Abraham Maslow, Jean Piaget, and Erik Erikson: Theories Behind NYC’s Pre-K Revolution

The Universal Pre-Kindergarten (UPK) initiative in New York City is a monumental step in advancing early childhood education. It was launched in 1997 by legislation as a 5-year program provided by Governor George Pataki and was a transformative movement rooted in decades of developmental psychology. 

The core goal was to make high-quality pre-kindergarten education accessible to every four-year-old in the city and provide a strong educational foundation before they enter kindergarten. When the program was first launched, it enrolled around 20,000 students. Fast forward to today, and the initiative has grown to nearly 68,000 students, showing an impressive increase in access and participation.

Diane F. Grannum, in her book, “Creating The Universe: Universal Pre-Kindergarten in The New York City Public School System (1995- 2007),” explains this historical development and implementation of Universal Pre-K (UPK) in New York City, along with educational theories that shaped its curriculum and structure.  

She also explains the work of Jean Piaget, Erik Erikson, and Abraham Maslow to support academic readiness and social, emotional, and psychological development.

Let’s look at their educational reforms for the future generation of America. 

Maslow’s Hierarchy of Needs: Building a Foundation for Learning

Abraham Maslow’s theory suggests that children must have their basic needs met before they can thrive academically. His hierarchy is structured as a pyramid and begins with physiological necessities like food, water, and sleep, followed by safety, love and belonging, esteem, and ultimately self-actualization.

In the context of NYC’s UPK, this theory emphasized creating nurturing environments where young learners felt safe, supported, and valued. Schools integrated nutritious meal programs, structured routines, and social-emotional learning to ensure that children could focus on their education without the burden of unmet basic needs. Teachers also fostered confidence and curiosity by celebrating small achievements, encouraging independence, and promoting a sense of belonging in the classroom.

Jean Piaget’s Stages of Cognitive Development: Learning Through Exploration

Jean Piaget revolutionized early childhood education by identifying distinct stages of cognitive development, fundamentally shaping how educators approach teaching young children. His groundbreaking theory explains how children’s thinking evolves from simple sensory experiences in infancy to complex abstract reasoning as they grow. This framework has significantly influenced the design and structure of pre-kindergarten curricula in New York City, ensuring that lessons align with children’s natural cognitive progressions.

For four-year-olds in the Universal Pre-K (UPK) program, the preoperational stage (ages 2-7) plays a crucial role in their learning journey. During this stage, children begin to use symbols, language, and imagination to understand the world around them. Their cognitive abilities expand as they engage in pretend play, storytelling, and problem-solving activities. To foster this growth, NYC’s pre-K programs emphasize play-based learning, interactive storytelling, and hands-on experiences that encourage exploration and curiosity.

Recognizing that young learners think in a concrete, egocentric manner, educators carefully design lessons that connect directly to their daily lives. Teachers use familiar objects, role-playing exercises, and visually engaging materials to make abstract concepts more relatable and understandable. By providing a stimulating environment where children can actively participate in their learning, NYC’s UPK program nurtures cognitive development, critical thinking, and social skills, laying a strong foundation for their future academic success.

Erik Erikson’s Psychosocial Development: Nurturing Confidence and Independence

Erik Erikson’s eight-stage theory of psychosocial development highlights the emotional and social milestones that shape a person’s sense of self. In early childhood, two stages are particularly relevant:

• Autonomy vs. Shame and Doubt (ages 1-3) – Children develop independence through small choices.
• Initiative vs. Guilt (ages 3-6) – Children begin to assert themselves, explore, and take initiative.

Erikson’s theory encouraged autonomy by allowing children to make simple choices, such as selecting activities or completing small tasks independently. Classrooms were structured to foster initiative, with teachers guiding rather than directing play, allowing children to take the lead in learning. 

Recognizing the importance of emotional well-being, NYC pre-K educators also integrated social-emotional curricula, helping children express feelings, resolve conflicts, and build resilience, which are critical skills for future success.

Bringing the Theories to Life in NYC’s Pre-K Classrooms

Maslow, Piaget, and Erikson’s theories in NYC’s pre-K revolution reshaped early education. They addressed basic needs, cognitive development, and social-emotional growth, allowing the UPK program to provide a holistic foundation for lifelong learning. It wasn’t just about preparing children for kindergarten but ensuring they had the confidence, curiosity, and emotional security to navigate the world beyond the classroom.

To understand Pre-K education more extensively, “Creating The Universe” by Diane F. Grannum is the perfect book.Read it now on Amazon.