Past Origins And Philosophical Concepts Of Childhood Education Essay Example

society recognized the value of a child's education rather than their economic contribution. Since then, education has become the main aspect of childhood and is now considered a necessity. The 21st century further emphasizes individuality and creativity in early childhood.

Surveys on the history of childhood in the medieval times

The historical treatment of children during medieval times has been the subject of surveys and debates. The question arises whether children were seen as miniature adults. Rams Philippe (1962) conducted early research on this topic in "Centuries of Childhood," while Lloyd De Mause (1976) explored it further in "The History of Childhood." Both scholars reached similar conclusions, suggesting that child welfare has undergone significant changes over the centuries. Their accounts paint a grim picture of childhood in earlier eras. De Mause (1976) even described it as a nightmare, stating, "The history of childhood is a nightmare from which we have only recently begun to awaken." He also asserted that child care became increasingly dismal with time, involving abandonment, physical abuse, terrorization, and sexual exploitation (Lloyd De Mause, ed.).

) , The History of Childhood ( London, 1976 ) . On the other hand, Rams supported this idea by stating that, " It is difficult to believe that this disregard was due to incompetence or incapacity ; it seems more likely that there was no place for childhood in the medieval world. " ( Aries, 2002, p.33 ) Furthermore, in his book 'Centuries of childhood', he continues to uphold this statement by saying that "there was no concept of childhood as a state different to adulthood in these centuries, and therefore, even if parents did feel affection for their offspring,

they did not fully understand how to respond to the emotional needs of their children.'.' Aries, Philippe, 1962, Centuries of Childhood, New York: Random House However, this statement was strongly challenged by Hawalt et Al ( 1986 ). To prove her point she researched corner inquest records where it was concluded that medieval families did in fact differentiate between being a child and an adult.

Hawalt (1986) Hwang, P.C., in Lamb, ME., and Sigel I.E. (1996) Images of Childhood. London: Routledge David Archard (2001), also agrees with this sentiment. He argues that "all societies at all times have had the construct of childhood, that is to say, the construct that kids can be distinguished from adults in various ways" (Archard D.).

, in Heywood. C (erectile dysfunction) (2001) A history of Childhood. USA: Blackwell Publishers Inc. Linda Pollack, (1983) criticized Rams and de Mause's sentiments regarding childhood, highlighting that it was not as austere as implied by these authors. She further argues that parents always treated their children in the same way and that no change occurred during this period.

According to Linda Pollock in her book "Forgotten Children - Parent: Child Relations from 1500-1900", there was little change in childhood between the years of 1500 and 1900. The texts indicate that parental attention and affection towards babies remained relatively consistent during this time period (Cambridge University Press, 1983). It is important to acknowledge that there are differing views on how childhood was perceived over the centuries. To determine this, it is crucial to establish whether there was a change, how it occurred, and what its final outcome was.

The Evolution throughout History

"Any state and people who truly believe

that investing in preschool education is invaluable for society would make reasonable efforts to prioritize children's care and education during their early years" (Early Childhood Education Journal, Vol 32, no 3 December 2004). Blended perspectives A Global vision for high Quality E.C.E. Between the 16th and 17th century (pre-industrial period), England primarily consisted of rural and agricultural areas.

In earlier times, children would frequently work in the fields or seek employment beyond their family's farm. However, during the 16th century, there was a change as middle class parents started supporting their sons to acquire formal education. This led to the development of a distinct notion of childhood and adulthood.

As schooling for boys became more popular, societal attitudes towards children and childhood underwent a significant change. This shift in perspective resulted in an increased demand for new educational options. Consequently, the number of schools began to grow across Europe. Instead of teaching their children skills at home, parents started favoring sending them to school. By the late 16th and early 17th centuries, society started distinguishing between the roles of children and adults.

Grown-ups did not hesitate to show this change. This new concept of childhood placed upper class children in the spotlight and quickly became a source of entertainment among adults. They were dressed in fashionable clothes and brought joy to their parents. However, another perception of the concept of childhood emerged among the church and the moralists, who emphasized the importance of religious development during these early years. They believed that children needed discipline and education; the child was seen as "a delicate creature, who must be protected, educated, and molded according to current educational beliefs and

goals" (Aries, 2002, p.35). However, primary education was still not considered important during the Victorian era.

