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On page 86 of our textbook, it was stated that Maria Montessori argued that education should be aligned with the natural stages of human growth and development, as well as children learn by interacting with the objects and situations in their everyday environments.
(Anna Everette)

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On page 88 of our textbook, it was discussed that John Comenius was an early advocate of learning readiness. He argued that children learned at their best when they were developmentally prepared to learn a particular skill or subject. Comenius did not see the point of and even warned against hurrying or pressuring children in their schooling. This emphasis on learning readiness has become a large portion of preservice teacher education programs.
(Anna Everette)

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On page 98 of our textbook, it was discussed that Johann Herbart's method of systematic and sequential instruction is relevant to the current No Child Left Behind (NCLB) guidelines. This is due to the fact that these guidelines states that time should be spent on instruction that is efficient and effective and that students should be tested to assess the degree to which they have mastered skills and subjects. This directly correlates to Herbart's structured instruction that was divided into five steps of preparation, presentation, association, generalization, and application.
(Anna Everette)

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On page 93 of the textbook, it was stated that Rousseau wanted children to be able to be who they wanted be in schools and not have to conform like schools traditionally wanted. This helped teachers learn more about student centered learning rather than teacher centered learning. (Anna Holloway)

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On page 98 of our textbook it is stated that Frobel is the one who created kindergarten in hopes that young children would express their inner spirtuality. This creation is still in today's society since kindergarten is not seen as a standard part of education. (Anna Holloway)

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On page 107 of the textbook it says that Addams saw the importance of technology in society which made her introduce to teachers the importance of them understanding these things as well. This is still impacting today's society by teachers keep up with the current technology to help students communicate with each other in a helpful and supportive way. (Anna Holloway)

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Maria Montessori supported that the purpose of education was to assist children’s sensory, physical, and intellectual development in a prepared environment. A Montessori ciriculum emphasizes motor and sensory skills, as well as preplanned materials.
P. 90
Hannah Herring

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Jean Piaget developed twentieth-century ideas dervied from psychological findings by Freud, Hall, Jung, and others that the purpose of education is structured instruction on patterns of growth and stages of development children experience.
P. 90
Hannah Herring

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Paulo Freire found that the purpose of education was to raise consciousness about  exploitative conditions. Further, he believed that as a teacher, awareness of real-life conditions must be stimulated for students.
P. 91
Hannah Herring

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Addams was a pioneer of multicultural, international, peace, and women's education. Pg. 107 (Tynika Sutton)

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Addams wanted public schools to feature a multicultural curriculum that included the history, customs, songs, crafts, and stories of ethnic and racial groups. Pg. 108 (Tynika Sutton)

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Freire asserted that the school's curriculum and instruction can either indoctrinate students to conform to an official version of knowledge, or it can challenge them to develop a critical consciousness that empowers them to engage in self-liberation. Pg. 115 (Tynika Sutton)

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On page 95, Pestalozzi's "object lessons" were discussed. This was a method where a concrete object was used to learn the form, number, and names of objects. (Jo Castillo)

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On page 101, Spencer's social Darwinist ideology was discussed. Social Darwinism applied Charles Darwin's principal of "survival of the fittest" to people in society. This means that people would survive based on their skills, intelligence, and adaptability. (Jo Castillo)

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On page 105, we see that Dewey believed that "(1) children as socially active human beings are eager to explore their environment; (2) learners encounter personal and social problems as they interact with their environment; (3) these problems stimulate children to use their intelligence to solve the problem and expand their experience in an active, instrumental manner." (Jo Castillo)

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On page 89 of our text, it states that Comenius was an innovator, and used technological innovations of his time, including the printing press, to diffuse his ideas. He also wrote textbooks with illustrations. (Molly Dixon)

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On page 92 of the text, it explains that Rousseau was against schools and preferring homeschooling, saying that schools miseducated children into following social conventions rather than following their own natural instincts. (Molly Dixon)

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On pg 97, our textbook states that Herbart was concerned with students character education. He emphasizes studies of humanities, especially history an literature as rich sources of moral values (Molly Dixon)

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Pestalozzi sought to create a safe and nurturing environment for children by teachers showing care for the whole child and being emotionally secure themselves. This is known as his "general" method (p.94). (Jennifer Starnes)

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A Swiss psychologist, Piaget's insights into how children learn influenced the contemporary constructivist learning theory (p.114). (Jennifer Starnes)

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On page 106 we read that Dewey's curriculum consists of 3 levels:
1) making and doing
2) history and geography
3) science
"These three curricular levels move learning from simple impulses to to careful observation of the environment, to planning actions, and finally to reflecting on and testing the consequences of the action."
(Jennifer Starnes)

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His first kindergarten was was founded in 1837 at Brankenburg. It was a permissive learning environment that included games, play, songs, stories and crafts. The activities were focused on stimulating children's imagination and introduces them to several things from their culture through stories and songs. Page 99 (Lori Hendricks)

