds. His work continues to shape how schools and communities create environments that nurture children’s overall development (Sticks & Stones Education, n.d.).

Contemporary Influences

Contemporary theories in early childhood education view learning as a holistic process that goes beyond academics to include social, emotional, and cultural growth. They build upon the foundational ideas of earlier theorists—such as Piaget’s emphasis on active learning, Vygotsky’s focus on social interaction, and Bronfenbrenner’s insights into environmental influences—to address today’s challenges. Modern researchers like David Elkind and Dan Siefel stress the importance of developmentally appropriate practices in our fast-paced world, while Bruce Perry highlights how early experiences shape brain development. Scholars such as Sonia Nieto, Gloria Ladson-Billings, and Adia Harvey Wingfield have further expanded these ideas by advocating for culturally responsive education that honors diversity. In addition, experts like Alison Gopnik, Marilyn Fleer, and Angeline Lillard demonstrate how play is a powerful tool for learning. Explanations of these perspectives are included in Table 2d below.

Table 2d: Contemporary Influences
Contemporary Influences
David Elkind (1931 – 2017) Psychologist known for his work on child development and the importance of play in early learning. View the David Elkind – Play, Love and Work YouTube video to learn more.	Emphasized Hands-on Learning: Elkind believed young children should not be rushed into academic learning but instead learn best through hands-on experiences and exploration Advocated for Play-Based Learning: Elkind emphasized that play is essential for cognitive, social, and emotional development. Criticized Early Academics: He warned against pushing children into formal learning too soon, which can lead to stress and frustration. Influenced Developmentally Appropriate Practices (DAP): His ideas support teaching methods that match a child’s natural learning pace. Impact on ECE Today: Elkind’s work continues to shape early childhood education by reinforcing the idea that young children learn best through play, creativity, and exploration rather than rigid academic instruction (Early Years TV, n.d.).
Dan Siegel (born 1957) Neuroscientist and psychologist known for his work on brain development and emotional regulation in children. He emphasizes how early relationships and experiences shape a child’s brain and behavior. View the Why Do We Lose Control of Our Emotions YouTube video to learn more. Promotes Emotional Intelligence: Siegel teaches that understanding emotions helps children build self-control and healthy relationships. Encourages Mindfulness: His research supports using techniques like deep breathing and reflection to help children manage stress and focus. Supports Secure Attachments: He highlights the importance of strong teacher-child relationships in promoting learning and emotional well-being. Impact on ECE Today: Siegel’s work has influenced early education by encouraging emotional awareness, mindfulness, and supportive teacher-child connections to help children thrive (Ingenious Baby, n.d.).
Dr. Bruce Perry (born 1955) Psychiatrist and neuroscientist known for his research on child brain development and the effects of trauma. He studies how early experiences, especially stress and neglect, shape a child’s ability to learn and regulate emotions. View the Dr. Bruce Perry’s 3 E’s YouTube video to learn more.	Understanding Trauma’s Effects: Perry’s work helps educators recognize how trauma affects brain development and behavior. Promotes Relationship-Based Learning: He emphasizes the importance of stable, caring relationships in helping children feel safe and ready to learn. Supports a Calm and Structured Environment: His research encourages classrooms that provide predictable routines and emotional support to help children manage stress. Impact on ECE Today: Perry’s work has influenced early childhood education by promoting trauma-informed teaching that focuses on creating safe, supportive learning environments for all children (EdImprovement, n.d.).
Sonia Nieto (born 1943) Educator and researcher known for her work in multicultural education and equity in learning. She focuses on how culture, language, and identity affect a child’s education, especially for diverse and bilingual learners. Visit Sonia’s website to learn more.	Advocates for Multicultural Classrooms: Nieto promotes inclusive teaching that respects and celebrates different cultures. Supports Bilingual Education: She emphasizes the importance of valuing children’s home languages while helping them learn English. Encourages Equity in Learning: Her work helps teachers recognize and reduce biases to ensure all children receive high-quality education. Impact on ECE Today: Nieto’s ideas have shaped early childhood education by encouraging diverse, inclusive, and equitable teaching practices that support all learners (OpenAI, 2025).
Gloria Ladson-Billings (born 1947) Educator and researcher known for her work on culturally relevant teaching and equity in education. She focuses on how schools can better support students from diverse backgrounds, especially children of color. View the Gloria Ladson Billings – Successful Teachers of African American Children YouTube video to learn more.	Developed Culturally Relevant Teaching: Ladson-Billings encourages teachers to connect learning to a child’s culture, background, and experiences. Promotes High Expectations for All Students: She believes all children can succeed if given the right support and opportunities. Advocates for Social Justice in Education: Her work challenges schools to address inequalities and create inclusive, fair learning environments. Impact on ECE Today: Ladson-Billings’ research has helped shape more inclusive, culturally responsive teaching methods that ensure all children feel valued and supported in the classroom (OpenAI, 2025).
Alison Gopnik (born 1955) Psychologist and researcher known for her work on child brain development and learning. She studies how young children think, explore, and learn about the world around them. View the Alison Gopnik – The Amazing Minds of Very Young Children YouTube video to learn more.	Supports Play-Based Learning: Gopnik’s research shows that children learn best through curiosity, exploration, and play rather than strict instruction. Highlights Children’s Natural Intelligence: She argues that young children are like little scientists, constantly testing ideas and learning from their environment. Encourages Supportive Caregiving: Her work emphasizes the importance of strong relationships between children and caregivers for healthy brain development. Impact on ECE Today: Gopnik’s research has influenced early childhood education by promoting play, curiosity-driven learning, and nurturing relationships as key parts of a child’s development (OpenAI, 2025).
Marilyn Fleer Educator and researcher known for her work on play-based learning and cultural-historical theory in early childhood education. She studies how children’s learning is shaped by their social and cultural environments. View the Conceptual PlayWorld of The Hungry Caterpillar for Preschool Children 3 min YouTube video to learn more.	Promotes Play-Based Learning: Fleer emphasizes that children learn best through guided play and hands-on experiences rather than direct instruction. Focuses on Cultural Influences: Her research highlights how family, culture, and community shape how young children think and learn. Encourages Active Teaching Methods: She supports teachers in engaging children in exploration and problem-solving, helping them build confidence and creativity. One such method is conceptual play worlds. Impact on ECE Today: Fleer’s work has influenced early education by promoting play, cultural awareness, and interactive learning to support children’s development (OpenAI, 2025).
Angeline Lillard Psychologist known for her research on Montessori education and child development. She studies how different teaching methods affect learning and development in young children.	Supports Montessori Education: Lillard’s research shows that hands-on, self-directed learning helps children develop independence and problem-solving skills. Highlights the Benefits of Play and Exploration: She emphasizes that structured, active learning is more effective than passive instruction. Connects Brain Science to Education: Her work links modern neuroscience to effective teaching practices, showing how early experiences shape brain development. Impact on ECE Today: Lillard’s research has influenced early childhood education by promoting Montessori principles, active learning, and child-centered teaching methods (OpenAI, 2025).

