preschool , also known as nursery school , pre-school school , playschool or kindergarten , is an educational institution or learning space that offers early childhood education to children before they begin compulsory elementary school. It can be operated publicly or privately, and can be subsidized from public funds.
Video Preschool
Terminology
Terminology varies by country. In some European countries the term "kindergarten" refers to the formal education of children who are classified as ISCED level 0 - with one or more years of such education mandatory - before children start primary school in ISCED 1 level .
The following terms can be used for educational institutions for this age group:
- Pre-Primary from 6 weeks to 6 years - is an educational parenting service You can enroll your child (ren) before primary school. It can also be used to specify services for children younger than Kindergarten age, especially in countries where kindergartens are required. The Pre-Primary Program takes place in Parent Park .
- Nursery School (UK and US) from 0 months to 5 years- is a pre-primary education day-care institute that includes DayCare, Preschool, Pre-K (Pre-Kindergarten), and Kindergarten.
- Daycare (USA) from 0 months to 2½ years held at Nursery School, but can also be called "child care" or "crÃÆ'¨che".
- Preschool (US and UK) from 3 to 4 years held at Kindergarten School; readiness has to do with whether your child is up to date so you can start as early as 2½ years. Preschool education is important and beneficial for your child attending a nursery school.
- Pre-K (or Pre-Kindergarten) from the age of 4 to 5 years held at the Nursery School and is an initiative to improve access to primary preschool schools for children in US. There are many things besides teaching your children colors, numbers, shapes, and so on. Children need to learn how to follow the rules, feed themselves with a little help, learn how to use the bathroom without needing much help if they wear underwear instead of diapers. Teachers are there to help guide your child to the right path and make sure he shares and be kind to other children.
- Kindergarten (USA) from 5 to 6 years old held at Kindergarten School and/or several elementary schools; in many parts of the world (less so in English-speaking countries) referring to the first phase of formal education
Maps Preschool
History
Origins
In an age when schools are limited to children who have learned to read and write at home, there are many attempts to make schools accessible to orphans or girls working in factories.
In 1779, Johann Friedrich Oberlin and Louise Scheppler were founded in Strassbourg as an early establishment to care for and educate pre-school children whose parents were absent during the day. At about the same time, in 1780, similar baby places were established in Bavaria In 1802, Pauline zur Lippe founded a preschool center in Detmold.
In 1816, Robert Owen, a philosopher and educator, opened Britain's first and perhaps globally first baby school in New Lanark, Scotland. In relation to his efforts for grinding cooperatives, Owen wants children to be given a good moral education so they will be fit to work. The system successfully produces obedient children with basic reading and numeracy skills.
Samuel Wilderspin opened his first infant school in London in 1819, and later founded hundreds more. He published many works on the subject, and his work became a model for infant schools throughout England and beyond. Play is an important part of the Wilderspin education system. He is credited with creating a playground. In 1823, Wilderspin published the Importance of Educating Poor Babies, by school. He started working for the Infant School Society the following year, telling others about his views. He also wrote "The Infant System, to develop the physical, intellectual, and moral strength of all children from ages 1 to seven."
Spread
The Countess Theresa Brunszvik (1775-1861), known and influenced by Johann Heinrich Pestalozzi, was influenced by this example to open Angyalkert ('angel garden' in Hungarian) on May 27, 1828 in his stay at Buda , the first treatment center of the eleven he set up for small children. In 1836 he founded an institute for the foundations of pre-school centers. The idea became popular among nobles and middle class and copied throughout the Hungarian empire.
Friedrich Fröbel (1782-1852) opened the Play and Activity institute in 1837 in the village of Bad Blankenburg in the kingdom of Schwarzburg-Rudolstadt, Thuringia, where he named the Kindergarten on June 28, 1840.
Women trained by FrÃÆ'¶bel open kindergartens throughout Europe and around the World. The first kindergartens in the United States were founded in Watertown, Wisconsin in 1856 and performed in German. Elizabeth Peabody founded the first English-speaking Kindergarten in America in 1860 and the first free kindergarten in America was founded in 1870 by Conrad Poppenhusen, a German industrialist and philanthropist, who also founded the first publicly funded Poppenhusen Institute and public-type kindergarten in America United was founded. in St. Croix Louis in 1873 by Susan Blow. Canada's first private kiddy was opened by the Wesley Methodist Church in Charlottetown, Prince Edward Island in 1870 and by the end of the decade, they were common in big cities and Canadian cities. The country's first public school-school was founded in Berlin, Ontario in 1882 at the Central School. In 1885, the Toronto Normal School (teacher training) opened a department for kindergarten teaching.
