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This document provides a historical overview of influences on parent education and involvement from the 17th century to present day. It describes the views and works of important early thinkers like Comenius, Locke, Rousseau, and Pestalozzi who emphasized the importance of early childhood education and parental involvement. It then outlines key developments in parent education and policies promoting family involvement from the early 20th century through different decades up to the 21st century, including the growth of organizations like the PTA and head start and changes in views around parenting.
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The document provides a historical overview of parent involvement in education from the 17th century to present day. It discusses early social thinkers like Comenius, Locke, Rousseau, Pestalozzi and Froebel who believed children were inherently good and emphasized the important role of parents in a child's development. In the early 20th century, views shifted between indulgence and strict discipline. The 1960s brought greater social change, programs like Head Start, and more parent education. The 1970s was an era of advocacy while the 1980s saw concerns over finances, drugs and childcare. The 1990s focused more on family involvement and the 21st century emphasizes technology in education.
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The document provides an overview of influential figures in the history of early childhood education. It discusses the contributions of thinkers like John Amos Comenius, John Locke, Jean Jacques Rousseau, Johann Pestalozzi, Friedrich Froebel, Maria Montessori, Jean Piaget, Erik Erikson, B.F. Skinner, and Howard Gardner. It also outlines important events that shaped the field, such as the impact of Sputnik and the rise of the interactional view of development in the 1960s. The document aims to give context to the study of child development by exploring how views and approaches have changed over time.
Children's Human Rights - An Interdisciplinary Introduction B.pdf
This document provides an overview of the history of children's rights from ancient times to the modern era. It discusses how children were viewed and treated at different points in history. Some key points:
- Prior to the 20th century, the concept of children's rights developed gradually as adults began recognizing children as beings with specific needs, though this change is difficult to precisely date.
- During the industrial revolution in the late 18th/19th century, many children worked in factories in poor conditions, though most worked in agriculture/domestic roles. Laws were later introduced to limit child labor.
- After World War I, children faced many hardships and child welfare became an international issue. This led to the
History Of American Education: Modern Period
The document discusses G. Stanley Hall and the testing movement in the early 20th century. It describes how Hall advocated for adapting education to meet the developmental needs of adolescents. Hall helped establish educational psychology and influenced intelligence testing through his work. The document also outlines Hall's educational prescriptions for adolescents, which emphasized differentiated curricula and using stories of great men to engage students.
Montessori: The Next 100 Years
This document discusses the history of ideas around childhood and early childhood education from the 18th century to present day. It outlines key thinkers and innovations that contributed to the development of childhood as a distinct life stage and progressive philosophies of early learning, including Owen, Froebel, Montessori, Dewey, and others. It also examines contemporary forces shaping early education like neoliberalism and neoprogressivism.
GCE Sociology Revision (AQA)- Unit 1 Childhood Families and Households
For AQA GCE Sociology Unit 1 Chapter 1 Revision. Print out as a handout, it is a good way to revision: associating the picture with the title allows you to fill in the info by your own associations. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Ch. 6 Early Childhood Schooling in America - Dr. William Allan Kritsonis
Early childhood education programs have evolved since the 19th century due to the influences of important thinkers. Current programs include preschools, child care centers, family day care, and employer-sponsored care. Issues include determining appropriate curricula and teaching methods for kindergarten, funding for early education, and involving parents in the education process.
Educational Inequality and Social Class
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Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
History
- Ancient Greek and Roman philosophers like Plato and Aristotle believed that education should develop excellence in body, mind, and spirit through activities like games, music, stories, and drama. They established early nursery schools.
- During the Renaissance and Reformation periods, educators like Erasmus, Luther, and Comenius advocated for more child-centered approaches and universal education for boys and girls.
- Enlightenment thinkers like John Locke and Jean-Jacques Rousseau emphasized the natural growth and development of children through play, exploration, and experience rather than memorization or corporal punishment.
History Of American Education Part III
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Historical development of pediatrics & pediatric nursing
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CHDEV 51 Chapter 2
The document discusses the history of research on early childhood development. It describes how early research focused on describing "normal" development based on dominant cultural norms. Over time, research methods have improved by using both quantitative and qualitative approaches in natural settings. However, biases still exist in many studies from only examining certain cultural groups. A combination of quantitative and qualitative methods is now needed to better understand development across cultures.
1.1 Organization of Childrens Journeys Exploring Early Childhood.docx
1.1 Organization of Children's Journeys: Exploring Early Childhood
You and I are grown up; we're not scared of things under the bed, are we? Unlike little children, we know there's nothing there. We can look all we want and nothing will eat us. You can't fool us just by projecting your voice. We recognize lies and we know that magic isn't real. Don't we?
Little children don't know these things. Part of growing up is learning them—learning what to expect, becoming familiar with what's out there, sorting fact from fancy, reality from wishes, tears from laughter.
Describing differences among infants and children, and explaining how these differences come about, is mostly what this text is about.