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Spencer believed that the use of science and technology was the best was to prepare individuals to be efficient producers in a competitive industrial society. Page 102 (Lori Hendricks)

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Principals in Rousseau's philosophy of education:
1. Childhood is the natural foundation for future growth and development.
2. Children's natural interests and instincts will lead to a thorough exploration of the environment.
3. Human beings go through necessary stages of development in their life cycles.
4. Adult coercion negatively impacts children's development. Page 93 (Lori Hendricks)

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On page 109, Addams argued for a curriculum that would fuse industrialism with social aspects so that children would learn the benefits of technology and communication. (Margot Ward)

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On 104, Dewey believed that children should know how to collaborate through creative activities to develop coordination and explore their interests by using the scientific method in their thought processes. (Margot Ward)

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On 99, Fröbel's kindergarten was revised from Pestalozzi's object teaching in an emotionally secure area so they could learn. Teachers were supposed to be sensitive to each child's needs rather than forcing them to follow a curriculum. (Margot Ward)

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On page 86, it is stated that John Dewey argued that education should be aligned with the natural stages of human growth and development.
(Tiffany Croom)

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On page 86 of the textbook, it states that Herbert Spencer argued children learn by interacting with the objects and situations in an everyday environment.
(Tiffany Croom)

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Paulo Freire argued children learn by interacting with objects and situations in an everyday environment, according to page 86 of the textbook.
(Tiffany Croom)

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According to Piaget, intelligence develops through a series of stages characterized by the child's set of mental structures and operations at at particular age. There are four stages he created. The first stage is sensorimotor stage from birth to 2 years old. Next is the preoperational stage from age 2 to 7. Then is the concrete-operational period from age 7 to 11. Lastly, there is the formal- operational period from age 11 through early adulthood.
(P. 112-113)
(Shaquan Jenkins-German)

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Montessori educators are called "directresses" rather than "teachers" because they direct rather than control learning in the prepared environment. The directress prepares the school setting, stocking it with learning apparatus that children can easily access, but does not interfere with their choice of and working with the items they have selected.
(P 110-111)
(Shaquan Jenkins-German)

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Herbart structured instructions into a precise sequence of five stages:
1. Preparation, in which teachers encourage readiness in students to recieve the new concept or materials they are planning to introduce.
2. Presentation, in which teachers clearly identify and present the new concept.
3. Association, in which the new concept is compared and contrasted with ideas that students already know.
4. Generalization, in which a principle is formed that combines the new and previous learning.
5. Application, in which appropriate examinations and exercises assess whether students have mastered and learned the new principle.
(P 97-98)
(Shaquan Jenkins-German)

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On page 87 of our textbook, it states that Comenius rejected child depravity doctrine that children were inherently bad and that teachers needed to use punishment to discipline them. Instead, Comenius wanted teachers to care for students and respect children's dignity. Comenius also wanted teachers to create a creative and pleasant classroom. (Savannah Swanson)

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On page 94 of our textbook, it states that Pestalozzi organized his methods into two categories which were called general and special. The general method sought to create a caring and emotionally healthy homelike school environment. The special method stressed direct sensory learning. (Savannah Swanson)

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On page 95 in our textbook, it states that Pestalozzi incorporated many strategies in his preservice teacher preparation program.  Some of the strategies include: starting with concrete objects before moving to abstract ones, begin with learners immediate environment before moving what is distant and remote, and begin with easy and simple exercises before moving to complex exercises. (Savannah Swanson)

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On page 89 of our textbook, it states that Comenius wanted teachers to respect universal human rights and children's dignity as persons. (Jennifer Thomas)

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Pestalozzi believed children should learn gradually, not be hurried, and should understand what they are studying before moving on to the next lesson. (page 96, Jennifer Thomas)

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Freire's philosophy emphasizes conscientizacao which means to be conscious and critically aware of the social, political, and economic conditions that affect's a person's life. (page 114-115, Jennifer Thomas)

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1.Piaget discovered that children contstruct their concepts about reality by actively exploring their environment.pg112
2.Piaget reconstructed the concept of the school to resemble the informal environment in which children learn on their own.pg113
3. Piaget's stage-learning theory of development has many important applications to education.pg113
(Sophia Ricks)

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On page 112 it states that about six thousand of the world's twenty thousand Montessori schools worldwide are in the United States. Most of the schools are private schools and will enrolled children from ages 2-6.
(Tika Brown)

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On page 90-91 it says that Rousseau purpose of education was to create learning environments in which children’s natural goodness can grow. For curriculum he focused on Nature; the environment.

