Week One: An Introduction to Early Years Education

 

Reflection 

This week has taught to be mindful of the changing nature of education, ongoing research into child development and strategies used to guide teaching and learning as they evolve. In a continuum of my own education as a teacher, I endeavour to develop an understanding of students' learning and developmental needs, interests and diverse learning styles in the implementation of a student-centred and culturally responsive pedagogy that is both flexible and engaging.

Theories of child development provide a framework for understanding human growth, development and learning. Despite differences in their approach to learning, an introduction to key theorists in early childhood education including, Pestalozzi, Froebel, Hall, Montessori, Piaget and Vygotsky revealed a common link to the belief that learning should be child-centred. In particular, I find the social aspect of learning paramount, especially in young children as it is key to their cognitive and social development3. Play-based learning is a key informing idea of early childhood theory and a critical element of the learning process as it builds upon the interests, skills and knowledge of a child in an academic context2,3. In particular, I find play-based learning supports student engagement, which facilitates knowledge and understanding through practical experience.

Additional Research: Being unfamiliar with the following theorists I decided to read further and list key information regarding their approach to early childhood education for personal reference. 

Pestalozzi 

• Every aspect of a child's life contributes to the formation of personality, character, and reason.
• Envisioned schools that were homelike institutions where teachers actively engaged students in learning by sensory experiences.

Hawes, D. (1992). Pestalozzi: Foster father of early education. Paper presented at the National Association for the Education of Young Children History Seminar, 1-25. Retrieved from http://www.eric.ed.gov/PDFS/ED353067.pdf 

Froebel 

• Recognised that children have unique needs and capabilities.
• Created the concept of "Kindergarten."
• He designed the educational play materials known as Froebel Gifts, which included geometric building blocks and pattern activity blocks.

Bruce, T. (Ed.). (2012). Early childhood practice: Froebel today. London: SAGE Publications Ltd. doi: 10.4135/9781446251287

Montessori

• Emphasis on independence, freedom within limits and respect for a child’s natural psychological development.
• Mixed age classrooms, with classrooms for children aged 2 and a half or 3 to 6 years old by far the most common.
• Student choice of activity from within a prescribed range of options.
• Students learn concepts from working with materials, rather than by direct instruction.

Isaacs, Barbara (2012). Understanding the Montessori Approach : Early Years Education in Practice. Retrieved from http://library.uq.edu.au/record=b2183786 

Bibliography:

1. Braise, M. & Nuttall, J. (2011). Learning to Teach in the Early Years Classroom. South Melbourne, Victoria: Oxford University Press.

2. Phillips, L. (2013). Week One: The Early Years Landscape [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.  


3. Queensland Studies Authority (QSA) (2006). Early Years 
Curriculum Guidelines (EYCG). Brisbane, Australia.