This document discusses key concepts of child-centered pedagogy including readiness, choice, needs, play, and discovery. It summarizes the origins and central tenets of these concepts but then provides a critical analysis highlighting issues with assuming they apply universally across cultures. For example, it notes that readiness privileges adult perspectives, choice may be an illusion if controlled by adults, needs are value-laden, play is a cultural artifact, and discovery privileges certain cultures' knowledge over others. Overall, it questions the universal application of these tenets without consideration for cultural and social contexts.
- 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.
This document discusses the importance of understanding the history and theories of early childhood education. It explains that knowledge of the past helps to inform current practice. The major theories of educating young children are also discussed, and the approach used should be consistent with beliefs about how children learn. Several focus questions are provided to guide understanding of how the beliefs of important educators have influenced the field. The document emphasizes that studying the philosophy and ideas of historical figures ensures their dreams of educating all children can continue to be built upon.
The document discusses society's view of children as impressionable and the resulting censorship in education. It provides a historical overview of theories of child development from major thinkers like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, Freud, Erikson, and Piaget. The author believes children learn best through discovery, guidance, and developing autonomy rather than censorship or instruction. Relationships and attachment in the classroom also aid social-emotional development.
The History of Early Childhood EducationYati Octavia
The document provides an overview of the history of early childhood education. It discusses influential early thinkers such as John Amos Comenius, John Locke, Jean Jacques Rousseau, and Johann Pestalozzi who emphasized the importance of early experiences and education according to a child's natural development. Later influential figures included Friedrich Froebel, Sigmund Freud, John Dewey, Jean Piaget, Erik Erikson, B.F. Skinner, and Howard Gardner. The document examines their various theories and contributions to understanding child development and early education.
Rationale Supporting Early Childhood Educationsower
The document provides an overview of the history and evolution of early childhood education. It discusses several influential European figures such as Comenius, Locke, Rousseau, and Froebel who made important contributions to the field. It then outlines key developmental and learning theories that inform the modern understanding of early childhood, including those proposed by Piaget, Vygotsky, Gardner, and Gesell. The document concludes by discussing how different educational approaches, such as Montessori and Reggio Emilia, apply these developmental theories.
Child development involves physical, cognitive, and social/emotional changes that occur in predictable stages from birth through adolescence. The document outlines several theories that describe and explain child development, including psychoanalytic, behaviorist, social learning, biological, cognitive, and systems theories. Key theorists discussed include Freud, Erikson, Watson, Skinner, Bandura, Piaget, Vygotsky, Bowlby, Hall, Gesell, and Bronfenbrenner.
The document provides an overview of the history and major theories in early childhood education. It discusses influential European figures like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, and Steiner who made important contributions to the field. It also summarizes major developmental and learning theories including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document aims to give students context on the evolution of the field and demonstrate connections between psychology and early childhood education.
- 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.
This document discusses the importance of understanding the history and theories of early childhood education. It explains that knowledge of the past helps to inform current practice. The major theories of educating young children are also discussed, and the approach used should be consistent with beliefs about how children learn. Several focus questions are provided to guide understanding of how the beliefs of important educators have influenced the field. The document emphasizes that studying the philosophy and ideas of historical figures ensures their dreams of educating all children can continue to be built upon.
The document discusses society's view of children as impressionable and the resulting censorship in education. It provides a historical overview of theories of child development from major thinkers like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, Freud, Erikson, and Piaget. The author believes children learn best through discovery, guidance, and developing autonomy rather than censorship or instruction. Relationships and attachment in the classroom also aid social-emotional development.
The History of Early Childhood EducationYati Octavia
The document provides an overview of the history of early childhood education. It discusses influential early thinkers such as John Amos Comenius, John Locke, Jean Jacques Rousseau, and Johann Pestalozzi who emphasized the importance of early experiences and education according to a child's natural development. Later influential figures included Friedrich Froebel, Sigmund Freud, John Dewey, Jean Piaget, Erik Erikson, B.F. Skinner, and Howard Gardner. The document examines their various theories and contributions to understanding child development and early education.
Rationale Supporting Early Childhood Educationsower
The document provides an overview of the history and evolution of early childhood education. It discusses several influential European figures such as Comenius, Locke, Rousseau, and Froebel who made important contributions to the field. It then outlines key developmental and learning theories that inform the modern understanding of early childhood, including those proposed by Piaget, Vygotsky, Gardner, and Gesell. The document concludes by discussing how different educational approaches, such as Montessori and Reggio Emilia, apply these developmental theories.