Elizabeth Harrison wrote extensively on the theory of early childhood education and worked to improve the standard of education for kindergarten teachers by establishing what became the National High School of Education in 1886.
Head Start is the first publicly funded preschool program in the US, created in 1965 by President Johnson for low-income families - only 10% of children are then enrolled in preschool. Due to the huge demand, various countries were subsidized preschool for low-income families in the 1980s.
Development area
The most important years of learning begin at birth. During these early years, humans were able to absorb more information than later. The brain grows most rapidly in the early years. High-quality teachers and preschoolers can have long-term effects on improving outcomes for disadvantaged students.
The areas of development that include preschool education vary. However, the following main themes are usually offered.
- Personal, social, economic and emotional development
- Communications (including sign language), speaking and listening
- Knowledge and understanding of the world
- Creative and aesthetic development
- Mathematical consciousness
- Physical development
- Physical health
- Play
- Team work
- Self-help skills
- Social skills
- Scientific thinking
- Literacy
Preschool systems observe standards for structure (administration, class size, student-teacher ratio, service), processes (classroom quality, teacher-child interaction, etc.) and alignment (standard, curriculum, assessment) components. The curriculum is designed for different ages. For example, count up to 10 generally after the age of four.
Several studies have denied the benefits of preschool education, finding that preschool can harm cognitive and social development. A study by UC Berkeley and Stanford University on 14,000 preschools revealed that while there is temporary cognitive impulse in pre-reading and math, preschool has a detrimental effect on social development and cooperation. Research also shows that the home environment has a greater impact on future outcomes than preschools.
There is growing evidence that high-quality preschools are "playing by," rather than trying to give formal instruction early in academic subjects. "Playing with other children, away from adults, is how children learn to make their own decisions, control their emotions and encouragement, see from the perspective of others, negotiate differences with others, and make friends," according to Dr. Peter Gray, Boston Professor of college and evolutionist plays and his vital role in child development. "In short, playing is how kids learn to control their lives."
Preschool has adopted various teaching methods, such as Montessori, Waldorf, Head Start, HighScope, Reggio Emilia, Bank Street, and Forest kindergarten.
Funding
While most American preschool programs remain cost-based, support for public funding for early childhood education has increased over the years. In 2008, 38 states and the District of Columbia invested at least in some preschool programs, and many school districts provide their own preschool services, using local and federal funds. The United States spends 0.4% of GDP or $ 63 billion for preschool education.
Common preschool benefits and challenges reflect available funding. Funding can range from federal, state, local public allocations, private sources, and parental fees. The problem of preschool funding is common not only from limited sources but from cost per child. In 2007, the average cost in the lower 48 states was $ 6,582. Four categories prescribe public preschool costs: personnel ratios, personnel qualifications, facilities and transport, and health and nutrition services. These costs are heavily dependent on the cost and quality of services provided. The main personnel factor associated with cost is teacher qualification. Another determinant of cost is the length of the school day. Longer sessions are more expensive.
Collaboration has helped fund programs in several districts. Collaboration with the Head Start area and other private preschools helps fund public preschools in one district. "We are very pleased with the interaction.This really adds a dimension to our very positive program". The National Head Starting Bureau has been looking for more opportunities to partner with public schools. Robek Schultz from the Bureau stated, "We will turn to partnerships as much as possible, whether in the form of funds or facilities to ensure children get everything needed to be ready for school".
Advocacy
The Universal Preschool Movement is an international effort to make preschool available to families, as for basic education. Various jurisdictions and advocates have different priorities for access, availability, and sources of funding.
In the United States, most preschool supporters support the National Association for Education for Eligible Practitioners for the Development of Young Children.
The National Association for Youth Education (NAEYC) and the National Association of Nursing Professionals (NACCP) publish and promote practice ideas that are in line with developments, although many agencies have not taken that approach. NAEYC claims that although 80% of TK classrooms claim to be in line with developments, only 20% are true.
Curriculum
The curriculum for pre-school children has long been a hotbed of debate. Much of this revolves around content and pedagogy; the extent to which academic content should be incorporated in the curriculum and whether formalized or explored instruction that the child begins, supported by an adult, is more effective. Proponents of the academic curriculum tend to support a focus on basic skills, especially literacy and numeracy, and structured activities determined to achieve related goals. Internationally, there is strong rejection of early childhood care and broad-based curriculum and curriculum curricula that support the overall development of children including health and physical development, emotional and spiritual well-being, social competence, intellectual development and communication skills. The types of documents emerging from this perspective tend to be more open, offering a framework that teachers and parents can use to develop a specific curriculum for their context.
