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Child Centered Education: Curriculum should be built around  the interests of the children and children should learn through play in real-life settings (Morrow, page 15).

Dewey believed in the importance of social interactions and integrating content areas.

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"The outcome of learning is a permanent change in behavior that is caused by a response to an experience or stimulus" (Slavin, 1977).

Skinner believed that:
- Children learn best through intimidation, association and conditioning
- Human learning was not automatic and unintentional
- Positive reinforcement increase the behavior

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"Children need early, orderly, systematic, training in order to master skills" (Morrow, page 17).

Montessori materials have children using all 5 senses to learn about size, color and shape.

Children use manipulative materials to learn.

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"Jean Piaget's theory of cognitive development describes the intellectual capabilities of children at their different stages of cognitive development" (Morrow, page 17).

The four stages of development are sensorimotor, preoperational, concrete operational, and form operations.

Piaget believed that:
- Children learn best by interacting with the world.
- Children need to use assimilation and accommodation in natural problem-solving situations.
- Children need to be active participants in their learning.

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"Learning occurs as children acquire new concepts" (Morrow, page 19).

New concepts = schema (mental structures where people store information)

We call upon this stored information to make predictions, generalizations, or inferences.

New concepts are acquired when children interact with others.

Children learn by internalizing the activities and language of the people they interact with.

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"Instead of waiting for a child's maturation to unfold, educators focused on nurturing that maturation through instruction in skills seen as prerequisites for reading" (Morrow, page 19).

Skills:
1. Auditory Discrimination
2. Visual Discrimination
3. Visual Motor Skills
4. Large Motor Skills

Skills are taught systematically believing that all children are on the same level of development.

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"Research in the areas of oral language development, family literacy, and early reading and writing had a strong impact on educators understanding the processes involved in becoming literate, how children learn, and how to teach initial reading and writing" (Morrow, page 20).