Child development involves physical, cognitive, and social/emotional changes that occur in predictable stages from birth through adolescence. The document outlines several theories that describe and explain child development, including psychoanalytic, behaviorist, social learning, biological, cognitive, and systems theories. Key theorists discussed include Freud, Erikson, Watson, Skinner, Bandura, Piaget, Vygotsky, Bowlby, Hall, Gesell, and Bronfenbrenner.
The document provides an overview of the history and major theories in early childhood education. It discusses influential European figures like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, and Steiner who made important contributions to the field. It also summarizes major developmental and learning theories including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document aims to give students context on the evolution of the field and demonstrate connections between psychology and early childhood education.
Exploring different theories of childhood – from the foundational theories of behaviorism and socialization; to later developments like the social learning and interactionist perspectives; and finally to recent innovative theories & perspectives like interpretive reproduction, the ecological approach, and structural and critical perspectives.
In each, we examine the social scientists and theorists behind the theory, its focus (either micro or macro, or the connections between them), its key thoughts about children, and some of the assumptions that underpin the theory.
Child development refers to orderly changes that occur as children grow. It can be described across physical, cognitive, and social/emotional domains. Many theories have aimed to describe and explain child development. Major 20th century theories included psychoanalytic theories focusing on personality formation, behavioral and social learning theories emphasizing environmental influences, biological theories highlighting innate processes, cognitive theories examining information processing and knowledge construction, and systems theories analyzing a child's complex interactions within multiple environmental systems.
This document discusses life learning or unschooling as an alternative to traditional schooling. It describes life learning as allowing education to happen naturally through daily life experiences rather than being forced through textbooks and lectures. Life learning focuses on developing real-world skills and independent thinking. It also allows children freedom to pursue their own interests, which fosters passion for learning. The document contrasts life learning with traditional schooling and notes that life learning incorporates learning from whole life experiences rather than isolated subjects. It provides examples of how one family implements life learning through outings, activities, online courses, community interactions, travel and integrating learning into other areas of life without rigid separation of school and leisure time.
Friedrich Wilhelm August Froebel was a German educator who founded the first kindergarten in 1837. He believed that education should follow the natural development of children through self-directed play and experiences. Froebel developed a system using "gifts" like balls, blocks, and paper to teach shapes, sizes, colors and spatial relationships. He saw the teacher's role as a guide to help children freely develop physically, mentally and spiritually according to universal laws. Froebel called his early childhood program a "kindergarten," meaning a garden for children to grow freely like flowers. His innovative approach emphasized learning through play and laid the foundations for modern early childhood education.
Friedrich Froebel was an influential early childhood educator who developed the concept of kindergarten. He believed that play was essential to children's learning and development. Froebel created 10 gifts and occupations to support play-based learning. The gifts included balls, blocks, and other objects meant to teach concepts like shape, size, and construction. Froebel's view of the importance of play still influences modern early childhood education.
John Holt argues that traditional schooling is detrimental to children's education in three key ways. First, it discourages curiosity by punishing students for talking or answering questions incorrectly. Second, it frames learning as a passive rather than self-directed experience. Third, it isolates students from real-world interactions that could spark learning. To address these issues, Holt proposes making attendance optional, incorporating hands-on community experiences into lessons, and giving students more control over their own education through peer collaboration and self-assessment.
This document discusses theories of early childhood education and learning. It explains that theories attempt to explain how learning occurs in children and are used to develop guidance on child development and appropriate teaching practices. Theories help early childhood educators evaluate learning, plan instruction, and communicate with parents on how children learn and develop. Overall, theories provide a framework to understand the learning process and guide decisions about supporting children's optimal growth.
This document provides an overview of social pedagogy seminars being offered in May through July 2007. It includes definitions of social pedagogy from key thinkers in the field, focusing on social pedagogy as educational action to help the poor in society and promote human welfare. The document also outlines several principles of a pedagogic approach including seeing the child as a whole person and the importance of relationships between practitioners and children.
The document criticizes modern schooling for damaging children's natural curiosity and independence. It argues that school teaches children that learning is passive, separate from living, and only happens if externally directed. As a result, children learn they cannot be trusted to direct their own learning and that their interests, skills and questions are unimportant. The document proposes several reforms to make schooling more engaging and student-directed, such as abolishing compulsory attendance, integrating learning with real-world experiences, letting students learn from and assess each other, and giving students more autonomy over their curriculum.