National variation
Preschool education, like all other forms of education, is intended by the people who control it to transmit the important cultural values ​​to the participants. As a result, different cultures make different choices about preschool education. Although there are variations, there are some common themes. Most significantly, preschool is universally expected to improve the ability of young people to perform basic self-care tasks such as dressing, feeding, and defecation.
China
Early childhood education (PAUD) studies in China have been heavily influenced by China's political and economic reforms and progress. Currently, the Chinese government has shown an interest in early childhood education, implementing policies in the form of a Guideline for Education of Kindergarten (Trial Version) in 2001 and the National Education Reform and Development of the Long Term Planning Program (2010-2020) in 2010 It has been found that Chinese kindergarten education has changed dramatically since 1990. In recent years, various Western curricula and pedagogical models have been introduced to China, such as Montessori, Reggio Emilia, Appropriate Development (DAP), and Approach Project. Many kindergartens face the difficulties and challenges in adapting these models in their programs. Therefore, a heated debate about how Western curricula can be adapted in the context of Chinese culture has begun between researchers and early childhood practitioners. Research has revealed that the most important goal for promoting curriculum reform is to improve the professional knowledge of kindergarten teachers, such as their understanding of the concept of play and pedagogy, and the perception of inclusion and curriculum based on kindergartens. Furthermore, in the reform process, family education and family collaboration can not be ignored in child development. Early childhood education in China has made dramatic progress since the 1980s. In Tobin, et al. 2009, studying three cultures, continuity and change across the early childhood education system is real. The project report of Zhongguo Xueqian Jiaoyu Fazhan Zhanlue Yanjiu Ketizu 2010 reflects the development of Chinese early childhood education and puts the current situation of early childhood education development. The historical development of Chinese early childhood education shows three distinct cultural threads, including traditional culture, communist culture, and Western culture, which has shaped the early childhood education in China, as shown in Zhu and Zhang 2008 and Lau 2012. Furthermore, when this, the administration of authority intends to set an independent budget for the ECE field to support early childhood education in rural areas (Zhao and Hu 2008). A higher quality of educational provision for children living in rural areas will be another destination for the Chinese government. Many researchers have detailed the important issues of early childhood education, especially teacher education. Exploratory studies at Hu and Szente 2010 (cited under Early Childhood Inclusion Education) have indicated that Chinese kindergarten teachers have a negative attitude towards the inclusion of children with disabilities, as they do not have enough knowledge and skills to work with this population. This indicates that kindergarten teachers need to improve their perception of children with disabilities. In addition, Gu 2007 has focused on the issues of professional development of new early childhood teachers and put forward some decent suggestions on how new teachers deal with important events in their daily teaching practices. In relation to family support for the early development of their children at home, family education should be focused and collaborative partnerships between kindergartens and families need to be improved. The teacher's attitude toward family intervention is an important aspect of family-teacher collaboration. Therefore, kindergarten teachers should support family members in their role as the child's first teacher and build collaborative partnerships with the family, as presented in Ding 2007. Furthermore, kindergarten teachers should be considered active researchers in children's role play. It supports the co-construction of their teaching knowledge in relation to the initiation/subjectivity of children in role play (Liu, et al., 2003).
Turkish
Preschool education begins in Turkey at the age of 5 years while elementary education begins at the age of 6 years.
Japanese
In Japan, the development of social skills and the sense of belonging to a group is the ultimate goal. Classes tend to have up to 40 students, to reduce the role of teachers and improve peer interactions. Participation in group activities is highly respected, leading a number of schools to, for example, counting a child who still stands near a group practice session as a participant. Children are taught to work harmoniously in large and small groups, and to develop mutual cooperation, kindness and social awareness. The most important goal is to provide an increasingly isolated, social environment not provided by the nuclear family; Unstructured playing time is appreciated.
Children are allowed to settle disputes with each other, including physical battles. Most behavioral problems are associated with inappropriate child emotional dependence. Remedies involve receiving a child, rather than treatment with drugs or punishment. Japanese culture attributes success to efforts rather than innate talents, leading teachers to ignore the inherent differences between children by encouraging and praising perseverance. They work to ensure that all students meet the standards and each achieves their respective potential. Although preschools have many variations, most personal development goals are age-appropriate, such as empathy learning, rather than academic programs. Academic programs tend to be more common among Westernized and Christian pre-school schools.
North Korea
North Korean Kindergarten education includes a common theme for North Korean propaganda. Subjects include Kim Il-sung's life, Japanese occupation of Korea, and the Korean War. Children are taught to enjoy military games and hate miguk nom , or "American bastard".
