Summary
HBEDETE Complete summary of each chapter - 1, 2, 5, 7, 8, 9, 15
- Institution
- University Of South Africa (Unisa)
Complete summary of each chapter for HBEDETE. includes chapters 1, 2, 5, 7, 8, 9, and 15
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Chapter 1 - History of Early Childhood Education- Early Childhood Education: group settings deliberately intended to affect
developmental changes in children from birth to 8 years of age (infants through the
primary years of elementary school)
- Building block years: years that the foundation for future learning is set
Introduction
1. European Roots
Into Modern Times
Johann Amos Comenius
– Wrote the first picture book for children – guide for teachers that include training of
the senses and the study of nature
– Fostered the belief that education should follow the natural order of things
– His ideas included the “school of the mother’s lap” – children’s development follows
a timetable of its own and their education should reflect that fact
– Advocated approaching learning based on the principles of nature
– Believed that children should be allowed to learn at their own pace
– Proposed teachers should work with children’s own inclinations
– To ensure successful learning, teachers must observe and work with this natural
order – the timetable
– This idea is recognised as the issue of school readiness
– He stressed learning by doing
– Encouraged parents to let their children play with other children of the same age
– The tree most significant contributions are:
1. books with illustrations
2. emphasis on education with the senses
3. social reform potential of education
John Locke
– Founder of modern educational philosophy
– Based his theory of education on the scientific method and the study of the mind and
learning
– He theorised the concept of tabula rasa – belief that the chid is born neutral, rather
tan evil, and is a clean slate on which the experiences of parents, society, education,
and the world are written
– Discussed the idea of individual differences gleaned from observing one child rather
than simply teaching a group
– Purpose of education: to make humans reasoning creatures
– Instruction should be pleasant, with playful activities, and drills
– Teachers need to work through the senses to help children reach understanding
– His contribution is felt most in our acceptance of individual differences, as providing
reasons as the basis for helping children to learn
, Jean-Jacques Rousseau
– Proposed that children were not inherently evil, but naturally good
– He reasoned that education should reflect this goodness and allow spontaneous
interests and activities of the children
– Had the idea that children learn from first-hand info and their views are different from
those of adults
– A child’s mind develops in distinct phases and teachers should adjust their
instruction accordingly
– Suggested that school atmospheres should be less restrained and more flexible to
meet the children’s needs
– Insisted on using concrete teaching materials
– Free play is based on his belief in children’s inherent goodness and ability to choose
what they need to learn
– Environments stressing autonomy and self-regulation stems from his philosophy
Johann Heinrich Pestalozzi
– Used nature study as part of the curriculum and believed that good education meant
the development of the senses
– Stressed the idea of the integrated curriculum developing the whole child
– Wanted education to be of the hand, the head, and the heart of the child
– Teachers were to guide self-activity through intuition, exercise, and the senses
– Proposed that practical skills be taught along with intellectual content
– Proposed teaching children in groups
– Initiated sensory education and blended both freedom and limits into working with
children
Robert Owen
– Established labour practises for the workers and schooling for their children
– Believed that people were naturally good but were corrupted by harsh environment
and poor treatment
– He stopped the employment of children younger than 10
– Sent younger children to nursery and infant schools he built
– His infant school provided a secure setting for children 3 to 10 years, and was based
on a philosophy of guidance rather than punishment, nature study, dance and song,
and stories were included in the programme
Friedrich Wilhelm Froebel
– Major contributor to Early Childhood Education
– His organisation of educational thought and ideas about learning, curriculum, and
teacher training served as the foundation for the development of a system of
education for young children
– Was his desire to promote children’s rights to play, to have toys, and to be with
trained teachers
– Regarded the whole of life as a school, and the whole world as a schoolroom for the
education of the human race
– Wanted teachers to see how children develop as they manipulated specific objects
like blocks for construction, shapes for picture creations and drawing forms
, Maria Montessori
– Sensed that poor children and the mentally retarded lacked motivation and
environment, she opened a preschool
– Were fed two meals a day, given a bath, and provided with medical attention
– She designed materials, classrooms, and a teaching procedure that provided her
point
– The Montessori method is a philosophy of child development and a plan for guiding
growth, based on the belief that education begins at birth and the early years are of
the utmost importance
– The children passed through sensitive periods, in which their curiosity makes them
ready for acquiring certain skills and knowledge
– Her medical background added credibility to her findings and helped her ideas gain
recognition
– Was observant and used her observations to develop her programme and
philosophy
– Learned that children build themselves from what they find in their environment
– A carefully prepared environment with child-sized furniture and materials are
common features of early educational classrooms
– Believed that any task could be reduced to a series of small steps
– A prepared environment, self-correcting and sequential materials, teaching based on
observation, and a trust in children’s innate drive to learn all stem from her work
Rudolf Steiner
– Theorised that childhood is a phase of life that is important, and the environment
must be carefully planned to protect and nurture the child
– His philosophy emphasised the children’s spiritual development, imagination, and
creative gifts
– Emphasised the whole child and believed that different areas of development and
learning were connected into a kind of unity
– The role of the teacher is that of a mother figure, and her goal is to allow the child’s
innate self-motivation to predominate
– Teachers should understand the temperament of each child, and to go with it, thus
play has a large place in classrooms
– Self-discipline emerges from the child’s natural willingness to learn and initiate, and
the classroom needs to support this self-regulation process
– People with whom the child interacts are very important
A. S. Neill
– Believed that a child is innately wise and realistic. If left to himself without adult
suggestion of any kind, he will develop as far as he is capable of developing
– His believe of freedom was practised in his schools, where children governed
themselves and worked toward equal rights with adults
, 2. Beyond European Roots
Early Education Practices have been influenced by many perspectives
Defining what is appropriate now includes as much about the family and culture of a
child as the age and the individual characteristics – DAP
3. American Influences
Colonial Days
Home teaching of the Bible was common, children of elementary age were sent to
school primarily for religious reasons
Everyone needed to be able to read the Bible
All children were sent to study, though historically boys were educated before girls
Discipline was harsh, and children were expected to obey immediately and without
question
Children were important as economic tools, and they worked the land and were
apprenticed into trades early
Children in Enslavement
In many states, children of slaves were not valued as human beings but rather as
property of the owner
After a while, most Northern owners had freed their slaves, although living conditions
for them were generally poor
A certain level of care was given to pregnant woman and babies
Infants and small children were left in a small cabin while the mothers worked in the
fields nearby
An older woman was left in charge and assisted by 8 to 10-year-old girls
Many Southern states prohibited literacy instruction for enslaved Africans, so female
African American teachers helped establish midnight schools, as plantation owners
banned teaching
Progressive Education
The philosophy emphasised a child-centred approach
Major features of the educational progressive philosophy were:
o We must recognise individual needs and individual differences in children
o Teachers must be more attentive to the needs of children than to academics
alone
o Children learn best when they are highly motivated and have a genuine interest
in the material
o Learning via rote memory is useless to children
o The teacher should be aware of the child’s total development
o Children learn best when they have direct contact with the material
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