Peng Ying-il: History of Early Childhood Education Thought

*History of Early Childhood Education Thought* begins with the research methodology of early childhood education thought. By dividing the evolution of early childhood education thought into ancient, medieval, early modern, modern, and contemporary periods, it introduces the major trends and focuses on thinkers who represent the thought of early childhood education during those times. In particular, the flow can be understood by organizing early childhood education thought from ancient times—which serves as the source of thought influencing modern early childhood education—to medieval and modern times. Furthermore, the book attempts to re-establish major early childhood education philosophies that have significantly influenced practice in the field from several perspectives. This consideration stems from the fact that, as Evelyn Weber points out in *Ideas Influencing Early Childhood Education* (1984), the philosophical and psychological foundations of early childhood education have not been interconnected since the 1970s, and early childhood education theory has been heavily influenced by psychological developmental theories; consequently, the scholars frequently introduced in these two fields also differ. In other words, the thinkers of early childhood education introduced in the fields of philosophy or thought differ from the theorists introduced in the general field of early childhood education. Taking this into account, this book comprehensively covers the early childhood education philosophies of Plato, Aristotle, Quintilian, Augustine, Comenius, Locke, Rousseau, Pestalozzi, Fröbel, and Ellen Key, who are frequently introduced in the philosophical tradition of education, as well as those of Montessori, Peabody, Skinner, Piaget, Bruner, and Vygotsky, who are frequently introduced in the field of psychology.

Korean title: 유아교육사상사

Korean author: 팽영일

Korean publisher: 교육과학사

ISBN-13: 9788925410968