Reflect

Think about the origins of early childhood education.
How has early childhood education evolved over time?
Why it is important early childhood educators to know its history?

The Origins of Childcare in the United States

The origins of childcare in the United States can be traced back to the early 19th century, although its development has been influenced by various social, economic, and cultural factors over time. Below you will explore a broad overview of the development of childcare in the U.S.

Early Beginnings (Pre-1800s)

Before the 1800s, childcare was primarily a family responsibility, with extended family members, neighbors, or hired help often providing care when parents worked or needed assistance.
In rural areas, children were cared for in their homes or on farms, and formal childcare did not exist.

Industrial Revolution (Late 1800s)

The rise of industrialization in the 19th century led to a significant shift in family life. As more women entered the workforce in factories, there was an increasing need for childcare services for working-class families.
In the 1850s, early forms of institutionalized childcare began to emerge, especially in urban areas. These were often informal arrangements such as “baby farms,” where women would care for children for a fee. These were often seen as a way to help working mothers, but they lacked regulation and oversight.

The First “Day Nurseries” (Late 1800s to Early 1900s)

The late 1800s saw the establishment of the first formal “day nurseries” or “daycare centers,” primarily in cities, to care for children of working mothers, particularly the poor.
These day nurseries were often run by religious organizations or charitable institutions and provided basic care, food, and shelter for children while their parents worked.
One notable example was the New York Day Nursery Association, founded in 1854, which provided childcare for children whose parents worked long hours in factories (Social Welfare History Project, 2017).

The Progressive Era and the Rise of Social Reform (Early 1900s)

During the Progressive Era (1890s-1920s), there was an increased interest in social reform, including the welfare of children. This period saw greater recognition of the importance of early childhood education and the role of childcare in supporting working families.
The concept of early childhood education began to emerge alongside childcare, with early childhood programs beginning to focus on both care and education.

Post-World War II and Expansion (1940s-1960s)

After World War II, as more women entered the workforce during the war, the need for reliable childcare became more apparent. The expansion of daycare centers continued in the 1950s and 1960s, especially with government involvement in supporting working mothers.
The introduction of federal programs like the Child Care and Development Block Grant (CCDBG) in the 1960s aimed to make childcare more affordable and accessible, though these services remained primarily aimed at lower-income families.

