Early Childhood Education in this brief historical review, it was said at the start with the emergence of Behaviorist Theory or Theory of behavior, this classical approach inspired by conditioning models, or role conditioned which ultimately can shape the behavior of children. This theory assumes
as has been done by Pavlov through experiments on dogs which later gave birth to the term stimulus and response. Pavlov in the test try, role bell and food to see the response in dogs. When the bell was rung after the food was removed, it is done repeatedly. Finally, the dog can understand the next time that when the bell was rung at the time the food has been available, it can be shown by saliva that comes out of the dog's tongue, called the bell and the food was conditioned stimulus, while the saliva called stimulus is conditioned. So that the stimulus and response become one of the inspirations how to implement education for man, one of the implementations are adults provide stimulus and the kids responded, repeating a priority in this study. More precisely the theory is developed with the implementation of the award (reward) and punishment (punishment). Implementation in education is the habituation by providing rewards and punishments to shape student behavior. Leading figures of the flow behavior was John B. Watson (1878-1985), Edward Thorndike (1874-1949), BF Skinner (1904-1990) (Brewer, 2007: 6). As noted Pamela, et al (2000: 6): "Behavioral approach assumes that the concepts are not derived from within the child and did not develop spontaneously. These concepts must be inculcated in children and is absorbed by the child. Classes are embracing the concept of this behavior using teacher-centered instruction, based on the explicit teaching of the "fill" the kids all the time ... teachers will give specific information patronizing manner ...".
After the theory then evolved and emerged Behavior Theory constructivism which was pioneered by Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934), constructivism believe that children can develop themselves due process of interaction with the environment, children not valued as human beings who receive the knowledge and passive in responding to its environment (Brewer, 2007: 8). In this case, learning environment contextualized be important for early childhood learning. Learning occurs when children try to understand their environment. The interaction between environment and children do not understand the empty place in space. So that more children who appear as human beings capable of forming his own knowledge. Adult roles (educators) was present as a facilitator who can serve and complement their needs, which in its development of educational actions be replicated with a curriculum centered on the child (Child Centered Curriculum). If the behavior theory considers the child as a blank and passive but in effect opposite of constructivism, if behaviorism using behavioral approaches, constructivist approach to development. So then constructivism is increasingly believed to be so approach for early childhood learning, and shift the understanding that had been thrown among the growing behaviorist as the implementation and rapid advancement of science. Seeing that constructivism as a forerunner to the emergence of the DAP, then the learning perspective into the spirit of constructivism in learning principles using the DAP approach attributes the absence of bargaining and compromise, and conducted in a holistic manner or not partial. Developmentally produced by Jean Piaget; Ericson, Bruner, has contributed a great life for the Early Childhood of Education. Including the implementation of basic education (elementary education). This understanding has provided awareness for the world view of education that children grow quantitatively and qualitatively follow the steps and patterns that can be expected , although sometimes there is a difference in speed between the children with each other.
Stages of this development has given the true meaning of existence and will appreciate the importance of early childhood growth and development. the presence of children is not seen anymore as an passive learners, but learners and active builders of meaning. This later became philosophical for NAEYC to make a deal that practice learning must be applied in accordance with the development or known by the term Developmentally Appropriate Practices (DAP), with the understanding two important points that is age-appropriate and in accordance with the individual. Appropriate age, the environment here and according to the standard development tools (development phase), according to then-free environment provides the space and challenge the child to grow, so can helped development tasks. And in accordance with the individual with the understanding that every child has a different background with the uniqueness of each, both in culture and nature, according to individual schools here also have to see the children that they already have building knowledge gained from interaction processes in both family and social environment , teachers must be able to help building this knowledge so that there is a synergy of knowledge acquisition results of school environments, family and community.
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