This document discusses human socialization and development. It states that while infants have the innate capacity for social learning, they cannot develop into social beings without interaction with other humans. The process by which people learn the roles and norms necessary to function in their society is called socialization. Socialization is influenced by both nature (heredity) and nurture (environmental and social influences). The family, school, peer groups, media, and religion are some of the key agents of socialization that teach people the culture and help them develop relationships. Severe social isolation can damage human development, as shown by cases of children deprived of social contact.
The document outlines two main theoretical approaches to viewing childhood:
1. The conventional approach views children as vulnerable and in need of protection from adult influences. It argues influences like single parenthood, media violence, and homosexuality threaten children's innocence.
2. The alternative approach sees children as individuals in their own right rather than incomplete adults. It is concerned that trends like increased marketing to children undermines parental authority and contributes to issues like decreased attention spans and increased consumerism amongst children.
This document provides an overview of the history and evolution of early childhood education. It discusses major theorists like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, Steiner, and Dewey who influenced the field. It also summarizes dominant theories of child development including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document outlines four key themes in early childhood education and provides examples of how different developmental theories are applied in early education approaches like Montessori and Bank Street.
Historical perspectives on childhood and parentingrhorvate
This document discusses the social construction of childhood and parenting from a historical and sociological perspective. It outlines that childhood has been viewed differently across time and cultures, and explores three dominant social constructs of childhood that emerged - the miniature adult, the evil/immoral child, and the innocent child. The document then examines the work of historian Philippe Ariès and how views of childhood emerged as a distinct stage from lack of awareness to separation from adults. It also discusses three historical approaches to studying childhood and shifts in conceptualizing parenting from strict gender roles to models like intensive mothering. Key issues around social stratification and children's rights are also summarized.
A Creative Curriculum - Nurturing Creativity and Imagination at the Thomas Co...Iriss
Bernadette Duffy, Head of Thomas Coram Centre.
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
This document provides information about the development of two-year-olds. It discusses their social, emotional, physical and intellectual development. Some key points are that two-year-olds are becoming more independent, can say 2-3 word sentences, and enjoy simple activities like books, songs and play. The document also gives caregivers ideas for interacting with two-year-olds, such as encouraging language development, providing sensory activities and handling tantrums calmly.
Child's individuality has to be appreciated and helicopter parenting will inhibit the growth of child.Montessori school environment provides a space for the child to discover himself/herself.Here the Spiritual embryo is child.Help the child how to think not on what to think.
NRF Posthumanism Project Seminar II 'Finding Child Beyond Child' Karin MurrisJakob Pedersen
These slides were presented by Dr. Karin Murris on 17 March 2016 as a part of Seminar II for NRF Posthumanism Project - All work in this presentation is created by Dr. Karin Murris
Early childhood education involves the teaching of young children up until age 8. It focuses on learning through play based on theories that play meets children's physical, intellectual, language, emotional and social needs. Several studies have found benefits of early childhood education including increased IQ scores, higher test scores, and greater success in school and life. For example, the Perry Preschool Project found children who participated were more likely to graduate high school, be employed, and less likely to commit crimes.
Exploring different theories of childhood – from the foundational theories of behaviorism and socialization; to later developments like the social learning and interactionist perspectives; and finally to recent innovative theories & perspectives like interpretive reproduction, the ecological approach, and structural and critical perspectives.
In each, we examine the social scientists and theorists behind the theory, its focus (either micro or macro, or the connections between them), its key thoughts about children, and some of the assumptions that underpin the theory.
Child development refers to orderly changes that occur as children grow. It can be described across physical, cognitive, and social/emotional domains. Many theories have aimed to describe and explain child development. Major 20th century theories included psychoanalytic theories focusing on personality formation, behavioral and social learning theories emphasizing environmental influences, biological theories highlighting innate processes, cognitive theories examining information processing and knowledge construction, and systems theories analyzing a child's complex interactions within multiple environmental systems.
This document discusses life learning or unschooling as an alternative to traditional schooling. It describes life learning as allowing education to happen naturally through daily life experiences rather than being forced through textbooks and lectures. Life learning focuses on developing real-world skills and independent thinking. It also allows children freedom to pursue their own interests, which fosters passion for learning. The document contrasts life learning with traditional schooling and notes that life learning incorporates learning from whole life experiences rather than isolated subjects. It provides examples of how one family implements life learning through outings, activities, online courses, community interactions, travel and integrating learning into other areas of life without rigid separation of school and leisure time.
