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Principles of early childhood education
Principles of early childhood education
Principles of early childhood education
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• Susan Isaacs was a British educationalist and psychologist whose work covered the first half of the twentieth century.
• She came to education with a background in philosophy and psychology and this influenced much of her work with young children.
• She felt that going to a nursery school should be a natural part of a child’s early life: ‘Experience has shown that it can be looked upon as a normal institution in the social life of any civilised community’ (Isaacs, 1952, p.31).
• Isaacs planned the Malting House School, which the indoor space was richly resourced to stimulate learning through play. It included beads, blocks, art and craft materials, dressing up clothes, a typewriter and other play equipment.
• She clarified that children’s
Williams, Leslie R. and Doris Pronin Fromberg, ed. Encyclopedia of Early Childhood Education. New York: Garland Publishing, 1992.
Early Infancy' (1952), 'the deepest source of anxiety in human beings' (1952, p. 43). She suggests 'that such helplessness against destructive forces within is
Susan Smith could have been a normal woman. If you passed her on the streets you wouldn’t know that she would turn out to be a killer. Susan had a secret though, a deadly secret. Susan Smith was a cold, calculating killer, capable of murder in cold blood. I believe Susan had many factors contributing to the state of mind she had before the murder of her two sons, like her traumatizing childhood and the many dysfunctional relationships she had.
Hedges, Helen. ""You Don't Leave Babies on Their Own": Children's Interests in Early Childhood Education." Early Education. Ed. Janet B. Mottely and Anne R. Randall. New York: Nova Science, 2009. N. pag. Print.
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
From Susan Hochman’s paper, “Leta Stetter Hollingworth: Her Life”, Leta Stetter was born in Nebraska May 25th, 1886 to her mother and an alcoholic father. After having two other children, Stetter’s mother passed away and the children were left to their irresponsible father. Stetter went on to live with her grandparents, which was better than living with her father. However, she still felt a remarkable sadness with regards to losing her mother at an early age. After graduating from Valentine, Nebraska’s high school, she attended University of Lincoln, in which she earned her Bachelor of the Arts degree and she also a teaching certificate for the state of Nebraska. In college, she met her
During her early years, according to Dyer, (1983) Anna worked at the Cottage Lyceum with third, fourth and fifth graders. Anna was asked to sign a contr...
Mary Cover Jones was born on September 1, 1896 and died at the age of 91 in 1987 (Krasner, 1988). For many years, Jones was a typical housewife and mother. Yet, she wanted more. She wanted a career in the field of psychology. Just as everyone else, Jones struggled throughout her life to become the psychologist that she really wanted to be. She failed at attending specific colleges and seminars. However, she was not one to give up and finally ended up attending Vassar and Columbia University to obtain her degree in psychology. “Throughout her career Mary was quite involved in the child development/education field as parent/teacher/researcher/author” (Krasner, 1988, p. 91). Though she played many roles within the psychology field during her lifetime, Mary Cover Jones played more of a role within the field of developmental psychology rather than behavior therapy (Logan, 1980). Mary Cover Jones played a very important role in the world of psychology from day one by doing work within the direct area of children (the elimination of fear, self-conceptions and motivations of boys and self-conceptions and motivations girls).
Her childhood left her feeling lonely and hostile but she channeled it into something positive, which in turn became legendary. Despite the odds that were against her for simple being a woman, she made major contributions to psychology. She did not accept the norms of Sigmund Freud and challenged many of his notions. She paved the way for many psychologists, especially females or those who wanted to work in feminine psychology. Our reasoning for choosing Karen Horney was due to the fact that we are young women trying to break into the field of psychology as well. We were inspired by her bold effort to oppose Sigmund Freud despite his prestige position in the psychology community and the possible public ridicule that would surface against her. She is one of the very few women psychologists still mentioned today, which gained our respect immediately. However, we believed that she does not get the recognition she deserves, which is why we wanted to introduce her to the class. As we go through our psychology books, she is mentioned in very pages and the authors usually sum up her contributions in a paragraph or two. If we were able to write about Karen Horney and her legacy in psychology in over ten pages, why can’t they? It was a pleasure to research her contributions to psychology and we hope to have covered them in their
Maybin, J. &Woodhead, M. (2003). Childhoods in context. Southern Gate, Chichester: John Wiley & Sons Ltd
Anne Anastasi was born in New York City in 1908 to first generation immigrants. She was raised by her mother and grandmother after the unfortunate death of her father. Anne entered college at 15 and graduated with a doctorate at 21 from Columbia University, excelling despite the social-cultural difficulties of being a second generation immigrant. She also faced the difficulties of finding a job as a female psychologist during an economic crash. Anne’s first job was as an instructor at her undergraduate college, Barnard University, and despite the economic hardships she was able to begin research though government work programs that provided research assistants. Then in 1939 she accepted the position as psychology department chair at Queens
Platt, Anthony. (1982). The rise of the child-saving movement. In Chris Jenks (Ed.) The sociology of childhood: Essential readings (pp. 151-169). London: Batsfords Academic and Educational Ltd.
Zeitgeist of the Time During the early nineteen hundredths, the era when psychology was just booming as a new founded and declared science Melanie Klein faced much oppression and ridicule. In a nut shell, she was subjected to being an uneducated; no degree based female want to be who opposed what Freud had molded.
This week I choose to focus on Susan as she is at her early adulthood. As Susan reached adulthood, her physical maturation is complete.
As a young lady, in 1974 she attended the University of Sussex. Amongst all the classes she was taking history happened to be one. History had always been dull to her, and then Professor Maurice Hutt invited her to a seminar on the theory of history. That was the beginning of her becoming the historical writer we know today. (www.theguardian.com/education)