PGC402A – ASSIGNMENT 01 HANNAH SYKES – 36302813
| | |TABLE OF CONTENTS | | | |INTRODUCTION | |BODY | |Image of man and the child of each educator | |The role of the parent in the education of young children | |The relationship between sensory perception and learning | |The learning content of the early years of the child | |The value of play in education | |SUMMARY/CONCLUSION | |BIBLIOGRAPHY |
Although Pestalozzi only devised a formal educative programme for infancy about two hundred years ago, the interest in the development of infant education can be traced back to the earliest civilizations (Verster 1989:32). The various ways in which young children were educated in different countries at different times, not only gives us insight into the multitude of approaches to early childhood education, but also has a direct influence on contemporary educative theories and approaches. The early Greek, Roman, Jewish, and Christian culture’s views on early childhood education, which include the importance of the family, the parents, the environment, and religion on a young child’s education, are still very present and important in present day views of early childhood education (Verster 1989:62-3). The view during the Middle Ages and also during the Renaissance that the child is just a ‘miniature adult’ is still prevalent today; children are often forced to become ‘adults’ sooner than they should due to family instability, the working mother, and the influence of the media of the child’s mind (Verster 1989:89). Contributions to early childhood development during the seventeenth and eighteenth centuries, which included the recognition of the child as unique and different from adults, of each child as a unique being, the importance of sensory perception to experience reality and gain knowledge, and the importance of the family in the young child’s education, paved the way for the development in early childhood education during the nineteenth and twentieth centuries and are still considered today in early childhood education planning (Verster 1989: 115-116). During the nineteenth century the focus was on education as a totality event, which focused on the child’s abilities and interests, sensory perception, and love and understanding from adults for successful education. This led to the twentieth century being known as the ‘century of the child’ with regard to early childhood education (Verster 1989: 162-3). Friedrich Wilhelm August Fröbel, a German educator during the nineteenth century and founder of the ‘Kindergarten’, believed that self-activity and play, and the teacher’s roll to drill not indoctrinate, play an essential role in a child’s education (Britannica.com). Fröbel’s views, which greatly influenced modern views and...
Bibliography: Heerden, A van, & Dr. A van Schalkwyk. 1991 History of the Young Child’s Education. Only Study Guide for PGC402A: Section A. Pretoria: Unisa
Verster, T.L. (ed) et al. A Historial Pedagogical Investigation of Infant Education. Pretoria: Unisa.
Encyclopedia Britannica Online, s.v. “Friedrick Froebel. Accessed 01 April 2013. Available http://www.britannica.com/EBchecked/topic/220593/Friedrich-Froebel
Froebel Gifts. Accessed 03 April 2013. Available http://www.froebelgifts.com/history.htm
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