Friedrich Wilhelm August Froebel was a German educator who founded the first kindergarten in 1837. He believed that education should follow the natural development of children through self-directed play and experiences. Froebel developed a system using "gifts" like balls, blocks, and paper to teach shapes, sizes, colors and spatial relationships. He saw the teacher's role as a guide to help children freely develop physically, mentally and spiritually according to universal laws. Froebel called his early childhood program a "kindergarten," meaning a garden for children to grow freely like flowers. His innovative approach emphasized learning through play and laid the foundations for modern early childhood education.
Friedrich Froebel was an influential early childhood educator who developed the concept of kindergarten. He believed that play was essential to children's learning and development. Froebel created 10 gifts and occupations to support play-based learning. The gifts included balls, blocks, and other objects meant to teach concepts like shape, size, and construction. Froebel's view of the importance of play still influences modern early childhood education.
John Holt argues that traditional schooling is detrimental to children's education in three key ways. First, it discourages curiosity by punishing students for talking or answering questions incorrectly. Second, it frames learning as a passive rather than self-directed experience. Third, it isolates students from real-world interactions that could spark learning. To address these issues, Holt proposes making attendance optional, incorporating hands-on community experiences into lessons, and giving students more control over their own education through peer collaboration and self-assessment.
This document discusses theories of early childhood education and learning. It explains that theories attempt to explain how learning occurs in children and are used to develop guidance on child development and appropriate teaching practices. Theories help early childhood educators evaluate learning, plan instruction, and communicate with parents on how children learn and develop. Overall, theories provide a framework to understand the learning process and guide decisions about supporting children's optimal growth.
This document provides an overview of social pedagogy seminars being offered in May through July 2007. It includes definitions of social pedagogy from key thinkers in the field, focusing on social pedagogy as educational action to help the poor in society and promote human welfare. The document also outlines several principles of a pedagogic approach including seeing the child as a whole person and the importance of relationships between practitioners and children.
The document criticizes modern schooling for damaging children's natural curiosity and independence. It argues that school teaches children that learning is passive, separate from living, and only happens if externally directed. As a result, children learn they cannot be trusted to direct their own learning and that their interests, skills and questions are unimportant. The document proposes several reforms to make schooling more engaging and student-directed, such as abolishing compulsory attendance, integrating learning with real-world experiences, letting students learn from and assess each other, and giving students more autonomy over their curriculum.
This document discusses human socialization and development. It states that while infants have the innate capacity for social learning, they cannot develop into social beings without interaction with other humans. The process by which people learn the roles and norms necessary to function in their society is called socialization. Socialization is influenced by both nature (heredity) and nurture (environmental and social influences). The family, school, peer groups, media, and religion are some of the key agents of socialization that teach people the culture and help them develop relationships. Severe social isolation can damage human development, as shown by cases of children deprived of social contact.
The document outlines two main theoretical approaches to viewing childhood:
1. The conventional approach views children as vulnerable and in need of protection from adult influences. It argues influences like single parenthood, media violence, and homosexuality threaten children's innocence.
2. The alternative approach sees children as individuals in their own right rather than incomplete adults. It is concerned that trends like increased marketing to children undermines parental authority and contributes to issues like decreased attention spans and increased consumerism amongst children.
This document provides an overview of the history and evolution of early childhood education. It discusses major theorists like Comenius, Locke, Rousseau, Pestalozzi, Froebel, Montessori, Steiner, and Dewey who influenced the field. It also summarizes dominant theories of child development including psychosocial, behaviorist, cognitive, sociohistorical, and multiple intelligences theories. The document outlines four key themes in early childhood education and provides examples of how different developmental theories are applied in early education approaches like Montessori and Bank Street.
Historical perspectives on childhood and parentingrhorvate
This document discusses the social construction of childhood and parenting from a historical and sociological perspective. It outlines that childhood has been viewed differently across time and cultures, and explores three dominant social constructs of childhood that emerged - the miniature adult, the evil/immoral child, and the innocent child. The document then examines the work of historian Philippe Ariès and how views of childhood emerged as a distinct stage from lack of awareness to separation from adults. It also discusses three historical approaches to studying childhood and shifts in conceptualizing parenting from strict gender roles to models like intensive mothering. Key issues around social stratification and children's rights are also summarized.
A Creative Curriculum - Nurturing Creativity and Imagination at the Thomas Co...Iriss
Bernadette Duffy, Head of Thomas Coram Centre.
Curriculum for Excellence - A Creative Curriculum,Friday 24th & Saturday 25th April 2009, Crawfurd Theatre, Glasgow.