(Tika Brown)

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On page 104 it says that in 1896 Dewey established his Laboratory School at the University of Chicago. He organized the curriculum into constructive, experimental, and creative activities to:
1) Develop children’s sensory and physical coordination
2) Provide opportunities for children to make and do things based on their interests
3) Stimulate children to formulate, examine, and test their ideas by acting on them.
(Tika Brown)

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Comenius preservice preparation principles focused on organizing lesson plans around student's everyday experiences, giving clear and direct instructions and when presenting materials, extend children's horizons by emphasizing that we live in an environment shared with plants, animals, and other people, and not to leave a specific skill/subject until a student thoroughly understands it.
Pages 99-89
Brianna Burrus

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In Rousseau's book "Emile" he rejected the principal that education should socialize the child. He also attacked the child-depravity doctrine and book dominated education and he argued that children's instincts/needs are naturally good and should be satisfied rather than repressed by authoritarian schools.

Page 92
Brianna Burrus

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Pestalozzi agreed with Rousseau's method however while Rousseau rejected schools, Pestalozzi believed that when properly organized, schools could become centers of effective learning. He reconstructed Rousseau's home school approach into simultaneous group instruction in schools.

Page 94
Brianna Burrus

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Addams was the founder of Hull House ( A settlement home - for immigrants, and students to learn), and was a pioneering leader in social work. (Pg 107) (Carrie Miles)

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Piaget's principles help guide teachers preservice prep and classroom practices:
1.Encourage children to explore
2.Individualize instruction so children can learn at their own level of readiness.
3. Design the classroom as a learning center stocked with materials that children can touch, manipulate and use.

(Page 113)
(Carrie Miles)

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Maria Montessori was an Italian educator that devised and internationally popular method of early childhood education. Montessori recognized that children's early experiences have an important formative and continuing influence on their later lives.
(Page 109)
(Carrie Miles)

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1. “The unfit-lazy, stupid, or weak individuals would slowly disappear. Competition would improve the human race and result in gradual but inevitable progress.” Pg. 101

2. “Spencer was highly critical or traditional schools because they resisted change and continued to transmit an obsolete curriculum of Latin and Greek language, literature, and history.”  Pg. 102

3. “Spencer ranked activities according to the degree that they promoted health, positive social relationships, and economic productivity.” Pg. 103

(Rayven Myrick)

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On page 108 it states that Maria Montessori was awarded doctor of medicine degree by the University of Rome in 1896.

(Katherine Gascoigne)

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On page 108 it talks about how Jane believed in socialized education. She thought that schools should have a more community-based setting.

(Katherine Gascoigne)

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On page 105 it states that Dewey believed the most effective way to solve problems was by using the scientific method.

(Katherine Gascoigne)

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Frobel believed kindergarten teachers personality was most important in the classroom because they need to create a safe environment for children to explore new ideas.
Page 100-101
(Breena Grater)

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"Spencer identified five types of activities to be used in construction the curriculum: (1) self-preservation activities needed to perform all other activities, (2) occupational or professional activities that enable a person to earn a living, (3) child-rearing activities, (4) social and political participation activities, and (50 leisure and recreation activities."
Page 103
(Breena Grater)

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"Teachers, like social worker, hd many faceted responsibilities for their students social wellbeing. The curriculum should be reconstituted to provide broadened experiences that explored children's immediate environment and highlighted connections with aa technological society."
Page 108
(Breena Grater)

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On page 93, it was stated that Pestalozzi was concerned about the potential negative economic impact brought on by more children working in factories and mines. He sought to develop schools that would nurture children's holistic development. He emphasized that children be taught by caring teachers in a safe environment. (Hailey Hedgepeth)

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Pestalozzi was a realist, much like Aristotle, who believed that children's minds form and develop new concepts through the interactions of new data with their senses. Pestalozzi developed a method of direct sensory learning which bases instruction around children's direct experiences with their environment through studying things they have daily experience with (e.g., rocks, animals, plants, etc.) This object centered learning approach would later influence Maria Montessori.

Page 94
(Hailey Hedgepeth)

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Kindergarten has not always been a part of the American school system. On page 101 it is stated that German immigrants brought the kindergarten movement to the United States. Elizabeth Peabody founded the English-language kindergarten and fought to make it a part of the American school system.
(Hailey Hedgepeth)

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On page 89 Comenius's emphasis on children's readiness, using concrete objects, and proceeding gradually in instructions became an integral part of preservice teacher education programs.
JaQuez Dickens

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Page 116 Freire attacks instructions, presented as transmitting information that creates false, rather than critical, consciousness in the student's mind.
JaQuez Dickens

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Page 99 Frobel uses kindergarten activities as a standard part of childhood education, stimulating children's imagination and introducing them to their culture's folk heroes and heroine's values through songs and stories.
JaQuez Dickens

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Pestalozzi sought to develop schools that, like loving families, and would nurture children’s holistic development.

Pestalozzi believed that schools, if properly organized, could become centers of effective learning. He reconstituted Rousseau’s homeschool approach into simultaneous group instruction in schools.

His ideas remain viable as globalization impacts families and children, especially in economically developing countries.

Pages 90-94
Ekiaela (E-Kay) Harris-Bowens