Modern Era (1970s-Present)

By the 1970s, the need for high-quality childcare became more widespread as more families relied on two incomes. The rise of dual-income households and single-parent families led to an increase in demand for formal childcare services.
In 1971 the federal government introduced the Comprehensive Child Development Act, a proposal to provide universal childcare, but it was not passed. However, in the 1980s and beyond, various state and federal policies began to shape and regulate the childcare sector, leading to the creation of standards for quality childcare.
Today, childcare in the U.S. is a multifaceted system, with public and private providers offering care for children of various ages. It remains a vital service for working families, though debates around affordability, quality, and access continue to shape the sector.

Through these phases, the role of childcare in the U.S. has evolved from informal family responsibility to a more formal, structured service with a focus on both care and education (OpenAI, 2024).

Reflect

How do you think the shift from family-based childcare to formal daycare centers reflects changes in American society?
What lessons from this history might help us solve problems like high costs and limited access to quality childcare today?

2.3 Current Trends and Their Impact

Today’s trends in early childhood education are closely connected to the ideas and practices developed throughout history. Many of the methods we use today, like play-based learning, child-centered classrooms, and a focus on social and emotional development, are rooted in the work of early thinkers like Jean Piaget, Maria Montessori, and John Dewey. These educators emphasized the importance of understanding how children develop and learn at different stages. Over time, their ideas were built upon by modern researchers and programs, like Head Start, that focus on equity and early intervention. As we look at today’s education trends, it’s clear that they are influenced by these historical ideas, which have shaped how we approach teaching young children and support their growth in all areas.

Current Trends

Current trends in early childhood education reflect a growing focus on innovation, equity, and child-centered learning approaches. Some of the most significant trends include the following:

Social-Emotional Learning (SEL). Educators are increasingly focusing on promoting emotional intelligence, self-regulation, and interpersonal skills in young children, recognizing that these competencies are foundational to academic success and well-being. Impact: SEL programs help children develop essential skills foundational to academic success and lifelong well-being like empathy, self-regulation, and cooperation. This trend shifts the focus from traditional academics to a more holistic approach, where emotional and social development is equally important. Educators now integrate activities and curricula that support emotional literacy, creating environments where children feel safe and supported.

Reflect

How do you see children’s emotional development supported in early learning classrooms?
Trauma-Informed Practices: More early childhood programs are adopting trauma-informed approaches that understand the impact of adverse childhood experiences (ACEs) and support children through resilience-building strategies. Impact: More programs are becoming sensitive to the effects of trauma and adverse experiences on young children. This impacts teacher training, curriculum design, and classroom management, as educators are now equipped to recognize signs of trauma and implement strategies that promote resilience, safety, and healing. It encourages flexible teaching and nurturing environments while considering individual children’s emotional states.

Reflect

How can you create a sense of safety and trust in your learning environment?
STEM and STEAM Integration: There is a growing emphasis on incorporating science, technology, engineering, arts, and mathematics (STEAM) into early childhood learning experiences. Hands-on, inquiry-based learning fosters creativity, critical thinking, and problem-solving skills from a young age. Impact: Introducing STEM (science, technology, engineering, and mathematics) and STEAM (adding arts) in early childhood education prepares children for future learning and problem-solving. Hands-on, inquiry-based activities encourage exploration and critical thinking, making learning more engaging and relevant. Teachers adapt lesson plans to include more experimentation, construction, and exploration, often requiring new materials and teaching approaches.

Reflect

Do you experience or anticipate any challenges when incorporating STEM/STEAM activities into curriculum?
Technology in Early Childhood: The use of technology in classrooms has expanded, especially following the pandemic. Digital tools and apps for interactive learning, online teaching platforms, and using technology to document children’s development are becoming common. Impact: Integrating technology into early childhood classrooms brings both opportunities and challenges. On one hand, digital tools can enhance learning through interactive apps and virtual experiences. On the other hand, it raises concerns about screen time, requiring careful balance to ensure that technology supports rather than replaces real-world, play-based experiences. Educators must also stay current with technology and digital literacy skills.

Reflect

How do you determine the appropriate amount and type of technology use in your classroom?
Culturally Responsive Teaching: There is an increasing awareness of the need for culturally and linguistically relevant pedagogy. Programs are integrating diverse books, materials, and activities that reflect children’s backgrounds, promoting equity and inclusivity. Impact: There is a growing emphasis on diversity, equity, and inclusion (DEI) in classrooms. Culturally responsive teaching means that educators are adapting their materials, communication, and interactions to reflect the diverse backgrounds of children and their families. This trend impacts curriculum choices, classroom discussions, and the types of books and resources made available. Teachers are becoming more aware of unconscious biases and working to foster inclusive environments where all children feel valued.

Reflect

How do you challenge your own biases and promote inclusivity?
Focus on Play-Based Learning: The importance of play as a vehicle for learning is gaining more recognition. Research supports play-based and child-initiated learning approaches as developmentally appropriate for young children. Impact: The resurgence of play-based learning supports a child-centered approach where exploration and imagination are prioritized over rote learning. This impacts classroom setup, curriculum planning, and assessment practices. Educators must create environments encouraging independent and cooperative play, promoting cognitive, language, and social development through natural interactions and hands-on activities. Play is essential for developing critical thinking, creativity, and problem-solving.

