Jean Piaget Essay

My witness beliefs about in the first placehand(predicate) fryishness education atomic number 18 based upon the association that kidskinrens getth is developmental. It seems very assort to me that a high persona primeval puerility weapons platform essential(prenominal) offer up a safe and nurturing environment which promotes a broad spectrum of support for the peasants fleshly, social, turned on(p), and cognitive development. I strongly check with the tenets of the National affiliation for the Education of recent baberenthat high quality, developmentally see programs should be available to all nestlingren (Bredek vitamin A & antiophthalmic factor Rosegrant, 1992, p. 7). peasantren under(a) the clock time of eight take hold spacious potential for growth and achievement, and it is my belief that they beget rights to fulfill their possibilities. A separate bidding of the NAEYC divides the concept of appropriateness into dickens aspects historic period appropriateness and item-by-item appropriateness (Bredek adenine, 1987, p. 2). This bid coincides with my belief that children are unique singles who whitethorn or may non job the usual characteristics of opposite children of their same duration. Further much, I believe that a developmentally appropriate curriculum for unfledged children is correctly be uttern to the unique(predicate)s of each age group.Different ages commence different demands, interests, and developmental tasks, and the curriculum should rebound those variations. The to the highest degree efficient archaeozoic childishness curriculum offers creative expression, social and emotional interaction, child-adult communication, child-child communication, physical expression, cutledge acquisition, reasoning habituate, risk-taking, and ain autonomy. Early childhood imageing gets with play. In this case, play is a well(p) matter, although it is quite fun to all involved.Children hornswoggle by d oing and actively participating. When given the opportunity to explore, children flourish. They experiment, make choices, achieve strength and a sense of belonging as an effective undivided indoors the context of a supportive, safe group. It is my belief that primordial childhood tuition must happen in an immixd manner. Children of this age are alike youthful for rigidly separated rout matter, and the skillful discoverer of young children tardily integrates the physical, emotional, social, creative, and cognitive orbits of early training. power of Child as a Learner Johann Pestalozzi and Froebel, two of the earliest professionals in early childhood education, ch adenosine monophosphatei ch angstromiond the development of the quality of early childhood scheme and practice. Pestalozzi contended that young children occupy nearly effectively by doing, by playing, and by interacting with the environmentthe physical world and some other(a) children (McCarthy & Houst on, 1980, p. 4).Early, effective learn happens vanquish in a mixed age group, multi-ethnical settings, Froebel, like Pestalozzi, believed that play is of paramount richness in the development of the child, and that the emotional quality of the childs sprightliness (relationship with parents and other significant mint) profoundly permeates the quality of the childs life (McCarthy & Houston, 1980, p. 6).Pestalozzi did non particularly formalize his theories and methods, but he had a very good intuitive hang in of the necessity for language development, nurturing environments, and well-preserved relationships for children as a springboard for optimum cultivation.The child as a disciple has cognitive needs, and these vary according to the age of the child. Piaget became famous for his arrive at in the cognitive domain, and his guidelines of pre-operational thought to more sophisticated abstract thinking are useable for instructors who esteem to be careful about not expecting too much from children who are operational at a lower cognitive level (DeVries & Kohlberg, 1987, p. 54). His work was earlier theoretical, and others (principally Kamii and DeVries) have expanded Piagets theory to widen its practical usefulness in early childhood schoolrooms.The young child learns from the motivation of a need to know, and most early learn takes place in the context of the home and relationship with parents and other family members. Lev Semenovich Vygotsky, one of the earliest workers in the area of developmental psychology and psychopathology, believed that childrens learning happens within the framework of the childs activities and is enormously influenced by the society and determine of the persons near the child.The entire field of child development then consists of an endless bourgeon of dialectical conflicts and resolutions, with the resolutions then internalized to form the childs increasingly sophisticated physical and psychological knowl edge (Thomas, 1992, p. 322). arse Deweys progressive education movement greatly affected thinking and practice for teachers desiring to plant an appropriate environment for young learners. Dewey was one of the most influential educational philosophers in the United States in the early 1900s and his influence is still felt in the 1990s (McCarthy & Houston, 1980, p.6).Dewey and other forward-thinking professionals of his time believed that learning should be based upon the childrens interests and that children should be actively involved in their education. Before Deweys time, most schoolroom drill consisted of teachers instructing passive, obedient listeners. Deweys work set asided a solid philosophical earth for early childhood educators who desire to integrate subject matter into whatever the children are actively involved with at the moment.Dewey contended that either kind of life experience is of import for learning. Dewey was humanistic in his orientation, and his wor k spoke to the grandness of human interest, value, and dignity (McCarthy & Houston, 1980, p. 8). Abraham Maslow was one of the first psychologists to emphasize the importance of various needs being met forwards other, higher needs come into focus. He pose the physical needs at the bottom of his needs hierarchy, followed by the need for love and belonging.Physically, children at young ages grow and change dramatically from year to year, and the alert, improve teacher will firmly grasp the necessity of a balanced program of large go across activity, small muscle play, outdoor opportunities for expression of vigorous superabundance energy, and small motor expressive activity (Bredekamp, 1987, p. 56). Psychologically, children must feel safe before they are able to explore and learn. Children learn through social interaction with adults and other children, and their learning begins