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- Child Centered Education
-Authoritative Sense of Education
-Children should make their choices and decisions to prepare for later life

The School and Society is the pamphlet that made him famous for his work. This had many key precepts of later education reforms. Dewey said that the old model of schooling where students sitting in rows, memorizing and reciting was antiquated. Students should be active, not passive.

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The principles of Maria Montessori's classroom teaching.

Principle 1: Respect for the Child.

Principle 2: The Absorbent Mind.

Principle 3: Sensitive Periods.

Principle 4: The Prepared Environment.

Principle 5: Auto education.

-Early Childhood should be child-centered but not child led.

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Bowlby was a psychoanalyst and believed that mental health and behavioral problems could be attributed to early childhood.

In order to survive, children are physically wired to create relationships with others from the moment they are born. A child's need to connect to one primary attachment figure is present from birth. This theory comes in 4 different steps:
1. Pre-Attachment (newborn-6 weeks)
2. Attachment in Making (6 weeks - 6-8 months)
3. Clear Cut Attachment (6-8 months- 18-24 months)
4. Formation of Reciprocal Relationships (24 months+)

This is important for children to be able to form and maintain relationships in their lives.

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Piaget's Theory of Cognitive Development (1936) 

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Piaget's Theory of Cognitive Development (1936) 

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Proposed thoughts and expectations profoundly affect actions, attitudes, beliefs and assumptions

Stages of Theory
-Stage 1: Sensory Motor: (0-2 Years) Children go through a period of dramatic growth and learning. As kids interact with their environment, they continually make new discoveries about how the world works.
-Stage 2: Preoperational: (2-7 Years) At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people. They also often struggle with understanding the idea of constancy.
-Stage 3: Concrete Operational: (7-12 Years) Children also become less egocentric and begin to think about how other people might think and feel. Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions.
-Stage 4: Formal Operational: (12+ Years) The final stage of Piaget's theory involves an increase in logic, the ability to use deductive reasoning, and an understanding of abstract ideas.3 At this point, adolescents and young adults become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.

This is important for child development because it allows teachers to be able to figure out the child's level of cognitive growth.

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In 1917, Vygotsky earned a law degree at Moscow State University, where he studied a range of topics including sociology, linguistics, psychology, and philosophy.

Vygotsky's Sociocultural Theory proposes that the child's development is best understood in relation to social and cultural experience. Social interaction, in particular, is seen as a critical force in development.
There are three different zones to this theory as show in the picture above.
Center Zone: What a child can do themselves/ their own abilities.
Middle Zone: What a child is able to do with some help from others.
Outside Zone: What the child is unable to do.

This theory allows children to be able to find solutions to problems easier and faster. It also allows teachers to be able to see where a child is on the curriculum level and what type of DAP they should be doing with each individual and what they can begin to teach next in their lessons.

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B.F. Skinner Operant Conditioning (1904)

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B.F. Skinner Operant Conditioning (1904)

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Skinner started his research work on behavior in 1904 while he was a graduate in Psychology at Harvard University.  This implies that the impact of reinforcement and punishment in shaping behavior.

• Neutral operants: responses from the environment that neither increase nor decrease the probability of a behavior being repeated.
• Reinforcers: Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or

negative.

• Punishers: Response from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior.

This is important because it can help teachers imply that behavior that is rewarded is likely to be repeated, and behavior that is punished will rarely occur.