Topic 6 Week 7 85013

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Topic 6 Week 7 85013

• From Froebel to Reggio
• Early Childhood Movement

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Objectives Topic 6

• Link early childhood philosophies with those of
  other sectors of education
• Connect ideas with their historical context and
  current application
• Explore the ideas of educators whose work has had
  significant impact on contemporary early
  childhood education

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Early Childhood Education for children birth - 8
years

• Educare of children birth to 8 years in long day
  care before/after school care
• Education of children aged 3-5 years in
  preschools and kindergartens
• Education of children aged 5-8 in early
  years/junior primary school settings
• Note kindergarten is pre-1 school grade in
  most states of Australia USA

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Sources of Ideas about Early Childhood Education

• Educational philosophers concerned about quality
  primary school education, particularly in the
  early years
• Educators with a specific interest in quality
  education of very young children, particularly
  pre-primary children

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In the Beginning ..

• The child was seen an innately evil
• Church - moral role of education
• Cultural transmission
• The family educated young children

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Significant Historical Figuresprior to 18th
century

• Plato - role of the state in education of young
  children
• Comenius - sequences of learning, learning
  actively through senses
• Locke - moral training Child as blank slate

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Pre-18th Century Ideas Shared With Other Sectors

• Education as community responsibility
• Role of education in contributing to society and
  reforming society
• Moving away from narrow cultural transmission
  philosophies
• Active learning , sequenced experience

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Educators Philosophers of 18th and 19th Century

• Rousseau - image of natural child
• Pestalozzi -active sensory learning
• Owen -infant school
• Wollstonecraft -educational equality
• Dame schools

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Pestalozzi

• Switzerland, late 18th-early 19th century
• Influenced by Rousseau
• Excursions in local natural environment,
  gardening and natural object lessons
• Supporting childrens natural goodness and
  emotional security
• Learning through sensory experience guided by
  teacher
• Simultaneous group instruction

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Owen

• Scotland USA, 19th century
• Social reform in industrial areas through
  education and social equality
• Free Infants Schools for 2 - 6 year olds
• Broad curriculum including music
• Learning through child interests
• Kindly guidance not reward/punishment

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Wollstonecraft

• Equal educational opportunities for girls to
  reduce dependency servitude
• Coeducational schools for children 5-9 years,
  provided free for all groups
• Teacher-student conversation as a major learning
  avenue
• Education to improve society

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The Romantics

• Child as part of the natural world
• Education should support natural unfolding
• Outdoor natural learning environment
• Contemporary examples in Forest
  preschools(Denmark), Steiner schools (Germany)

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Froebel Father of Kindergarten

• Germany, early 19th century
• Child considered experiences
• Gifts ( materials e.g. soft ball)
• Occupations( activities e.g. weaving)
• Outdoor education (kinder - garten)
• Child sized furniture

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Example of Froebel Ideas

• Set of wooden cubes, cylinders and triangles for
  children to build pattern
• Knitted ball for movement games
• Mother play songs and finger plays
• Clay modeling , weaving, paper folding
• Gardening and care of animals
• Teacher as observer and guide

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McMillans - Nursery Schools

• 1911 UK educational programs for children ( 2
  year olds ) - concerns about neglect of young
  childrens health
• Health promotion, including attention to daily
  routines and interesting activities .
• Training of staff and parent education
• Influence in Australia early 20th century

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The Progressivists

• Dewey , early 20th century USA
• Less rigid than Froebelian kindergartens
• Influenced by child psychology
• Experience-based curriculum based on integrated
  learning activities - rejected any rote learning
  as inappropriate
• Collaborative learning community

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Ideas Shared with Other Educators

• Active discovery learning with carefully selected
  materials
• Sequential presentation of increasingly
  challenging concepts
• Progressivism led to a significant narrowing of
  the gap between early and primary education

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Comparison of Two Ideas

• ROMANTICIST
• Child should be allowed to unfold
• Free play
• Support for childs emotional security
• Teacher as observer and supporter

• PROGRESSIVIST
• Child should be offered cognitively stimulating
  materials
• Use of guided play
• Teacher as facilitator

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Montessori - Empirical Approach

• 1907 Casa dei Bambini ( Italy)for slum children
  with developmental delays
• First woman doctor - difference between mental
  illness and cognitive impairment
• Self corrective learning materials
• Sensory experience and intellectual development

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Examples of Montessori Ideas

• Geometric shapes and maps as inset or form boards
  with knobs
• Nesting box and graduated block stair
  sequences
• Lacing board to practice dressing
• Daily care sequences e.g. drink pouring
• Children select materials and pack up

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Scientific Emphasis

• 1920 to 1950s, USA
• Child study as a means of assessing development
  (Gesell, Ilg, Ames)
• Influence of scientific research on child care,
  parent education, education
• Influence of stage theories and the concept of
  readiness

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Emotional Development Emphasis

• 1940s to 1960s,USA,UK, Australia
• Based on theories of Freud, Erikson,
• Work of Susan Isaacs on young childrens social
  emotional security
• Support for Romanticist approaches to early
  education
• E.g. traditional 1960s playcentres

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Cognitive Development Emphasis

• 1960 and 1970s, USA and Australia
• Based on work of Piaget
• Childrens active discovery learning
• Careful planning of resources, learning
  environment, experiences
• Preschool education on national agendas

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Comparison of Two Ideas

• CULTURAL TRANSMISSION
• E.g. Headstart (compensatory)
• Didactic teaching
• Set sequences
• Learning as guide to progress

• COGNITIVE INTERACTIONIST
• E.g. High Scope
• Discovery learning
• Resource-rich teaching areas
• Development as guide to progress

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Developmentally Appropriate Practice

• Bredekamp in USA (1980s and 1990s)
• Reaction to pressure from formal instruction
  approaches, top-down pressure from primary
  schools
• Attempt to retain child-centred practices
• Play based integrated curriculum related to
  childrens development

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Other Educational Ideas in Early Childhood

• Cultural Transmission ideals in Asian early
  childhood education
• Relevant programs for child care of babies and
  toddlers

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The Post-Modernists

• 199s and onwards
• Infuence of work of Vygotsky, Gardner,
  Bronfenbrenner
• Move away from stage concepts and readiness
  ideas as limiting education
• Socio-cultural contexts of education and childs
  individual approach disposition

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Ideas Shared with other Educators

• Move away from narrow teacher centred instruction
  
• Consideration of broader socio-cultural
  influences and learning styles
• Learner focussed approaches
• Increased integration of curriculum

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Key Ideas in Early Education

• Child responsive education
• Whole child as focus
• Integrated learning
• Observation based assessment
• Learning environment including teaching materials
  and outdoor areas
• Partnership with family/community

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Additional References

• Billman,J., Sherman,J. (1996) Observation and
  participation in EC settings
• Roopnarine,J., Johnson,J. (2000)
  Approaches to ECE
• Weber,E. 1984) Ideas influencing ECE