During the Victorian epoch, also referred to as a crucial period for the advancement of the contemporary concept of childhood, Britain faced a scarcity of primary schooling alternatives. Interestingly, this era aligned with the Industrial Revolution, resulting in an increase in child labor. As a result, children were involved in physically demanding occupations like working in coal mines and mills due to new employment prospects arising from the Industrial Revolution.

They performed dangerous jobs that children were well-suited for due to their agility and ability to fit into tight spaces near heavy machinery. Children were paid lower wages than adults. Both boys and girls had to work diligently throughout their childhood to support their families. This was not seen as unusual or harsh, as parents believed that work was crucial for the financial well-being of their households.

Charles Dickens (1812) portrayed the harshness of children's upbringing in his novels, emphasizing their confinement to cramped and unsanitary living conditions. The repercussions of this situation encompassed ill health, injuries, and even fatalities. It was in Britain that child labor experienced a gradual reduction leading to its eventual abolition.

The introduction of the Factory Acts from 1802-1878 led to this change, but primary education was not acknowledged as important during the Victorian Age. Both Britain and Europe had no provision for primary education. When compulsory education was introduced in the 19th century, families who did not own property strongly opposed it because they depended on their children's earnings and were unwilling to trade them for schooling.

Throughout history, numerous early childhood educators have faced challenges in enhancing

children's education and addressing their holistic needs. Despite variations in their perspectives and theories on learning, they shared the belief that play is essential for children to maximize their potential. Nevertheless, they unanimously recognized the critical importance of adopting a multi-sensory approach to learning. Froebel, Montessori, and Steiner each introduced tangible materials that enabled children to engage in exploration and discovery of the world. Additionally, certain other pioneers in early childhood development asserted that a child's development is at its pinnacle due to its innate abilities.

Despite differences in their theories of child development, Rousseau, Piaget, and Vygotsky all agreed that certain characteristics of a child are innate. However, the efforts of early pioneers led to historical and philosophical changes that ultimately improved the roles of children in society. In the 17th and 18th centuries, Joseph Lancaster's "Monitorial" schools and Robert Owen's New Lanark elementary schools were the only institutions providing education for young children. At that time, education during childhood was still considered irrelevant, and most children did not attend school since it was not compulsory yet. Only boys from wealthy families had the opportunity for formal education.

They received simple instruction to help them with basic literacy and arithmetic. Conversely, young girls in England did not attend school but stayed at home to learn how to become good wives. Disabled children were also susceptible to neglect and being forgotten. However, it appears that it was highly unlikely for children to obtain decent jobs as adults. Lloyd de Mause (1976) reinforces this idea by stating that children grew up without the ability to write or read.

De Mause, Lloyd, (1976). (ed.), The History of Childhood: London. The

Victorians gradually recognized the significance of the child's role in childhood. Influential reformists began to understand the true notion of childhood and engaged in discussions on child development. Additionally, politicians also recognized the potential benefits of educating children for the future of society.

According to Nutbrown et al. (2010), the education of young children can contribute to the development of a better society. This dominant construct of childhood has remained prevalent in various societies.

London: Sage publications In the eighteenth and nineteenth centuries, schools began to be established by helpers and politicians who believed that educating children could benefit society. Nutbrown et al (2010) also note that schools were developed and expanded not only by religious organizations and helpers, but also by socially and politically motivated individuals who believed that educating young children could contribute to the development of a better society. Influential figures in history started changing society's perception of early education, with an understanding that educating children would have societal benefits. Nutbrown et al (2010) supports this statement by stating that education and schooling were seen as a social intervention to make a difference in the lives of poor and orphaned children. This study discusses some of the major influential figures who contributed to the development of early childhood education.All of them had different thoughts on childhood development, but they agreed that a child's unconditioned inclinations and characteristics were a part of "nature" and that learning should be through discovery rather than instructions.

Comenius (1592-1670) is known for creating the first children's illustration book entitled "Orbis Pictus (The World of Pictures)." He believed that incorporating images was essential for children to learn effectively. His philosophy emphasized

the importance of allowing children to play, learn, and explore at their own pace. He likened children to "seeds" (Selbie, A., & Clough, 2005). In her journal of early childhood research (2005), Nutbrown, C. et al. argues that providing guidance is crucial for children's development and that learning cannot be forced upon them. Additionally, she highlights the individual potential each child possesses to become their unique self. Comenius also supported inclusive education as a means of social improvement, advocating that all children should have access to education regardless of gender or social class. Nutbrown, C. (2010), page 113 further delves into this topic.