Reflect

How would you explain the value of play-based learning to families? Other educators?
Outdoor and Nature-Based Education: Forest schools, outdoor classrooms, and nature-based education programs are on the rise, promoting physical activity, connection with nature, and experiential learning opportunities. Impact: Nature-based education emphasizes the benefits of outdoor play and learning, promoting physical activity, creativity, and a connection with the environment. This shift often requires changes to classroom schedules, incorporating outdoor time as a structured part of the day. Schools may also redesign playgrounds or include natural elements like gardens, mud kitchens, and outdoor classrooms. Research shows that outdoor experiences help reduce stress and support cognitive development, leading to healthier, happier children.

Reflect

What barriers do you experience or anticipate in engaging students in outdoor learning experiences?
Family Engagement and Support: Early childhood education programs are increasingly recognizing the role of families in children’s learning and development. Schools are working to engage families through home-school partnerships, offering resources to support parents and caregivers. Impact: The trend toward increased family engagement reshapes the role of teachers, who now serve as partners in supporting children’s learning beyond the classroom. Teachers communicate more frequently with families, provide resources, and involve them in educational activities. Programs now offer workshops, home visits, and community resources to support parents in understanding their child’s development, creating a more collaborative approach to education.

Reflect

What barriers do you experience or anticipate in engaging families in their child’s learning and development?
Focus on Equity and Inclusion: There is an increasing focus on ensuring all children, including those with disabilities or diverse backgrounds, have access to high-quality education. Programs are seeking ways to reduce achievement gaps and address systemic inequalities. Impact: This trend drives a commitment to making early childhood education accessible to all children, regardless of ability, socioeconomic status, or background. Schools are more actively addressing the needs of children with disabilities, English language learners, and those from marginalized communities. Teachers are incorporating inclusive teaching strategies, using adaptive materials, and creating equitable learning opportunities, while policymakers push for funding and support for underserved populations.

Reflect

What steps have you, or will you, take to address equity in your teaching practices?
Holistic Child Development: The shift towards nurturing the “whole child” through comprehensive approaches that include physical health, nutrition, mental health, and family support systems is gaining traction. Impact: With a shift toward focusing on the “whole child,” education systems are integrating health, nutrition, mental well-being, and family support into their offerings. Schools are developing partnerships with health and social services, offering meal programs, wellness initiatives, and mental health supports. Teachers and administrators recognize that children’s development is influenced by multiple factors, so there is more emphasis on coordinating efforts with healthcare providers and community resources.

Reflect

What community partnerships could enhance the support systems available to families in your program?

These trends reflect a broader understanding of the complexities of early childhood development and the growing need to adapt to the diverse needs of children in the 21st century. In summary, these trends are leading to more comprehensive, child-centered, and inclusive practices in early childhood education. They require educators to adapt their teaching methods, engage in ongoing professional development, and collaborate more with families and communities to ensure all children receive high-quality early learning experiences (OpenAI, 2024).

Reflect

How do you think the current trends in early childhood education, such as social-emotional learning, play-based learning, and equity-focused practices, connect with historical educational ideas, and how might they shape the future of education?

2.4 Legislative Acts

Federal Legislation Supporting Early Learning

Government funding and legislation play a crucial role in supporting early childhood education and care in the United States. Over the years, various programs have been developed to help ensure that all children, particularly those from low-income or disadvantaged backgrounds, have access to quality care and education. Here’s an overview of some key programs and laws that have shaped the landscape of early childhood education in the U.S.:

Emergency Nursery School (1930s)

Overview: Established during the Great Depression, the Emergency Nursery School aimed to help children of working mothers by providing daycare and basic education. It was one of the first attempts at formal, government-supported early childhood education.
Impact: This program laid the foundation for later government involvement in early care and education, especially for children from low-income families.

Aid to Dependent Children (ADC) (1935)

Overview: Part of the Social Security Act, Aid to Dependent Children (ADC) provided financial assistance to children who had a parent who was absent, disabled, or deceased. It helped families who were struggling financially by providing resources for basic care.
Impact: ADC helped support families and children, setting the stage for future policies aimed at assisting low-income families.

Social Services Block Grant (SSBG) (1981)

Overview: The Social Services Block Grant provides funding to states for a range of social services, including childcare programs, child protective services, and family support services.
Impact: SSBG has enabled states to provide critical services to children and families, helping to improve access to care and education.

Temporary Assistance for Needy Families (TANF) (1996)

Overview: TANF replaced ADC and provides temporary financial assistance to low-income families with children. The program focuses on promoting work and self-sufficiency, offering support for basic needs like food, housing, and childcare.
Impact: TANF supports low-income families by providing resources and opportunities to move toward self-sufficiency, while also supporting children’s basic needs.