This document provides information about the development of two-year-olds. It discusses their social, emotional, physical and intellectual development. Some key points are that two-year-olds are becoming more independent, can say 2-3 word sentences, and enjoy simple activities like books, songs and play. The document also gives caregivers ideas for interacting with two-year-olds, such as encouraging language development, providing sensory activities and handling tantrums calmly.
Child's individuality has to be appreciated and helicopter parenting will inhibit the growth of child.Montessori school environment provides a space for the child to discover himself/herself.Here the Spiritual embryo is child.Help the child how to think not on what to think.
NRF Posthumanism Project Seminar II 'Finding Child Beyond Child' Karin MurrisJakob Pedersen
These slides were presented by Dr. Karin Murris on 17 March 2016 as a part of Seminar II for NRF Posthumanism Project - All work in this presentation is created by Dr. Karin Murris
Early childhood education involves the teaching of young children up until age 8. It focuses on learning through play based on theories that play meets children's physical, intellectual, language, emotional and social needs. Several studies have found benefits of early childhood education including increased IQ scores, higher test scores, and greater success in school and life. For example, the Perry Preschool Project found children who participated were more likely to graduate high school, be employed, and less likely to commit crimes.
From play to knowledge By Lucy Atkinson.pdfvideosplay360
This article relates my experiences using playful child-centred research techniques whilst
undertaking research with Congolese refugee children in Zambia. Such techniques generate
rich and varied information, and often in unexpected ways. They also create a format whereby
the researcher and the children can interact and form relationships outside the usual social
relationships of adult and child, researcher and informant. Given play’s classification as
enjoyable, social and educational, play as an aspect of fieldwork can be involved in a range of
different ways of gathering and presenting anthropological knowledge. Through play we build
different kinds of relationships, experience different kinds of interaction and therefore gather
different kinds of information. Play in fieldwork therefore leads to different kinds of
knowledge, but it also leads to knowledge presented in different forms—visual, embodied
performative and experiential. Given the prioritisation of written forms in academia, the way
in which these forms of representation can be used in the presentation of knowledge is not
straightforward. The challenge to anthropology is how these different forms of knowledge are
valued and translated.
the LESSON 4. in foundation of educationDonnaBergado
John Amos Comenius was a 17th century education reformer known as the Father of Modern Education. He advocated for universal education for all children and proposed reforms such as making learning rapid, pleasant and thorough. Jean Jacques Rousseau believed education should follow natural laws and the child's nature, with freedom and minimal structure. Johann Heinrich Pestalozzi believed education should develop the head, heart and hands through child-centered learning. Johann Friedrich Herbart contributed to establishing psychology and pedagogy as academic disciplines and viewed character building as the goal of education over knowledge alone.
Realism is a philosophy that believes objects have a real existence independent of perception. The key aspects of realism in education are:
1. Knowledge comes from the senses and experience of real objects in the world.
2. Education should prepare students for real life by teaching practical skills and vocational subjects.
3. Teachers should use objects, observations, experiments and inductive reasoning to help students learn from their own experiences.
John Dewey, Friedrich Froebel, and Jean Piaget were pioneers in educational theory who made significant contributions. Dewey believed that education should involve learning through experience and problem solving. He opposed traditions that separated people. Froebel created kindergarten and believed play was important for development. He developed gifts and occupations for children. Piaget's stages of development explained that children think differently at different ages and learn through sensory experiences.
1. Canella Chapter 6“Privileging Child-Centered Play-Based Instruction” Ashley Dunston Lindsay Hutchinson Samantha Smith Shekinah Taylor
2. Introduction Roots in Pestalozzi Froebel, and Rousseau - focus on the "whole child" which means we try to cover all the bases from needs, development, to interests and play. - play is the children's "work" - big on "child-centeredness." let the child choose what materials/activities/centers/etc. -reinforces the idea of a "universal child" and predetermined stages of development -also shows that early childhood pedagogy is a "structured form of human regulation."
