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Educational Theorists
Who were they?
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John Bowlby – 1907-1990
“Bowlby’s evolutionary theory of attachment suggests that children come into the world biologically pre-programmed to form attachments with others, because this will help them to survive.”
(Bowlby’s Attachment Theory, Dr Saul McLeod, updated 2017).
Friedrich Froebel – 1782-1852
“A Froebelian approach is not a method. There is no formula or recipe to follow or set of equipment to purchase or prescribed curriculum to adhere to. Nor is it a series of ideas and activities which practitioners can dip into and out of. Rather it is a whole way of thinking about children and childhood, based on a set of values and principles.”
(Realising the Ambition, Education Scotland, Tovey, 2013, p. 103)
Loris Malaguzzi (Reggio Emilia) – 1920-1994
“Our task is help children communicate with the world using all of their
potential, strengths and languages, and to overcome any obstacle
presented by our culture.”
Loris Malaguzzi
“The Reggio Emelia Approach offers a philosophy, which is centred on the
image of the child. Carla Rinaldi writes that right from the moment of birth,
the child should be viewed as competent, a fully participating citizen who
possesses rights. The child has rights rather than needs and the role of the
practitioners is to ensure that these rights flourish. Children from birth are
viewed as strong, powerful and rich in potential and resources. The Reggio
Approach is a way of being, living and learning rather than a rigid curriculum
to be adhered to or delivered.”
(Realising the Ambition, Education Scotland, 2020, p. 106)
Maria Montessori – 1870-1952
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