Early childhood education of children's growth

Early puerility learnedness happens through play. In this case, play is a serious matter, although it is sort of fun to all obscure. Children learn by doing and actively participating. When give the opportunity to explore, children flourish. They experiment, make choices, achieve strength and a champion of belonging as an effective individual within the place setting of a supportive, safe group.

It is my belief that early childhood development must happen in an compoundd manner. Children of this age be too young for rigidly separated subject matter, and the squeamish teacher of young children easily integrates the physical, emotional, social, creative, and cognitive areas of early learning.

Johann Pestalozzi and Froebel, both of the earliest professionals in early childhood education, championed the development of the persona of early childhood theory and practice. Pestalozzi contended that young children learn intimately effectively by doing, by playing, and by interacting with the surroundings--the physical manhood and other children (McCarthy & Houston, 1980, p. 4). Early, effective learning happens best in a mixed age group, multi-cultural settings,

Froebel, like Pestalozzi, believed that play is of paramount greatness in the development of the child, and that the emotional quality of

John Dewey's progressive education movement greatly affected thinking and practice for teachers desiring to arrange an sequester environment for young learners. Dewey was one of the close influential educational philosophers in the United States in the early 1900's and his influence is still matte in the 1990's (McCarthy & Houston, 1980, p. 6). Dewey and other forward-thinking professionals of his time believed that learning should be found upon the children's interests and that children should be actively involved in their education. Before Dewey's time, most classroom activity consisted of teachers instructing passive, obedient listeners. Dewey's work provided a warm philosophical basis for early childhood educators who desire to integrate subject matter into whatever the children are actively involved with at the moment.

Dewey contended that any kind of life experience is important for learning. Dewey was humanistic in his orientation, and his work spoke to the importance of human interest, value, and dignity (McCarthy & Houston, 1980, p. 8).

It is evident from the previous writing that effective education requires the logical, ethical translation of teaching philosophy into classroom implementation. roughly importantly, all activities for young children must be developmentally appropriate to the age (Bredekamp & Rosegrant, 1992). This is true across the board in every subject matter and in every aspect of the child's being--physical, emotional, social, cognitive, and spiritual.

McCarthy, M., & Houston, J. (1980). fundamental principle of early childhood education. Cambridge, Massachusetts: Winthrop Publishers.

The astute early childhood educator provides a variety of activities, objects, events, materials and people which will financial aid the children in channelling their innate drive to learn. The best teachers are rate of flow in the understandings of fads and characters that appeal to young children--television shows, favorite foods, clothing, and stories t
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