3. The Construction of Child-Centered Pedagogy Concept is located in the works of: 18th & 19th century philosophers Most notably Colonel Francis Parker who borrowed from Froebel’s belief that play should be used as the method for learning by young children. Believed that natural forms of education were best Believed that the school represents an “embryonic democracy” Published Works: Talks on Teaching (1883) Talks on Pedagogics (1894) Maria Montessori Susan Isaacs Margaret Lowenfeld John Dewey
9. “at first glance, these components of child-centered pedagogy would appear sound and grounded in genuine concern for people. Critical analysis of these central tenets, however, reveals an ideology that is not respectful of all human beings and does not necessarily provide human support.” ~Cannella, p. 119
15. Application of the notion of readiness implies that its okay for adults to categorize children as “not ready.”
16. Readiness is used as a mask to cover up any ambiguities and behaviors that the adult does not understand.
17. Serves as the foundation for surveillance of children by adults.“Within child-centered pedagogy younger human beings are more observed than ever before.” Rose, 1985
18. Choice as the Illusion of Individual, Self-Governance Autonomy & Democracy are key notions within the child-centered discourse. Child-centeredness is promoted as anti-authoritarian & a facilitator of individual choice & self-governance. BUT as we know from this course so far, freedom and democracy carry a variety of meanings for readers in different societies and cultures!! Example: In America, the individual is self-reliant, independent, and responsible. The construction of the individual is to have self-interest, be competitive and self- centered. You are taught to look out for yourself FIRST because no one else will. NOTE: When the individual is the unit of choice (the only site of freedom) gender, class, and cultural inequities are denied. The issues regarding choice are applicable to both children & adults!
19. “Choice for children is actually an illusion. Although children can be given choice within the privacy (and control) of their homes or within the pretend environment of the school, through the use of materials and experiences, adults actually control the choices that surround children and the capacity for follow-through when choices are made.
20.
21. This is a problem because we automatically believe that the child can display their needs.
22. The discourse of children’s needs masks our disagreements about what is best for human beings.
23. This is where children are given the title of being “needy” because they don’t meet the standard that we have set for them.
24. The construction of needs as “fact” denies the value with which the needs are made.
27. Play is consistent with the focus on universal developmental progress, meaning that play helps constitute that a child is on a path to educational progress.
28. The fact that play is considered “normal” for children resulted in its use for education in home and school, intervention, evaluation, and therapy.
29. We have made play universal, unidirectional, and standards of normalcy. But this does not take culture into consideration.
30. Play was used in historical analysis of European games and pastimes. It was described as a societal activity for people of all ages.
39. We begun to realize that play is not only a cultural artifact, but an artifact to be controlled and even suppressed dominant forms are not exhibited.
40.
41. Since childhood is a time to prepare for and learn about life. It is constructed as the time in which play is legitimate.
42. Adults believing “play as the young child’s work”, they construct environments that reflect their construction, creating agendas for controlling children.
43.
44. 1. Stages of progress are predetermined for human beings.
45. 2. Learning is viewed as exploration with objects, and
46.
47. Different knowledge’s are created and valued by different cultures through diverse life experiences.
48. The experiences that generate knowledge and the materials used for the attainment of information vary depending on the cultures involved, the knowledge constructed and chosen as important, and the societal contexts within which learning occurs.
49. The “culture of power” includes the knowledge, communication methods, strategies for the construction of self, and methods of personal presentation that are valued b those in power.
50. Children from upper and middle class are more successful in school because their home and school match the culture.
51. These children can “discover” knowledge of a particular type because most of their life experiences are constructed by the culture of power.
52. Those children from lower socioeconomic backgrounds or other cultural contexts work as collaborators, by constructing self as contributing to a group, or with goals that are not consistent with notions of autonomy.
66. Adults have power over children and the child is denied in judgment of education
67. Constructs the illusion that children in educational environments have a choice, but it is actually the “will” imprisoned through the pretense of freedom
68.
69. Universally imposing this concept places the success rate dependant on how much money and materials that are available and also colonizes classrooms to be consistent with western middle-class values
70. Child-centeredness gives power to the group and this is a problem because the power is not always used consciously and is imposed on others regardless
71.
72. The language is sensitive as opposed to direct and regulatory
73. Bambi Schieffelin, Elinor Ochs, and Shirly Brice Health have shown that the language reflects the beliefs of the culture
74. Children all over have learned to talk with and without a child-centered speech code
75.
76. Canella Chapter 6 Questions for YOU 1. Name three philosophers who were involved in the construction of child- centered pedagogy: a. Colonel Francis Parker b. Montessori c. Susan Isaacs 2. True or False: Play is not considered to be a cultural artifact by Canella. Answer: FALSE 3. There are 6 challenges to child-centeredness. Three of them are: Adults have no power over children and the child is denied in judgment of education Constructs the illusion that children in educational environments have a choice, but it is actually the “will” imprisoned through the pretense of freedom Child-centered pedagogy and play have been created in particular cultures with those particular values and biases Not recognized as a cultural construction and child-centeredness is seen as truth