Head Start (1965)

Overview: Head Start is a federally funded program designed to provide early education, health services, and family support to low-income children. It serves children from birth to age five and focuses on school readiness.
Impact: Head Start has made a significant impact by providing early learning experiences to children in need, helping them succeed academically and socially.

Individuals With Disabilities Education Act (IDEA) (1975, amended in 1990 and 2004)

Overview: IDEA ensures that children with disabilities receive a free, appropriate public education (FAPE). It includes Part C for infants and toddlers and Part B for preschool-aged children, ensuring they have access to early intervention services.
Impact: IDEA promotes inclusion by requiring early childhood programs to provide accommodations and individualized support services for children with disabilities.

Child Care and Development Block Grant (CCDBG) Act (1990, reauthorized in 2014)

Overview: CCDBG provides funding to states to help low-income families access affordable childcare, ensuring that parents can work or attend school. The 2014 reauthorization emphasized improving childcare quality.
Impact: This program has made childcare more affordable and accessible while improving the safety and quality of care by setting standards for providers.

No Child Left Behind Act (NCLB) (2001)

Overview: While primarily focused on K-12 education, NCLB emphasized early literacy initiatives such as Reading First and Early Reading First to improve reading skills in preschool children.
Impact: NCLB highlighted the importance of early literacy and influenced early childhood education, even though it was criticized for its focus on standardized testing.

Every Student Succeeds Act (ESSA) (2015)

Overview: ESSA replaced NCLB and gave states more flexibility in implementing education standards. It also provided support for early childhood education by encouraging states to invest in preschool programs.
Impact: ESSA promoted collaboration between early childhood programs and K-12 education systems, improving early learning opportunities and school readiness.

The Family and Medical Leave Act (FMLA) (1993)

Overview: FMLA allows eligible employees to take unpaid, job-protected leave for family and medical reasons, including the birth and care of a newborn child.
Impact: FMLA supports early childhood development by allowing parents to take time off to bond with their newborns and provide care without the fear of losing their jobs.

The Child Care Access Means Parents in School (CCAMPIS) Act (1998)

Overview: CCAMPIS provides funding for campus-based childcare services for low-income parents who are enrolled in postsecondary education.
Impact: This program helps student parents complete their education by offering affordable childcare, indirectly supporting early childhood education.

The Child Nutrition Act (1966, reauthorized in the Healthy, Hunger-Free Kids Act of 2010)

Overview: This act provides funding for programs like the National School Lunch Program and the Child and Adult Care Food Program (CACFP), ensuring that children in early childhood programs have access to nutritious meals.
Impact: The act promotes healthy development by ensuring that children receive nutritious meals, which is essential for their physical health and readiness to learn.

Race to the Top – Early Learning Challenge (RTT-ELC) (2011)

Overview: The RTT-ELC was a federal grant competition aimed at encouraging states to improve early childhood education and enhance school readiness.
Impact: This initiative raised the quality of early learning programs, enhanced teacher professional development, and improved early learning standards.

The Preschool Development Grant Program (2014)

Overview: This grant program supports state efforts to expand and improve preschool programs, particularly in high-need communities.
Impact: The program has helped increase access to preschool, improve teacher qualifications, and enhance curriculum and assessments to better prepare children for school.

American Rescue Plan Act (ARPA) (2021)

Overview: The ARPA provided significant funds to support early childhood education in response to the COVID-19 pandemic, including funding for childcare providers.
Impact: ARPA helped stabilize the childcare industry, supported workforce retention, and provided childcare subsidies to families, ensuring continued access to early childhood education during the pandemic.

The Birth to Five Policy Alliance

Overview: This initiative supports policies that promote the development of infants and toddlers, aiming to integrate services across early care and education programs.
Impact: The alliance advocates for policies that improve access to quality early education, focusing on birth-to-five systems and supporting the early childhood workforce.

These laws and programs collectively shape the structure, accessibility, and quality of early childhood education in the U.S. By providing financial support, improving childcare quality, ensuring inclusion for children with disabilities, and promoting early learning initiatives, these policies help ensure that more children, especially those from disadvantaged backgrounds, have access to the resources they need for a strong start in life. (OpenAI, 2024)

Reflect

How do you think government funding and laws, like Head Start and the American Rescue Plan Act, help improve early childhood education?
What might be the long-term effects on children and society if these supports weren’t available?

State Legislation Supporting Early Learning

Individual states manage early education and care by creating and enforcing policies that ensure young children have access to quality programs. They oversee things like licensing requirements for daycare centers and preschools, making sure that these programs are safe and meet certain standards. States also determine funding for early childhood programs, including how money is distributed for programs like Head Start or childcare assistance for low-income families. Each state can decide on its own rules for eligibility in programs, meaning they can choose who gets access to certain services. They also make sure teachers and caregivers in early education programs meet certain qualifications, like having specific training or certifications. Overall, states work to ensure that young children receive the education and care they need for healthy development.

