DrDnotes Homepage of R.R. Danielson

Ch 1 - Early Theories: Preformationism, Locke, and Rousseau

• Preformationism
• Locke's Environmentalism
  • Biographical Introduction
  • Locke's View of Development
  • Locke's Educational Philosophy
    • Self-Control
    • The Best Rewards and Punishments
    • Courage
    • Rules
    • Children's Special Characteristics
    • Academic Instruction
  • Evaluation
• Rousseau's Romantic Naturalism
  • Biographical Introduction
  • Rousseau's Theory of Development
    • Stage 1: Infancy (birth to about 2 years)
    • Stage 2: Childhood (about 2 to 12 years)
    • Stage 3: Late Childhood (about 12 to 15 years)
    • Stage 4: Adolescence
  • Rousseau's Educational Method
    • Emile's Education
    • Comparison With the Usual Practices
  • Evaluation

• predominant view of children as "miniature adults" ... back as far as the middle ages (Aries, 1960)
  • therefore, early employment of children (from age of 6-7 years) ... apprenticeship notion
  • even pre-natal view included notion of fetus as being fully formed (homunculus)
• preformationistic ideas still exist:
  • e.g. expecting mature thought patterns and behavior patterns from young children
• 18th century - decline of notion that human embryo is fully formed
• 16th century - rise of the middle class
  • academic instruction
  • rising importance of schooling until about 12 years

• 16th-18th century schools: too much continuing emphasis on adult expectations for young children's school performance
• continuing resistance from established power groups
• Locke (1632-1704):
  • influence of social environment on how people develop
  • personally influenced by notion of democracy
  • studied at Westminster School and Oxford University (medicine)
  • wrote Some Thoughts Concerning Education in 1693; Essay Concerning Human Understanding in 1690

• argued against existence of innate ideas (formed before birth)
  • mind as a tabula rasa
  • experience of major importance in education
• environment a major factor in human development
  • associations: ideas regularly paired together
  • repetition: creates habits of behavior
  • imitation: modelling our behaviors on that of others
  • rewards and punishments: pursue things that give rewards, avoid things that give punishments

• notion that if a child is healthy, he/she will have strength to control desires
  • ... therefore outside play is good
• parental discipline = establishment of good habits

• should only reward good behavior ... not indulgent behavior
• physical punishment is bad
  • e.g. pain associated with both the bad behavior and other factors
  • e.g. punishment works too well ... breaks the spirit
• any reward that encourages indulgence (e.g. money, sweets) should not be used
• best strategies:
  • praise and flattery
  • disapproval
  • link with other consequences

• valued characteristic, but difficult to create
• use the tactic of "gentle degrees" (pg. 8) in order to eliminate fear in children
• same strategy can be used to develop pain tolerance

• abstract rules are difficult for children to remember
• solution:
  • use good models to create the desired behavior
  • practice the behavior as opposed to learning the rule

• now a slight deviation from the "blank slate" approach
• age-related temperaments ... therefore need to accommodate to their unique characteristics

• Locke's ideas are in modern learning theories
• both Locke and modern educators struggle with the integration of rewards and curiosity
• general agreement that learning involves socialization

• dates: 1712-1778
  • childhood spend reading (no outside play)
  • original intention to develop a new system of notation for music ... unsuccessful
  • fathered 5 children - all given up to state homes
  • belief that development of children is according to Nature
• socialization cannot be trusted, because society is corrupt ... need to listen to Nature
• important books:
  • The Social Contract, 1762
  • Emile, 1762

• concept that childhood is a special time - totally unlike adulthood
• key point: involvement of Nature

• simple experience of pleasure and pain ... no meaning
• concentration on sensual experience (touch, taste, etc.)
• initial language development ... but using a special pre-adult grammar

• gradual development of independence
• intuition - key to later development of reason

• link between childhood and adolescence
• development of physical strength
• cannot think theoretically
• beginning of social phase, book learning

• puberty ... emotional turbulence ..need for others
• great degree of cognitive development
• ability to think theoretically

• notion that children's development parallels the development of societies:
  • infants = primitives
  • childhood/late childhood = savages
  • adolescence = bonafide society
• key point: not necessary to conform to society ... can achieve "true" learning and development by leaving things up to Nature

• imaginary pupil ... hypothetical account of how he would teach him
• infant stage:
  • safe environment
  • no toys/implements until Emile was ready for them
  • no special instruction on walking or talking
• childhood stage:
  • no controls placed on Emile's urges to run, jump and play
  • game orientation, but only oriented to Emile's age
  • integration of games and educational objectives
  • focus on letting Emile find out things by himself
• late childhood stage:
  • integration of mathematical principles into daily activities
• adolescence stage:
• books

• key point: Emile is the judge of everything ... all learning is focused around his thoughts
• no hurry to develop adult abilities
• learning as an enjoyable activity - not work
• everything within the learner's grasp ... no big scary steps
• no requirement for Emile to make an informed decision until he is ready to do so

• contributions to developmental theory:
  • schedule for development is inside the person - not according to the "system"
    • contemporary phrase - "biological maturation" (pg. 18)
  • notion of stages of development ... incremental improvements
  • educational philosophy is centered around the child - not the educational system
• current criticisms of Rousseau's position:
• maybe young children are not as social as Rousseau thought (e.g. biological roots of infant attachment to parent)
• maybe young children can think socially and make moral decisions on their own