Children's Journeys is divided into three parts. Part One is a four-chapter introduction. Chapter 1 is, in a sense, about maps and guides. It explains what developmental psychology is and how psychologists study children. Chapter 2 introduces the mapmakers—those who developed the theories that guide our attempts to understand developmental change. Chapter 3 looks at the many paths the human journey makes possible: It deals with our genetic origins and with the influence of environmental context. Chapter 4 puts our subject, the developing child, on the road: It looks at systematic changes that occur from conception through birth and at important influences on the unborn child. Parts Two and Three look at physical, intellectual (cognitive), social, and emotional changes and processes during infancy1 (birth to age 2) and early childhood (ages 2 to 7 or 8).
1 Boldfaced terms are defined in the glossary at the end of the book.
Historical and Current Views of Childhood
Strange as it may seem to us, childhood as we generally understand it is not a universal phenomenon. What is universal is the fact that in all cultures infants are born at similar levels of biological immaturity. Also, patterns of biological maturation—such as learning to walk—are highly similar in all social groups.
But the experience of being a child can vary dramatically in different social contexts, as shown by studies in ethnography (studies of different cultures). For example, in the box Across Cultures: Mari: A Mayan Child: Liam, A North American Child, we see how Mari's life is unlike the lives of most children in the industrialized world. Much of the reason for this difference, explains Gaskins (1999), is that this Mayan society has different views of childhood. Among other things, these Mayans believe that adult work activities are so important that all childhood activities must be structured around them. Play is given little importance, and parents spend little time speaking with their children other than to admonish them or give them directions. This is in sharp contrast with the predominant North American view that emphasizes and caters to the child's wishes and interests, and that stresses the importance of play and of verbal and social interaction.
It is partly because the e ...
Running head GROUND WATER SUSTAINABILITY 1GROUND.docx
Running head: GROUND WATER SUSTAINABILITY 1
GROUND WATER SUSTAINABILITY 3
Oscar Hernandez
October 18, 2015
Assignment: SCIE211 Phase 1 Lab Report
Title: Human Impacts on the Sustainability of Groundwater
Purpose
To investigate the effect of human activities on groundwater sustainability
Introduction
According to Environmental and Water Resources Institute (2001), Ground water is the portion of the water cycle system flowing within the voids beneath the surface of the earth. Increase in human activities over the past years has reduced ground water recharge zones, thus, threatens the sustainability of the ground water Mays (012). This paper reports on the impacts of some of human activities on ground water quality and quantity.
Hypothesis
Human activities contribute to decline in both quality and quantity of ground water
Methods
The data were collected by clicking on each of the three time intervals i.e. 1980s, 1990s and 2000s and the influence of each of the five factors affecting the quality and quantity of the ground water recorded as in tabular format.
Results
Time Period
Impact to Forest
Groundwater Levels
Saltwater Intrusion
Farming
Industrial development
Population
1800s
Large forests
Lots of ground water
No salt water intrusion
Small farms
No cities
Limited housing
1900s
Decreased by 50%
Decreased by 50%
Ocean moved into ground water
Farms are larger, but they are fewer
Exceptional growth of cities and industrial development
Substantial increase in housing
2000s
Decreased by 90%
Decreased by 90%
Greater movement of ocean into ground water
Same number of farms but size decreased by 20%
Industrial development decreased by 10-15%
housing development decreased by 10-15%
Discussion
Between 1800- 1900, there was a decline in ground water level as a result of rising human activities and deforestation. Although there was a decrease in other human activities, further decline in area under forests was responsible for the further fall of ground water level between the period of 1900- 2000.These lab results confirm the experimental hypothesis that human activities i.e. agriculture, industrialization, settlement and deforestation threatens ground water sustainability.
References
Environmental and Water Resources Institute (U.S.). (2001). Standard guidelines for artificial recharge
of ground water. Reston, Va: American Society of Civil Engineers.
Mays, L. W., & John Wiley & Sons. (2012). Ground and surface water hydrology. Hoboken: John Wiley
& Sons, Inc.
EDUC 1002: Pioneers and Philosophies of Education
Week 3
The Learning Environment
Throughout history we have been searching for quality educational environments and
practices for young children. European thought and practice, adapted to the unique
circumstances and culture of American society, has greatly influenced today’s early
childhood programs. By learning about the theories and practices of some of the
grea.
Influential people in education
The document profiles influential figures in education from the 17th century to present day. Some of the key people mentioned include John Amos Comenius, who helped establish the modern school structure; John Locke, who articulated the relationship between education and self-governance; Jean-Jacques Rousseau and Maria Montessori, who advocated for student-centered learning; and more recent reformers like Diane Ravitch, Linda Darling-Hammond, and Anant Agarwal, who are shaping the future of online education. The profiles provide brief overviews of these individuals' biographies and their significant contributions to the field of education.
Chronology of education-dennis_laurence_cuddy_ph_d-1994-143pgs-edu
This document provides a chronology of education from 1750 to 2000 with relevant quotations. It begins by discussing the philosophies of Jean-Jacques Rousseau and others in the 18th century who promoted child-centered, non-sectarian education. It then outlines the development of public education in the United States led by figures like Horace Mann and John Dewey, noting their rejection of religious principles in schooling. The chronology traces how "progressive" philosophies spread through the education system over the 1900s, increasingly shifting the focus away from academics to affective domains and promoting values like global citizenship.
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