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Czech educational reformer and religious leader, remembered mainly for his innovations in methods of teaching, especially languages. The reform of the educational system would require two things. First, a revolution in methods of teaching was necessary so that learning might become rapid, pleasant, and thorough. Teachers ought to “follow in the footsteps of nature,” meaning that they ought to pay attention to the mind of the child and to the way the student learned. Comenius made this the theme of The Great Didactic and also of The School of Infancy—a book for mothers on the early years of childhood.
https://www.britannica.com/biography/John-Amos-Comenius

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Pestalozzi believed that education should develop the powers of ‘Head’, ‘Heart’ and ‘Hands’. He believed that this would help create individuals who are capable of knowing what is right and what is wrong and of acting according to this knowledge. Thus the well being of every individual could be improved and each individual could become a responsible citizen. He believed that empowering and ennobling every individual in this way was the only way to improve society and bring peace and security to the world. His aim was for a complete theory of education that would lead to a practical way of bringing happiness to humankind.
http://www.jhpestalozzi.org/
He worked on his theories with a child's happiness at the forefront of all that he chose. His theory was called the education theory. He wanted children to be educated in an emotionally stable school. He believed in sensory experiences and students were expected to learn useful vocations which would support their other studies. His experiences in his early childhood influenced his work. He believed that children should have more independence and should find certain things out fro themselves and do what their interests lead them to do. Pestalozzi’s pedagogy was also based on respect for his students’ individual personalities and their personal dignity, as well as a deep sense in social justice and personal liberty. He encouraged classroom visits and participation by parents and believed strongly in regular communication with them about their children’s progress. Yet he opposed the concept of report cards, saying “No child is to compare himself with others.” He accepted children from all backgrounds, including those with emotional problems, and even opened a school for hearing impaired children. These ideas became the basis for the pedagogies of Friedrich Froebel (inventor of kindergarten and Froebel Gifts), Francisco Ferrer (founder of the first Modern Schools) and many of the libertarian educators that followed.

http://modeducation.blogspot.co.uk/2013/01/johann-heinrich-pestalozzifather-of.html
He also made sure that whether you were poor and rich everyone was given equal education. He started a school named the Burgdorf school. He wrote many books including "How Gertrude teaches her children" which included his main principals towards learning.

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Urie Bronfenbrenner (1917-2005) developed the ecological systems theory to explain how everything in a child and the child's environment affects how a child grows and develops. He labeled different aspects or levels of the environment that influence children's development, including the:

Microsystem

Mesosystem

Exosystem

Macrosystem

Bronfenbrenner defined each 'layer' and he later redefined them, explaining that he criticised his own original theory because it did not take sufficient account of intra-personal characteristics (factors within the child). For example, a child's home and family would be affected by interactions with a childcare setting, a religious community, the local authority or health service provision and, overall, by the kind of society in which the child lived. In turn, that society or nation would be influenced by world events and thinking - a good example of world-level influence might be the United Nations Convention on the Rights of the Child, which has shaped policy in many countries with effects that have filtered through to other levels in society.

https://www.mentalhelp.net/articles/urie-bronfenbrenner-and-child-development/

https://www.nurseryworld.co.uk/nursery-world/news/1098492/us

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He developed 8 stages of psycho-social development where children accomplish different challenges influenced by the completion of earlier challenges.
From the age of 0-1, children are faced with the challenge of trust and mistrust. If the basic needs of a child at this age are not met (such as feeding, bathing and comfort) then a child may learn mistrust at a young age which could affect their ability to trust and ultimately develop in the future.
At the age of 2-3, a child is faced with the challenge of autonomy vs shame and doubt. At this age, children can start to help themselves through feeding themselves and using the toilet without depending solely on their carer. If the carer expects too much of them at a young age OR continues doing everything for them, the child may not develop completely and experience shame and doubt whilst completing regular tasks children should be able to do at that age.
At the age of 4-6, children are faced with initiative vs guilt. With growing independence and the developing ability to make judgments for themselves, children at this age usually show risk taking behavior and explore their surroundings more openly. If carers discourage this opportunity and stop their children exploring then the child could be made to feel guilty about their needs and desires- the overall innate need of children to play and explore. However, if the parent/ carer encourages exploration whilst introducing safety precautions and equipment then a child will develop initiative.
At the age of 7-12, children face the problem of industry vs superiority. Erikson stressed that the elementary years are critical for self confidence. Praise is very important at this age otherwise they could feel ridiculed and infuriated about the subject which will knock their confidence and could potentially harm their development.
At the age of 13- 19 teens are faced with the problem of identity vs role confusion. It is very common for adolescents to be concerned about how they are viewed by others and how they fit in with the world- specifically, the roles they will play with family, friends and society as a whole. In the hope of fitting in, adolescents may experiment with different activities and roles
As the ages continue, people are faced with:
intimacy vs isolation
generativity vs stagnation
integrity vs despair
This theory can be used in placement to understand behavior and apply early intervention.
From ages 2-5 in a day care nursery, children are encouraged to have a say in their own learning process- such as free play (with a practitioner supervising for safety reasons).  This supports Eriksons theory ideals as they are encouraged to do things for themselves whilst adults merely provide safety information as written in age 2-3 and 4-6.
https://www.youtube.com/watch?v=vapEpQmz86o
https://erikerikson.wikispaces.com/Classroom+Examples

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he term heuristic play was coined by Elinor Goldschmied (1910-2009) in the 1980s.

Defining Heuristic Play

“Put simply, it consists of offering a group of children, for a defined period of time in a controlled environment, a large number of objects and receptacles with which they play freely without adult intervention” p. 128

Goldschmied saw heuristic play as a non prescriptive approach to learning. With no single way to do it.  The collections of objects and receptacles used are an expression of creativity by the adults. Geography may well determine some of the objects.

Heuristic play is about curiosity and exploration.  As children select, manipulate, explore, compare items they discover what the object can and can’t do.  This sometimes includes sharing. Although sharing is spontaneous. If there are enough items sharing isn’t required.

Space to move around with the objects is part of the sessions described by Goldschmied. Also allow time to fully explore the objects before children help collect the items and return them to the receptacles.

Items That Could Help Heuristic Play

A list of suggested items could include:
(bear in mind mouths may explore many of these items)

Paper / cardboard objects: Egg boxes, notebook, sturdy cardboard tubes, grease-proof paper.

Wooden objects: Door wedge, small turned bowl, dolly pegs, egg cup, wooden egg, spoons, curtain rings, coaster, bracelet, block, napkin rings, dowel, empty salt and pepper cellars.

Leather, textile, rubber, or fur objects: Small knitted toy, bean bag, piece of flannel, velvet powder puff, bags of herbs, bag of lavender, leather key ring, coloured ribbons, leather purse.

Rubber objects: Ball, bath plug with chain, soap holder, door stop, coaster.

Metal objects: Honey drizzler, an egg cup, curtain ring, egg poacher, measuring spoons, tea strainer, whisk, powder compact, bells, lemon squeezer, small bowl,

Natural objects: A lemon or orange, coconut shell, grass rope, sheepskin, pumice stone, loofah, shells, pine/fir cones, driftwood, avocado stone, large pebbles.

Brushes: Scrubbing brush, pastry brush, baby’s hair brush, nail brush, makeup brush, paint brush, shaving brush, wooden toothbrush.

REFERENCE: https://www.geteduca.com/blog/heuristic-play/