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Turtogtokh Batkhuyag, Batkhuyag Seded
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DOI:10.17265/2161-623X/2025.05.001
Mongolian National University of Education, Ulaanbaatar, Mongolia
Early childhood education (ECE) plays a fundamental role in shaping young children’s cognitive, social, and emotional development. This study explores the theoretical foundations of ECE by analyzing classical and modern philosophical perspectives and their impact on early childhood curriculum development, particularly in Mongolia. The research examines the key intellectual contributions of thinkers such as Plato, Rousseau, Pestalozzi, and Comenius, comparing them with contemporary theories from Piaget, Vygotsky, Erikson, and Bruner. Through this comparative analysis, the study identifies enduring principles that continue to influence modern ECE programs, including child-centered learning, holistic development, and the roles of educators and caregivers. Furthermore, the study evaluates how these foundational philosophies shape Mongolia’s childhood education curriculum, aligning traditional educational values with global pedagogical trends. The findings highlight the significance of integrating classical and modern theories to create a comprehensive and culturally relevant ECE framework. By synthesizing historical insights with contemporary practices, this study contributes to the ongoing discourse on optimizing early childhood education policies and curricula for children’s holistic development in a rapidly evolving educational landscape.
early childhood education, educational philosophy, curriculum development, child-centered learning, Mongolia
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