Nature of childhood Essay

at that place are many aspects of early years practice which put on their origins in the ago and which reflect particular ideas about the temper of puerility. It can be argued that it is important to find out these aspects so as to understand catamenia interpretations of early years practice. Discuss with quotation to the philosophies of two key historical figures. sure early years practices such as play, a stimulating environment, the role of the practitioner, and recognising the boors parents as playing a key role in their training originate from theories that were made in the past.The next pages will outline the influential ideas of Friedrich Froebel and Dr. mare Montessori and discuss them in relation to the on-going ideas relating to the above topics. Before the nineteenth century, puerility was not seen as a roll of life separate from maturity. Instead, the concept of puerility was regarded as an immature form of adulthood (Wood, E. 1996) pip-squeakren were regarded as being rude(a)ly grievous and so education was not prioritised. approximately children sayt the values of life through labour alongside adults.Into the nineteenth century, and with the concept of buffer sin dropped, three different hitchs of childhood and education arose. The nativist side is the view that children are born with a pre-programmed reading path style. The empiricist view believes that each child is an read/write headless vessel waiting to be filled, and the interactionist view recognises that children do have pre-programmed ideas whilst understanding the twist that the childs socio-cultural surrounding has on his education. (Bruce, T. 1997)At the moment, the interactionist view is the most ordinary method of educating children (Ibid) and professionals regard both Friedrich Froebel and female horse Montessori as interactionists. However, both approached the development of childhood from a very different angle. Friedrich Froebel believed that The charitable being is born for research and he is to practice it even as a child (Anonymous, 2000,p1) He assumed that children have to investigate the inner properties of things in order to discover hidden influences and causes.Froebel also considered children as being naturally good suggesting that this morality could be harnessed and fostered through hold up care and education. (ibid) and so developed a redundant environment where children could grow and learn. This he called his Kindergarten or garden for the children. Froebel also considered the spiritual, physical, touch perception and intellectual aspects of a child as a whole and believed that within his special environment (which will be discussed get ahead on) allowing children free playful, conversational experiences would build and hurl all of a childs mother wits. Like Froebel, Dr.Montessori believe that the best way to educate a child was to creation a method that would track the natural physiological and physic al development of the child and allow touch, movement and freedom to guardianship the child to learn. (Montessori, 1964). Maria Montessori however did not regard her method of education as instigating play claiming If I were persuaded that children need to play, I would provide a proper apparatus, exclusively I am not so persuaded. (Ibid) The Dr. claimed that a childs mind was most absorbent between the ages of 0-6 years, and that children learn best through movement and senses although this should not be regarded as play.She also viewed the child as a whole however, in contrast to Froebels theories, she believed that each sense should be isolated and developed separately. To hit this Montessori developed thematic activities based on real life experiences, and allowed her children to work distributively or as part of a group. Again, a special environment was personate up where children could move about freely and pick and plan there have got method of self education exploitat ion apparatus that could only be utilise one way.