Et Al (2010) discusses the ideas of Jean-Jacques Rousseau (1712-1778), a philosopher who wrote about nurturing children instead of taking a repressive approach during the 18th century. Rousseau, famous for his book Emilie, advocated for free play and emphasized the importance of the surrounding environment. His approach is still used in early childhood classes today. Building on his work, other theorists have developed various strategies for caring for and educating children.

Pestalozzi (1746-1827), born in Zurich, believed that children should 'discover the universe through activity'. His desire was to educate the child as a whole person. His involvements in children's rights make him an important focus of historical and philosophical studies. (Nutbrown C. et al, 2001 Pg 112)

One of the primary founders of inclusive education, Robert Owen, established a school for girls in 1806. Starting in 1790, Owen also created the first elementary schools for children whose parents and older siblings worked in the New Lanark Mills. As mentioned in the book "Early Childhood Education" by Nutbrown et al. (2010), Owen aimed to provide

education for the community. He advocated for the passage of the Factory Act of 1819 and was the first to prohibit teachers from physically punishing students. Nutbrown et al. (2010) states, "I support a philosophy of education which strives to reduce the need for punishment." Friedrich Froebel (1782-1852), as reported in the "Pedagogies of the Kindergarten" by Friedrich Froebel (1895) research publishing house online, believed that children should learn through hands-on experience before mastering verbal language skills.

The Friedrich Froebel (1782-1852), a German pedagogue, was an early innovator in the reformation of childhood instruction. He believed that every child had educational potential from birth and that a proper educational environment was necessary to help each child reach their full potential. According to Froebel, children should be treated and nurtured like plants, and if given the right conditions, they would grow and develop according to their own abilities and destiny (Lawrence, 1969, p.195). Froebel advocated for children to learn at their own pace.

According to Froebel (1907, p. 8), it is important to not rush or hurry the development of a child in their early years. While young animals and plants are given time to rest and grow without interference, humans are often seen as malleable beings that can be molded to fit society's desires. However, this approach may hinder the natural and healthy development of a child.

(1907) The Education of Man New York, Appleton & Co. Froebel's theory of instruction was also founded on the importance of play during childhood using manipulative materials, creativity, and physical experiences, with the latter referring to learning through activities. He believed that a young child can only learn through direct contact

with tangible objects. "Children are born with a need to play and explore" (Nutbrown C et al, pg. 11, Early Childhood Education). Froebel's vision was to create a world for young children... a world he called kindergarten. According to Froebel, "play is the most unrestricted active expression of the child's inner self which arises from the desire of that inner life consciousness to recognize itself externally."

According to Bowen (1907, p.116), Froebel believed that in his Kindergarten program, activities involving drama facilitated the overall development of a child in social, emotional, physical, and intellectual aspects. Play was considered a crucial step in a child's growth. Froebel was particularly fascinated by the natural desire of children to engage in play.

"It is through drama that children learn how to use their limbs and all their bodily organs, which promotes their health and strength. Drama also helps children understand the external world, the physical characteristics of objects around them, their actions and reactions, and how these phenomena relate to themselves. This knowledge forms the foundation for their lifelong learning. (Bowen, 1907, p.101) Bowen, H. (1907) Froebel and Education by Self-Activity London, William Heinemann. To further his philosophy, Froebel provided infants with educational toys that fostered their imagination. Another pioneer in education was Charlotte Mason (1842-1923), who believed in allowing children to use their own senses and learn through hands-on experiences. She also advocated for home education."

Rachel and Margaret McMillan (1859-1931), The Macmillan Sisters (1859) devoted their lives to advancing a combination of societal, wellness, and education services. Their goal was to encourage mothers to bring their children to the nursery, where they would stay in well-supervised play areas. They

introduced health and social welfare initiatives in their kindergarten schools to ensure the holistic development of the child. Rudolf Steiner (1861-1925), an Austro-Hungarian philosopher, believed in the holistic approach to learning. In his Waldorf schools, art, music, and humanities played a significant role in the curriculum.