United States
In the United States, nursery schools are provided in a variety of settings. In general, pre-schools are intended to promote the development of children through planned programs. Pre-schools are defined as: "center-based programs for children aged four years who are fully or partially funded by state education institutions and those operated in schools or under the direction of state and local education institutions". Pre-schools, both private and sponsored schools, are available for children from three to five years of age. Many of these programs follow a similar curriculum such as pre-kindergarten.
In the United States, preschool education emphasizes individuality. Children are often allowed to choose from a variety of activities, using a learning center approach. During these times, some children draw or paint, some play house, some play with puzzles while some listen to the teacher read the story aloud. Activities vary across sessions. Each child is assumed to have certain strengths and weaknesses to be encouraged or improved by teachers. The typical belief is that "kids play is their job" and that allows them to choose the type of game, the child will meet his developmental needs. Preschool also adopts American ideas about justice, such as the rule of law and the idea that everyone is innocent until proven guilty. Teachers actively intervene in disputes and encourage children to solve them verbally ("use your words") rather than physically. Children can be punished by break time or asked to apologize or make repairs for bad behavior. The teacher helps the children explain what happened, before any decision to punish was made. Expressive language skills are emphasized through informal interaction with teachers and through structured group activities such as showing and telling exercises to enable children to describe the experience to adults. Resources vary depending on student wealth, but generally better than other cultures. Most programs are not subsidized by the government, making preschools relatively expensive even though staff are usually poorly compensated. The student-teacher ratio is lower than in other cultures, ideally around 15 students per group. Parents and teachers see teachers as extensions or partial substitutes for parents and consequently emphasize personal relationships and expectations consistently at home and at school.
In the United States, students who may benefit from special education receive services in preschool. Since the enactment of the Individual Persons Disability Education Act (IDEA) Public 101-476 in 1975 and its amendments, PL 102-119 and PL 105-17 in 1997, the education system has shifted from self-directed special classrooms to inclusion, leading teachers special education to practice in a wider range of settings. As with any other stage in the life of a child with special needs, Individual Individual Plan (IEP) or Individual Family Service Plan (IFSP) is an important way for teachers, administrators and parents to set guidelines for partnerships to help children succeed in preschool.
Co-operative preschool
Officially started in 1916, cooperative preschool is common in many parts of America and focuses on providing preschool environments for children and parents who meet cooperative ideas.
- Parent involvement
- Parent participation
- Parents education in early childhood education programs
Start Head
The purpose of Head Start and Early Head Start is to increase school readiness of young people in low-income families. These programs serve children from birth to age five, pregnant women, and their families. Head Start was started by the Federal Government in 1964 to help meet the needs of disadvantaged pre-school children.
The Economic Opportunity Office launched Project Head Start as an eight-week summer program in 1965. It was then transferred to the Children's Development Office of the US Department of Health, Education and Welfare in 1969. Today is a program in Administration in Children, Youth and Families in the Department of Health and Human Services. Programs are managed locally by school systems and nonprofit organizations.
- Service is provided by Head Start
- Disabilities - All programs fully including children with disabilities
- Education - The purpose of Head Start is to ensure that children enrolled in the program are ready to start school. Activity is directed at the domain of skills and knowledge.
- Family and Community Partnerships - both groups are involved in program operations, governance and evaluation.
- Health - Health is seen as an important factor in a child's ability to thrive and develop. The program provides an examination to evaluate overall child health, routine health examinations, and good practices in oral health, hygiene, nutrition, personal care and safety.
- Program Management and Operations - "focus on delivering high quality children development services to children from low-income families."
However, strict preschools can progressively harm children and cause later social, emotional, and educational problems. Although essential-based preschools are not focused on academic and kindergarten activities, children learn more valuable lessons that they will use for the rest of their lives. Research has shown that out of two essential-based preschools is a better choice for children, because of their specific learning style.
United Kingdom
In the UK, pre-school education in nursery schools or schools has local government funding for children between the ages of two and four. Pre-school education can be provided by child care centers, play groups, nursery schools and nursery classes in primary schools. Private or independent voluntary nursery education (PVI sector) is also available throughout the UK and varies between structured pre-school education and services that offer childcare facilities.
Breeding in the UK is also called FS1 which is the first year of foundation before they enter elementary school or infant.
The purpose of the nursery school curriculum is more specific than for parenting but less severe than for primary school. For example, the Scottish New Year and Curriculum Framework for Excellence determines expected results even at this age. In some areas, the provision of children's school services is to paying or limited users while other governments fund children's school services.