In Wisconsin, the Wisconsin Department of Children and Families (DCF) is responsible for licensing and monitoring licenses for childcare and family childcare centers. According to the DCF website,

“Our department’s vision is that all Wisconsin children and youth are safe and loved members of thriving families and communities. To reach our goal, we are focused on reducing racial and ethnic disparities in our programs and services, focusing on five key priorities:”

- Systematically increasing access to quality early care and education programs that support the needs of children and families statewide.
- Putting families in the center of successful child support and good-paying jobs programs.
- Safely transforming the child welfare and youth justice system to dramatically increase the proportion of children supported in their homes and communities.
- Dedicating additional resources to support vulnerable and historically underserved youth, specifically teenage girls, kids with complex care needs, and youth transitioning out of the foster care system.
- Fostering a workplace where agency staff feel engaged, valued, and connected to our vision (Department of Children and Families, 2024).

In Wisconsin, several legislative acts and state-specific programs directly impact early childhood education. These policies focus on improving the quality of care, promoting access, and ensuring the health, safety, and developmental well-being of young children. Below are key legislative acts and initiatives affecting early childhood education in Wisconsin:

Wisconsin Model Early Learning Standards (WMELS)

Overview: While not a legislative act, WMELS is a set of state standards developed to guide early childhood education programs across Wisconsin. These standards outline developmental expectations for children from birth to age five across various domains, including language, cognition, social-emotional development, and physical well-being.
Impact: WMELS serves as a framework for early childhood educators, informing curriculum development and assessment practices across childcare centers, preschools, and Head Start programs. The standards promote developmentally appropriate practices that align with statewide educational goals.

YoungStar Quality Rating and Improvement System (QRIS) (2010)

Overview: YoungStar is Wisconsin’s childcare quality rating and improvement system, created to assess, improve, and communicate the quality of early childhood programs. It was enacted through the Wisconsin Legislature as part of efforts to increase accountability and promote high-quality care for children.
Impact: The program assigns ratings to licensed childcare providers based on quality indicators such as staff qualifications, curriculum, and family engagement. Providers that achieve higher ratings receive higher reimbursement rates through the Wisconsin Shares childcare subsidy program. This initiative helps parents make informed choices about early care and education, while encouraging continuous improvement among providers.

Wisconsin Shares Child Care Subsidy Program (1996, part of the Federal Personal Responsibility and Work Opportunity Reconciliation Act)

Overview: Wisconsin Shares provides financial assistance to low-income families to afford quality childcare, so parents can work or participate in education or training programs.
Impact: This program makes early childhood education more accessible to working families. It also influences childcare providers by linking subsidies to participation in the YoungStar rating system, encouraging higher standards and professional development among providers.

Wisconsin Act 20 (2023) – Early Literacy and Kindergarten Entry

Overview: Act 20 made early literacy screening mandatory for all 4K and 5K students in Wisconsin public schools. The law requires school districts to assess children’s literacy skills and intervene early when students are at risk of reading difficulties.
Impact: By mandating early literacy assessments, this law ensures that schools identify children who need additional support in reading before they fall behind. It also emphasizes the importance of early intervention, linking early childhood education programs with the state’s efforts to improve literacy outcomes.

Wisconsin Act 166 (2010) – Four-Year-Old Kindergarten (4K) Expansion

Overview: This law allows school districts to claim state aid for offering four-year-old kindergarten (4K) programs. The law has significantly expanded access to 4K in Wisconsin, making early education programs available in many public school districts.
Impact: The act supports the expansion of public pre-kindergarten (4K) programs across the state, increasing early learning opportunities for four-year-olds. Many districts partner with community-based early childhood programs, including childcare centers and Head Start, to offer 4K. This expansion has increased school readiness and promoted early literacy and social-emotional skills among Wisconsin’s youngest learners.

Wisconsin Act 59 (2017) – Safe Child Care Facilities

Overview: Act 59 imposed stricter health and safety requirements for childcare centers, including background checks, staff training, and facility inspections. It requires compliance with federal health and safety standards for providers participating in the Wisconsin Shares program.
Impact: This law enhances the safety and quality of childcare facilities by ensuring providers meet health, safety, and staff training requirements. It also aligns Wisconsin with federal childcare health and safety standards, making childcare environments safer for children and more accountable to families.

Wisconsin Act 293 (2006) – Safe Sleep for Infants

Overview: This law requires childcare providers in Wisconsin to follow safe sleep practices for infants, such as placing babies on their backs to sleep and avoiding loose bedding, as recommended by the American Academy of Pediatrics.
Impact: Act 293 has contributed to reducing sudden infant death syndrome (SIDS) in childcare settings by mandating safe sleep practices. It also requires ongoing training for childcare providers on safe sleep guidelines.