While Montessori and Froebel concentrated on individual discovery in learning, Steiner emphasized the social aspects. Maria Montessori, an Italian doctor, dedicated her work to impoverished and mentally disabled children, teaching them self-help skills. Additionally, Montessori believed in children's innate ability to acquire educational skills.

In the Montessori environment, children were encouraged to fix their own mistakes, allowing them to receive positive reinforcement and develop internal satisfaction. Unlike Froebel, who believed that concrete objects could also teach abstract concepts, Maria Montessori believed that children's learning would guide them in building a better future. Her multi-sensory approach to learning is still very popular in kindergarten classes today. Another trailblazer, Susan Isaacs (1885-1948), had a significant impact on modern schools. In 1924, she established the Malting House School, which focused on experimental methods.

Nutbrown et Al (2010) on page 54 brought attention to the idea of 'discovery' learning and play as the primary form of instruction for children. They also advocated for maximizing outdoor experiences. According to Nutbrown et Al (2010) on page 107, Jean Piaget (1896-1980) also believed that children are independent learners. He asserted that children learn through their own self-directed activities and stressed the importance of play in cognitive development. Piaget saw play as an active process through which children learn (O'Hagan and Smith, 1993, p.69).

; A; Smith, M. (1993) Early Old ages Child Care and Education: Key Issues 2nd erectile dysfunction.

China: Tindall. Piaget discussed the egocentric nature of children during their childhood. This means that due to their limited understanding of the world, they struggle to comprehend others' perspectives. Piaget's work faced criticism, especially from Donaldson (1978), who argued that much of Piaget's research was not applicable to real-life situations (Donaldson, 1978).

Donaldson, M. (1978) Children's Minds London: Fontana. Lev S.Vygotsky (1896-1971), is another early theoretician who can be classified as a 'constructivist'. He agreed with Piaget that children are 'active' learners during their childhood, but emphasized the importance of social interaction in stimulating learning. Vygotsky introduced the concept of the 'zone of proximal development', in which he argued that although intellectual development is natural, children need guidance from adults to reach their maximum potential (MacLeod-Brudenell, 2004).

MacLeod-Brudenell, I. ( Ed ) ( 2004 ) Advanced Early Years Care and Education Oxford: Heinemann. The viewpoints of these historical figures can be linked to their interpretation of 'children's rights'. Both past innovators and current researchers agree that there is a strong connection between the understanding of childhood and the advocacy for children's rights. All concur that children have the entitlement to receive an education.

Jalango M.R. et Al highlight the importance of allowing all young children to develop to their full potential, acknowledging their inherent value as human beings, and providing them with supportive adults who facilitate their learning. (Jalongo M.R., Fennimore B.S., Pattnark J.)

, The idea that learning is a process that cannot be rushed has been consistently emphasized over time by early childhood education pioneers. Today, children are constantly being forced to learn from printed materials.

I find it hard to believe that young children can

learn more from traditional instruction than from engaging in appropriate activities. In my ideal kindergarten classroom, I envision children exploring the natural world, taking care of animals and plants, creating art, participating in role play, and getting messy. It is crucial to prioritize acts and legislations that ensure the rights of children are respected, their well-being is safeguarded, they live without fear, and they can grow up in a peaceful environment.

Kofi Annan, the 7th Secretary-General of the United Nations, advocated for equal opportunities and respect for all children. However, this was not always the case. In 1862, the Revised Code was introduced.

Grants were distributed to elementary schools based on student performance and abilities. The lives of disadvantaged children began to improve gradually. It took the government some time to recognize the importance of protecting children by law. The issue of child labor was debated in parliament, resulting in a law that prohibited children under the age of 10 from working in mines. Parliament also passed a law mandating weekly school attendance for children. Lord Shaftesbury introduced this law in parliament and went on to establish and serve as president of the Ragged School Union.

These 'ragged schools' were established for unfortunate children, who were required to pay for this educational service as attendance was not yet compulsory. The implementation of the Forster Education Act in 1870 made it mandatory for all of England to provide basic schools for young children. The introduction of the Mundella Code in 1882 marked a significant change, as schooling finally became compulsory.

