Final Version May 5 07

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In sharp contrast to this kind of experience, I had other practicum experiences
where the potential for learning was realized daily. I was able to see the results of
empowering relationships between child and teacher. I was challenged by the
environmental focus of these programs and developed a repertoire of opportunities for
active learning. The terms active learning, experiential learning, and hands-on learning
which are often used interchangeably, stem from the work of Piaget. Piaget stressed the
need for concrete operations in early childhood with the child manipulating materials in
the environment (Bredekamp et al., 1992).
Through these experiences, I could see the correlation between the theories of
cognitive development and the learning environment. Children need materials in their
environment that encourage hands-on manipulation. Although the work of Piaget became
my theoretical compass, the terminology was still unfamiliar and the writings
intimidating. I did absorb the concept that children’s cognitive development passes
through a set of stages, but the importance of the theories of Piaget in relation to how
children arrive at what they know was left unconstructed. The teacher’s role in my mind
did not go beyond the environment. I did not realize that although Piaget’s work was
focused on children, his theories had application to my own learning and the learning of
other early childhood educators.
After successful completion of each course and field practicum, while my
determination to become an early childhood teacher educator grew, my ability to put
theory to practice continued to be limited. What was missing for me was the knowledge
of how children learn. Without an epistemological framework, I was lost in the labyrinth,