Wisconsin Act 32 (2011) – Licensing of Child Care Providers

Overview: Act 32 imposed stricter regulations for childcare providers, including new background checks, professional development requirements, and higher health and safety standards. It also introduced changes to how childcare centers are licensed and monitored in the state.
Impact: By improving licensing and regulation of childcare facilities, this law aims to enhance the quality of care provided to young children in Wisconsin. It promotes higher standards of care and safety across all licensed childcare programs, contributing to better outcomes for children.

The Wisconsin Birth to 3 Program (Part of IDEA)

Overview: The Birth to 3 Program, governed by Part C of the federal Individuals with Disabilities Education Act (IDEA), provides early intervention services to infants and toddlers with developmental delays and disabilities in Wisconsin.
Impact: This program ensures that young children with special needs receive individualized services, such as speech therapy, occupational therapy, and developmental support, from birth to age three. It supports family-centered approaches and helps children access necessary resources and services to reach developmental milestones.

Wisconsin’s Race to the Top – Early Learning Challenge (2013)

Overview: Wisconsin participated in the federal Race to the Top Early Learning Challenge, a competitive grant program that aimed to improve early learning and development programs.
Impact: Through this initiative, Wisconsin increased investments in early childhood education, enhanced the YoungStar rating system, and improved data systems for tracking child outcomes. The grant also supported the alignment of early learning standards with K-12 education and professional development for early childhood educators.

Wisconsin Act 10 (2011) – Collective Bargaining and Education Funding

Overview: Act 10, also known as the “Budget Repair Bill,” significantly reduced collective bargaining rights for public employees, including teachers. It also led to changes in education funding.
Impact: While not specifically focused on early childhood education, Act 10 impacted public school districts and their ability to negotiate salaries and working conditions for teachers. This has had indirect effects on the resources available for early childhood education programs in public schools, including compensation for 4K teachers.

Early Childhood Advisory Council (ECAC)

Overview: Established under Governor Jim Doyle in 2008, the Early Childhood Advisory Council (ECAC) makes policy recommendations to ensure high-quality early care and education in Wisconsin. It focuses on aligning services, improving early childhood workforce conditions, and increasing family engagement.
Impact: ECAC advises on legislative and policy decisions, advocating for the needs of young children and improving the state’s early childhood system. It plays a critical role in shaping policies that affect early care and education in Wisconsin.

These legislative acts and initiatives in Wisconsin emphasize quality, safety, access, and developmental support in early childhood education. Programs like WMELS, YoungStar, and Wisconsin Shares ensure that early childhood educators and childcare providers meet high standards, while laws like Act 293 on safe sleep practices and Act 59 on childcare safety create secure and nurturing environments for young children. Additionally, expanding access to 4K programs and providing early intervention services under Birth to 3 helps ensure children in Wisconsin receive the foundation they need for lifelong success (OpenAI, 2024).

Reflect

How do you think state policies and funding—like Wisconsin’s YoungStar and early learning standards—help create safe, high-quality early education environments?
What might happen if these state supports were not available?

Learning Activity 1

Learning Activity 2

2.5 Conclusion

In conclusion, the history of early childhood education has helped shape the way we approach teaching young children today. Current trends, like focusing on inclusive education, social-emotional learning, and involving families, are changing how early education programs support children’s growth. Laws such as IDEA and the Child Care and Development Block Grant have played an important role in making sure that all children, especially those from low-income families, have access to quality education and care. As these trends and laws continue to change, they create a system that recognizes the importance of early learning, making sure every child has the best start in life.

Reflect

Reflect on the key concepts of the chapter and connect them to your understanding of early childhood education and its importance.

Think about the origins of early childhood education: How has early childhood education evolved over time and why it is important early childhood educators to know its history?
Consider the current trends in early childhood education: Think about the importance of one or two trends and how they can positively impact young learners.
Reflect on the role of legislative acts in early childhood education: How have laws like IDEA and the Child Care and Development Block Grant shaped the way children receive care and education today? Why do you think these laws are essential for creating equal opportunities for all children?
Connect to your personal experiences: Think about your own experiences with early childhood education, whether as a child, sibling, or in an observation setting. How have these trends and laws affected your experience or the experience of others in early education programs?