All children were required to attend school until the age of 10, and this obligation was later extended to the

age of 12. Shortly afterwards, the school's fee, known as 'pence', was abolished, making education free for all. The topic of determining the age at which children should start attending school was discussed in parliament. Mundella proposed the idea of sending children to school a year earlier than other European countries. In his address to parliament, he questioned whether it was fair for Austrian children to receive education before English children (National Education League 1869:133). This information is taken from the Report of the General Meetings of the Members of the National Education League in 1869.

Birmingham: National Education League After the Second World War, in Britain, the decrease in household siblings and the closure of kindergarten schools had reduced the opportunity for young children to play and socialize. During that time, the Local Education Authorities (LEAs) faced challenges in expanding the number of nurseries due to Ministry of Education Circular 8/60 stating no increase in nursery school provision. The shortage of LEA nursery places and the growing parental awareness of children's well-being and education led to a new type of nursery provision known as nursery groups. In 1972, Ms. [Secretary of State for Education] introduced this new form of nursery provision.

Margaret Thatcher introduced a White Paper proposing the establishment of nursery schools operating for twenty-four hours to cater to young children. This was a significant step that set a precedent. Today, extensive research demonstrates the global recognition of children's rights. These rights have been acknowledged in numerous countries through various international and domestic agreements. The most notable legislations that have contributed to safeguarding children's rights include The UN Convention on the Rights of the Child,

the Declaration of Human Rights, the Children Act of 1989, the Education Act of 2002, Every Child Matters, and the comprehensive Childcare Act of 2006 which is wholly dedicated to early childhood practice.

Clearly, the child is now an active person who "can contribute to society in many ways, and who are much more capable than we tend to believe, and at much younger ages as well" (Freeman cited in King, 2007:210).

The Establishment of Laws and Acts in Malta

Education is the womb in which our society reproduces itself and recreates itself for the future (Louis Galea Minister of Education, National Minimum Curriculum Malta -1999). During the 19th and early 20th centuries in Malta, the majority of Maltese families also lived in extreme poverty. Childhood was not much different for Maltese children.

Boys were typically sent to work in fields at a young age to help their families, while girls assisted their mothers at home. Due to the poverty of Maltese families, providing their children with a proper education was never seen as necessary. While the British were in Malta, Governor Sir Henry F. Bouviere (1836-42) appointed Mr. John Austin as the High Commissioner to research the situation of Maltese families. In his 1836 report, Commissioner Austin addressed the issue.

Sarah Austin criticized the educational system in Malta, emphasizing the lack of schools and quality instruction for the middle class. She also highlighted the absence of press, opportunities for discussion, and interaction with English-speaking individuals. Austin expressed astonishment at how people managed to survive under such circumstances. This quote is taken from Dr. David R. Marshall's History of the Maltese Language in Local Education (Malta, University Press 1971).

Quoted from

Dr. David R. Marshall in History of the Maltese Language in Local Education ( Malta, University Press 1971 )

In 1849, there were only 30 primary schools in Malta, and Gozo had just two small schools. In 1881, Sir Patrick Joseph Keenan, the Commissioner tasked with examining education in Malta, proposed a payment system based on the results obtained by students. Teachers would be remunerated according to their students' performance on an exam administered by an inspector. This system was in place until 1900 in Malta.

In his book, Zammit Mangion comments on the dominance of reading, authorship, and calculation, stating that it had become all-encompassing. He further emphasizes that children had been taught to eagerly respond to written text, comparing them to sharpened arrows. (J. Zammit Mangion, op. cit., p.135.)

In 1927, a study was conducted in Malta by Pawlu F. Bellanti. Bellanti stated that around 50% of the younger generation is growing up without any form of preparation or guidance, which is a very serious problem. This information was documented in Bellanti's census of the Maltese Islands, which was carried out on March 31st, 1901. The census was authorized by Ordinances no X of 1900 and NoIII of 1901, and it was published by the Malta Government Printing Office in 1903. The Education act of 1944 led to the establishment of additional schools, and in 1981, schools catering to special educational needs were created. The Education Act in Malta finally came into effect in 1988.

It stated that mandatory education begins at the age of 5. It also stated that it was the responsibility of every parent to ensure that their child attended school every day throughout

the academic year. This was a breakthrough for all children. Inclusive education was also a major concern, and the Maltese National Minimum Curriculum (1999) includes a section on early childhood education and recognizes inclusive Education as one of the fundamental principles in instruction.