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11 September 2020
Early Childhood Theorists and Pioneers
Major shifts have occurred in contemporary theoretical frameworks that contribute to children’s learning. Traditions in early childhood education have changed over time. Many traditions emerge and then completely disappear. Others reemerge over and over again in related forms, now and then with new embellishments that make it seem that they are actually new. Many times traditions swing back and forth like a pendulum. These have influenced early childhood education programs. The first early childhood education programs, such as those by Froebel and Owen, were influenced by theories of development. Developmental theories have been a resource for understanding early childhood education and child development. The fields of early childhood education and child development have had a long and close relationship, beginning more than a century ago. It was the creation of the child study movement with the work of G. Stanley Hall, starting in the 1890s, that established the close association of early childhood education and child development. This association led to the ascendance of developmental theories over educational theories in the minds of many early childhood educators. The movement towards establishing the field of child development as a scientific discipline paralleled the development of the progressive education movement, with its focus on scientific pedagogy as well as on the child's reconstruction of knowledge. In early childhood education, the two movements were fused as the Froebelian kindergarten was reconstructed along progressive lines. In the process, the kindergarten came to be embedded in particular developmental theories rather than in theories of knowledge. This conception to development has heavily influenced modern views of early childhood education. Researchers, scholars, policy makers, and educators need to understand the current sources based on theoretical frameworks that contribute to children’s learning. The contents of the volume need to reflect the major shifts in the views of early childhood researchers and educators in relation to early childhood education.
The Special Issue is intended to pose important questions for researchers, scholars, policy makers and practitioners based on the findings of academic research. The Issue aims to include:
1. all aspects of early childhood education developmental theories and pioneers that have had an impact on child development, early education. teacher education programs and many others.
2. a critical analysis and review of the literature and research studies that are rigorous and well-designed regardless of methodology (e.g. qualitative, quantitative, mixed methods, case studies) that have an impact on professional development and/or educational policy.
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Timeline for papers
It is proposed to complete the Issue by mid October 2020. Towards this goal the following will apply: Contributors are encouraged to submit their manuscripts for peer review no later than September 11th. Each paper will be no longer than 6000 words in length to include references, tables, diagrams and other pictorial material. Also include any necessary permissions. When submitting the paper, there is an information sheet that needs to be completed. Under the subheading called special issue, please enter the name of the special issue (Early Childhood Education Theorists and Pioneers). Also, to be doubly sure please put in brackets after the paper title ' for Special issue on “Early Childhood Education Theorists and Pioneers.” All enquiries should be sent by email to the guest editors: Roy Evans and Olivia Saracho.
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