2.6 References

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Brodie, K. (2024). McMillan sisters: Pioneers of early years outdoor education. Early Years TV. https://www.earlyyears.tv/mcmillan-sisters-pioneers-of-early-years-outdoor-education/

Brodie, K. (2024). Sigmund Freud in early childhood education: A practical guide. Early Years TV. https://www.earlyyears.tv/sigmund-freud-in-early-childhood-education-a-practical-guide/

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EdImprovement. (n.d.). Intergenerational cycle of trauma. https://www.edimprovement.org/post/intergenerational-cycle-of-trauma

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Kerr, G. (2022). A brief history of childhood. 10.4324/9781003035138-3

Kokoros, T. (2023, March 30). Embracing John Dewey’s theories: A path to improving early childhood education practices. Ideas and Innovations In Early Childhood Education. https://www.earlychildhoodeducationandcare.com/bloggers/2023/3/29/ng8mtx5onwqcvm8i0q6us3jlzz4ukz

Liebovich, B. (2020). Our proud heritage. NAEYC’s first president: Patty Smith Hill. National Association for the Education of Young Children (NAEYC). https://www.naeyc.org/resources/pubs/yc/mar2020/naeycs-first-president-patty-smith-hill

Lumen Learning. (n.d.). The early contributors. In ECHD 250: Children with special needs. https://courses.lumenlearning.com/suny-canton-echd250/chapter/the-early-contributors/

National Association for the Education of Young Children. (n.d.). Power to the profession. Power to the Profession. https://powertotheprofession.org/

National Association for the Education of Young Children. (2016, May). Our proud heritage: Abigail Eliot and Margaret McMillan—Bringing the nursery school to the United States. NAEYC. https://www.naeyc.org/resources/pubs/yc/may2016/our-proud-heritage

National Association for the Education of Young Children. (2017). Our proud heritage: Circle time, free play, and field trips. NAEYC. https://www.naeyc.org/resources/pubs/yc/nov2017/our-proud-heritage-legacies-pioneers

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Images:

“Martin_Luther,_1529” by Lucas Cranach the Elder (1472–1553) is in the Public Domain.

“John_Amos_Comenius_portrait” by Karol Miloslav Lehotský (1879–1929) is in the Public Domain.

“JohnLocke” by Godfrey Kneller (1646–1723) is in the Public Domain.

“Jean-Jacques_Rousseau_(painted_portrait)” by Maurice Quentin de La Tour (1704–1788) is in the Public Domain.

“Johann_Heinrich_Pestalozzi” by F.G.A. Schöner is in the Public Domain.

“Frederick-Froebel-Bardeen” by C.W. Bardeen, publisher is in the Public Domain.

“Horace_Mann_MET_37.14.25” by Southworth & Hawes is licensed under CC0, Public Domain.

“Maria_Montessori_(portrait)” by unknown author is in the Public Domain.

“Steiner_um_1905” by Otto Rietmann is in the Public Domain.

“John_Dewey_cph.3a51565” by Underwood & Underwood is in the Public Domain.

“LucySprague1900” by unknown author is in the Public Domain.

“Abigail_Adams_Eliot_(1892–1992)_at_Radcliffe_in_1914” by unknown author is in the Public Domain.

“Sigmund_Freud,_by_Max_Halberstadt_(cropped)” by Max Halberstadt is in the Public Domain.

“nlm_nlmuid-101415950-img” by Harris & Ewing is in the Public Domain.

“Jean_Piaget_in_Ann_Arbor” by unknown author is in the Public Domain.

“Lev-Semyonovich-Vygotsky-1896-1934” by unknown author is in the Public Domain.

“Erik_H._Erikson” by Erikson institute is licensed under CC BY-SA 4.0

“Alison_Gopnik_Photo” by Kathleen King is licensed under CC BY-SA 3.0

“Marilyn_Fleer_FASSA_Screenshot_2021-11-11_at_06.00.44” by Academy of the Social Sciences in Australia is licensed under CC BY 3.0

“Angeline_S_Lillard” by UVA-CDL is licensed under CC BY-SA 4.0

“qrisnetwork” by QRIS National Learning Network is in the Public Domain. Access for free at https://qrisnetwork.org

Videos:

Collign Testing and Pyschology Services. (2019, May 24). Erik Erikson’s theory of psychological development explained [Video]. YouTube. All rights reserved. https://www.youtube.com/watch?v=6XxFmXkD8M8

The Brainwaves Video Anthology. (2015, October 23). Gloria Ladson-Billings – Successful teachers of African American children [Video]. YouTube. All rights reserved. https://www.youtube.com/watch?v=hmAZjNRmalI

License

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2.1 Introduction

2.2 Origins of ECE

Blending the Present and the Past

Philosophical Foundations

Educational Foundations

Interdisciplinary Influences

Contemporary Influences

The Origins of Childcare in the United States

Early Beginnings (Pre-1800s)

Industrial Revolution (Late 1800s)

The First “Day Nurseries” (Late 1800s to Early 1900s)

The Progressive Era and the Rise of Social Reform (Early 1900s)

Post-World War II and Expansion (1940s-1960s)

Modern Era (1970s-Present)

2.3 Current Trends and Their Impact

Current Trends

2.4 Legislative Acts

Federal Legislation Supporting Early Learning

State Legislation Supporting Early Learning

2.5 Conclusion

2.6 References

License

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