Approaches and Theories of Pedagogy in Kindergarten Education Dr. Radhika Kapur Abstract

Child Development Theories
Child development (CD) is a process that goes on continuously from birth to adulthood. In the beginning of the 20^th century, there was emergence of awareness and concentration in this area with main emphasis laid upon abnormal behavior. With the course of time, this awareness and interest began to expand and develop in other areas which included child development and what have been the main influences upon child development. Some of the major theories in this area are termed as grand theories; they center on each and every feature and characteristic of development through utilizing the stage approach. Other theories are termed as mini theories and they focus on the limited part of development such as cognitive and social growth. There have been formulations of certain other theories which are stated as follows: (Cherry, 2012).
Psychoanalytic Child Development Theories
Sigmund Freud – These theories mainly concentrated upon the significance of operations and occurrences that take place during childhood; but the main area which has been analyzed is on mental disorder rather than normal functioning. In accordance with Freud, child developmental stages are termed as the series of ‘psychosexual stages’. These stages have been classified as oral, phallic, latency and genital. It is also mandatory for the child to complete the stage, the reason being that incompletion of the stage would lead to obsession and that may or may not cause an unconstructive influence upon the personality and behavioral traits of the child (Cherry, 2012).
Erik Erikson – Erik’s theory encompassed human growth throughout the entire lifetime of the human being. He was of the viewpoint that growing means overcoming the conflicting and disputed situations. For example, during the adolescent stage, the conflicting situation is concerned with the creation of personal individuality. The operation is based upon the achievement of successes or failures in dealing with the conflicting situations. Failing to create individuality leads to perplexity in ones character as the child reaches the adolescent stage (Cherry, 2012).
Cognitive Child Development Theories – Theorist Jean Piaget was of the viewpoint that children possess a different way of thinking as compared to adults and he formulated a theory of cognitive development. He was the first theorist who understood that during the childhood stage a person can obtain the real meaning of the world and life. In the nursery school whatever the child learns, understands or obtains tends to last his/her lifetime (Cherry, 2012).
Behavioral Child Development Theories – Behavioral theories are based upon the fact that how the behavior of the child gets persuaded through his interaction with the internal and the external environmental conditions. These theories are based upon the theoretical work of John B. Watson, Ivan Pavlov and B.F. Skinner. These theories are only based upon the behavioral traits which are observed. Development and enhancement are regarded to be responses to rewards, appreciation, stimulus, reinforcement and even chastisements. This theory is different from the other theories because experiences and internal thoughts and feelings are not taken into account (Cherry, 2012).
Liberal Education – Liberal educator such as Van Doren asserts that liberal education is required for all individuals in a democratic society. Van Doren is of the viewpoint that society requires all the citizens to develop intellectually, morally, spiritually, and aesthetically. Gilbert Highet is of the similar viewpoint; he states that liberal curriculum comprises of areas such as classics, religion, politics, art, history, sociology, sciences, reading, writing and manual arts. In accordance to Highet, everyone should have an equal right to education and there should not be any discrimination between rich and poor (Elias & Merriam, 1995).
Progressive Education – The theory of progressive education was devised to liberate the aptitudes and gifts of the child. Herbert Spencer contributed in the stimulus of progressive education; he enlarged view of education with emphasis laid on science which would lead to the innovation of cultural precision and maturity. In the application of Darwin’s thought, the child is the developing and evolving organism and its realistic, functional bent was influenced by the thought of Spencer. The premier model of the progressive movement was education for democracy; defined by Dewey people get involved in combined activities to resolve their problems. Potential was discharged for the development of society and culture (Elias & Merriam, 1995).
Humanistic Education – Humanistic values inspire the thought of thinkers such as Comenius, Rousseau, and Pestalozzi. Comenius recommended the system of education that would augment social, emotional, spiritual and intellectual development. Rousseau was of the viewpoint that education should strive to conserve the genuineness of the individual. The benevolent teacher should provide space for the student to become autonomous. Pestalozzi highlighted the total development of the learner and the requirement for education is considered natural. There should be warmth in student-teacher relationship and learning should be carried out in an amorous environment (Elias & Merriam, 1995).
Analytic Philosophy of Education – This approach to education is the most existing one. Its basis lies in the factions such as logical positivism, scientific positivism and British analytic philosophy. This approach to philosophy highlights the requirements for clarifying concepts, arguments, and policy statements utilized in adult education. Israel Scheffler, R.S. Peters, and Thomas Green are the known philosophers of education in this theory. Lawson and Patterson are two British philosophers of adult education who have initiated this approach to the philosophy of adult education. This philosophic approach finds its realistic purpose not in any particular educational practice or program, but reasonably in its endeavor to establish a sound philosophic basis for the field of adult education (Elias & Merriam, 1995).