EDUC 635: Philosophies and Theories in Early Childhood Education
Assessment 2 – Comparative Analysis Essay

Assessment Overview

Write a 1,200–1,500-word analytical essay that critically examines major philosophical and theoretical approaches to early childhood education. The task requires comparison of Froebel, Montessori, Piaget, Vygotsky, and the Reggio Emilia approach, with specific attention to how each framework shapes curriculum decisions, educator roles, learning environments, and views of the child.

Course Context

Early childhood educators routinely draw upon theoretical frameworks when designing learning environments, selecting instructional strategies, and interpreting children’s behavior. A strong grasp of foundational theories supports intentional teaching and aligns professional practice with NAEYC standards and developmentally appropriate practice (DAP).

Assessment Task

Prepare a structured academic essay that addresses the following:

1. Theoretical Foundations
   • Explain the central ideas of Froebel, Montessori, Piaget, Vygotsky, and Reggio Emilia.
   • Identify how each theorist conceptualizes learning, development, and the role of the educator.
2. Comparative Analysis
   • Compare at least three similarities and three differences across the approaches.
   • Discuss how cultural, social, and historical contexts shaped each theory.
3. Application to Contemporary Practice
   • Apply two theories to a real or hypothetical early childhood classroom scenario.
   • Explain how curriculum design, learning centers, assessment practices, and teacher–child interactions would differ.
4. Professional Reflection
   • Articulate your emerging philosophy of early childhood education.
   • Justify which theoretical perspectives most strongly inform your practice and why.

Formatting and Submission Requirements

• Length: 1,200–1,500 words (excluding references)
• Format: APA 7th edition
• Sources: Minimum of 5 scholarly sources, at least 3 published from 2018 onward
• Voice: Formal academic tone with clear, precise language
• Submission: LMS upload as a Word document

Assessment Criteria

• Depth and accuracy of theoretical understanding
• Quality of comparative analysis
• Strength of application to practice
• Use of scholarly evidence
• Clarity of academic writing and APA accuracy

A strong submission demonstrates nuanced understanding of how sociocultural theory informs collaborative learning design and explains why constructivist environments require intentional scaffolding rather than passive facilitation. Effective essays connect theory to realistic classroom decisions and articulate a defensible professional stance grounded in evidence.

References

• National Association for the Education of Young Children (NAEYC) (2020)
  Developmentally Appropriate Practice Position Statement.
  Available at: https://www.naeyc.org/resources/position-statements/dap
  (Authoritative professional standard used globally in ECEC)

• Edwards, C., Gandini, L. and Forman, G. (2018)
  The Hundred Languages of Children: The Reggio Emilia Experience in Transformation. 3rd edn. Santa Barbara: Praeger.
  Available via Google Books: https://books.google.com/books?id=QzZtDwAAQBAJ

• Fleer, M. (2021)
  ‘Vygotskian perspectives on early childhood education’,
  International Journal of Early Years Education, 29(1), pp. 4–17.
  https://doi.org/10.1080/09669760.2021.1874553

• Lillard, A.S. (2019)
  ‘Shunned and admired: Montessori, self-determination, and a case for radical school reform’,
  Educational Psychology Review, 31, pp. 939–965.
  https://doi.org/10.1007/s10648-019-09483-3

• OECD (2020)
  Early Learning and Child Well-being: A Study of Five-year-olds in England, Estonia, and the United States.
  Paris: OECD Publishing.
  https://www.oecd.org/education/school/early-learning-and-child-well-being.htm