English
The voucher system for nursery provisioning was introduced in England and Wales under Major rule, providing 15 hours per week of free child care or education for children aged three and four, mostly provided through the primary school admissions class. It was replaced by the Blair government with direct funding by local education authorities. Therefore every child in the UK during the first school after their third birthday is now entitled to 15 hours per week free child care fund. Pre-schooling in the UK follows the Preliminary Learning Objectives, defined by the Early Years of Foundation Stage, for education produced by the Departments for Children, Schools and Families that last through the first year of their school at the age of four. This year the school is usually called Reception. The Purpose of Early Learning covers the key areas of education without subject driven. These areas include
- Personal, social and emotional development (main area)
- Communications and Languages ​​(main area)
- Physical education (main area)
- Literacy (specific areas)
- Math (specific area)
- Understanding the World (specific area)
- Expressive & amp; Design (specific area)
Until the mid-1980s, nursery schools received only pupils in the last year (three terms) leading to their admission to elementary school, but students now attend nursery schools for four or five terms. It is also a common practice for many children to attend nurseries much earlier than this. Many nurseries have facilities to take babies, using the 'Early Years of Foundation Years', a framework as a guide to giving each child the best start to become a competent learner and capable communicator.
Wales
The provisions in Wales followed the English to devolution and then diverged. Now an early year education in Wales is provided part-time for 3-4 year olds (Breeding) and full time for those aged between 4 and 5 years (Reception). Since 2005 it has become a legal duty for all Local Education Authorities to ensure adequate nursery education in their area for children from the term after their third anniversary.
Currently, the Early Year curriculum in Wales, produced by the Welsh Government Department for Children, Education, Learning and Lifetime Skills, is set out in the booklet "Expected Outcomes for Compulsory Primary School Children's Learning". However, the new 'Foundation Phase' covering children aged 3-7 years is being launched in Wales from 2008, focusing on 'game learning', which covers seven areas of learning:
- Personal and Social Development and Welfare
- Language, Literacy, and Communication Skills
- Mathematical Development
- Bilingualism and Multi-cultural Understanding
- Knowledge and Understanding of the World
- Physical Development
- Creative Development
Northern Ireland
In places where Nursery School funded in Northern Ireland can be applied starting from age 3 years upwards. Preschool education is also provided by PreSchools , also called Playschools or Playgroups. A Nursery School is allowed to enroll up to 26 children into the classroom, with a curriculum delivered by a qualified teacher and a Breeding Assistant. A preschool, which provides the same curriculum, is also permitted to receive a maximum of 26 children for each single session. However, the rules for the personnel are different. The Preschool must have an NVQ 3 Qualified Supervisor in Child Care (or Equals). There should be one qualified adult and checked for every 8 children. Funding is implemented through PEAG (Preschool Education Advisory Group). Both the nursery and preschool settings are checked by the Education and Training Inspectorate. Preschool should also be checked by the local Social Services.
Scotland
In Scotland, the voucher system for the pre-school preparatory part-time was introduced in parallel with England and Wales under Major rule, but with a strong emphasis on age-appropriate education rather than just childcare, and avoided the use of admissions classes in elementary schools. Now the children deserve a place in the nursery when they reach their third birthday. This gives parents the option of pre-school education for two years before starting primary education, the first year of compulsory education. Three-year-old nursery children are referred to as pre-school ante while four-year-olds are called pre-schools. Preschool education in Scotland is planned around the Initial Levels of the Curriculum for Excellence that Identify Outcomes & amp; Experience around the following eight curricular areas:
- Expressive Art,
- Health & amp; Welfare,
- Language,
- Math,
- Religion & amp; Moral Education,
- Science
- Social Studies
- Technology
The responsibility for reviewing the standard of care in Scottish nurseries lies with the Nursing Commission.
ireland
Beginning in 2010, Ireland passed a law stating that all children aged 3 years and 2 months and less than 4 years and 7 months are eligible to attend preschool for free. Before this law was passed, there were a large number of children who did not attend the Early Childhood Education Program. The offered program is operated on a voluntary basis and requires that parents pay the steep fee per child. This makes many families have no choice but to keep the kids at home. The government soon realized that a large number of children had difficulty in the first year of elementary school and parents had to stay at home unemployed. After the government issued a free preschool scheme, the Irish preschool registration rate increased to about 93%.
See also
- Child Care Center
- Education theory
- Heutagogy
- Miriam Roth (1910-2005) - Israeli writers and scholars on children's books, kindergarten teachers, and educators
- Pedagogy
- The Reggio Emilia Approach
- Play the school
- Pedagogy poison
- Children's television series
References
Source
Source of the article : Wikipedia
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