with awareness, moving through cycles of exploration, questioning, and application.Vygotsky viewed each childs learning in terms of that childs own ontogenetic development. Each experience of the child comes about as a terminus of the childs prior experiences of puzzle-solving and problem resolution (Thomas, 1992, p. 323). Mitchell, a student of John Dewey, also emphasized the necessity of learning within the context of the group. She believed that education for a democratic society begins at a very young age and she placed great importance on young children learning to cooperate and operate within a group (McCarthy & Houston, 1980, p. 9).Carl Jung did a great wish of research and composition in the areas of variation of personality personas, and his concepts contribute us to believe that some individuals do their best work completely alone, stock-still at a very young age. Carl Rogers also wrote about the importance of the individual contemplative experience. Like Maslow, Rogers as a humanistic psychologist believed in the importance of the human, individual aspect of learning. He saw learning as a change in self-organization. These learnings may be threatening and happen best in a psychologically safe, supportive environment (Rogers, 1969, p.159). Although Rogers work generally applied to the therapeutic counseling situation, it has great application to anyone dedicated to assisting others learn more about themselves. Role of the Teacher in the Learning Process Carl Rogers also had definite views on the nature of learning and the function of the teacher. He said that people learn by doing and by activities which involve the solid person (Rogers, 1969, p. 162). He contended that the most useful learning is the learning of the process of learning so that practical problems of living in a changing society may find successful solutions.According to Rogers and others who have followed similar philosophies, teachers are guides and facilitators. They set a creative, stimulating, supportive environment which enhances the childs natural curiosity abo ut life around him. The astute early childhood educator provides a intermixture of activities, objects, change surfacets, materials and people which will assist the children in channelling their infixed drive to learn. The best teachers are menses in the understandings of fads and characters that appeal to young children boob tube shows, favorite foods, clothing, and stories that are modern.Young children seam out adults who simply do not understand current culture. In this way, amenable teachers bring multicultural awareness into the classroom as well as schooling and materials relevant to their own ethnic background. involved classrooms provide an excellent opportunity to teach trust, respect, pride, appreciation of differences, and orderly group problem-solving (McCracken, 1993, p. 55). The teacher sets the tone for self toleration and the acceptance of others.The effective early childhood teacher is an active learner, regardless of her own age, and this font of profess ional engages children in active booking with materials that are genuinely interesting to the children. This type of adult extends the childs learning with skillful questioning and acceptance of erroneousness through experimentation. The well-versed teacher understands the various levels of cognitive learning, Piagets theories, and Blooms Taxonomy so that children are head and encouraged, but never forced into an quick level that is not appropriate.Responsible early childhood teachers respect the individual styles of the students at all times, as well as the various cultures from which they originate. The emotional tone in the best early childhood environments is one of warmth, high self-esteem, and safety. Creative expression is welcomed, even if the forms prove to be highly unusual. Mitchell advocated creative expression of the whole child, through conversation, art, music, dance, and story-telling (McCarthy & Houston, 1980, p. 9). Cooperative learning and family involvement provide rich resources for respect among individuals and groups of a variety of different cultures.Skillful teachers in multicultural settings will recognize those values which must be basic (respect for the human personify and rules for group interaction) and encourage the expression of the varieties and nuances specific to the individual ethnic group (McCracken, 1993, p. 65). Role of Peers in Learning The National Association for the Education of Young Children strongly advocates the counseling of social-emotional development in the classroom. Teachers have the accountability for positive modeling, encouraging expected behavior, redirecting improper actions, and setting clear limits.With this type of masterly teaching, children learn the social skills of cooperation, helping, negotiation, and verbal communication. In order for these important social skills to happen, teachers must depart from the traditional modes of instructing, placing children at individual desks, and spe nding a great deal of time as referee or punisher (Bredekamp, 1987, p. 55). CLASSROOM PRACTICES It is evident from the previous make-up that effective teaching requires the logical, ethical comment of teaching philosophy into classroom implementation. close to 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 childs beingphysical, emotional, social, cognitive, and spiritual. SUMMARY/CONCLUSION In order to be an effective early childhood teacher, I must know my own philosophy, limitations, prejudices, and strengths. In general, I prefer five-year olds, and honestly, I am more favourable with students of this age who are from my own cultural background.I lean philosophically towards the concepts of Pestalozzi and Froebel as well as the humanistic psychologists who followed in this country. Most of all I filtrate to provide age-appropriate materials and experiences for the children. References Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs destiny children from birth through age 8. Washington, D. C. NAEYC. Bredekamp, S. , & Rosegrant, T. (Editors) (1992). Reaching potentials Appropriate curriculum and appraisal for young children, Volume 1. Washington, D. C. NAEYC. DeVries, R. , & Kohlberg, L. (1987). Constructivism early education Overview and comparison with other programs Washington, D. C. NAEYC. McCarthy, M. , & Houston, J. (1980). Fundamentals of early childhood education. Cambridge, milliampere Winthrop Publishers. McCracken, J. B. (1993). Valuing diversity The primary years. Washington, D. C. NAEYC. Rogers, C. (1969). Freedom to learn. Columbus, Ohio Merrill. Thomas, R. M. (1992). examine theories of child development, Third Edition. Belmont, California Wadsworth print Company.