Early Childhood Education and ‘Kindergarten’

Pre-school discipline is discussed mainly through the tuition of a childs personality. The noesis and practices engaged by children during this stage of teaching are embedded with their character. Further more than outgrowth of creative thinking, communication skills and social interaction are a a couple of(prenominal) benefits able to acquire by pre-school children. (Palihakkara, D.W., Premaratne, R.M. 2004, p 36).Kindergarten, is a German metaphoric term referring to a garden, in which children are compared to growing plants. It is commitd as a frequent term for pre-school educational institutions, defined in conf economic consumptiond ways in many countries. The Kindergartens are recognized educational environments created to go and support the mental, somatic, emotional, linguistic and social development of children between ages 3-5 years. (Source Friedrich Froebel, http//www.infed.com/Froebel.html )History of Early childishness pedagogicsMany contri onlyions are made to the development of theories on primordial childhood education through the ages in the history of educational philosophy. All theories are found upon the childs psychological background, with diverse scientific research and interpretations made with time through established contemporary orders.Greek philosopher Plato in 4th Century B.C. was the former(a) to emphasize the importance of education with diarrhoea and rhythmic movement to amend mental and natural growth during the first five years of a childs bearing. This idea was further improved by the addition of Aristotles ideas on practicing approximate habits and attitudes in children.John Amos Komensky (Comenius) in the 16th Century, expressed ideas of child bear on education he believed children should learn by arresting flummoxs through activities engineered deep down their natural environment. He stressed on the childs bespeak for love and bail and the role of a m other(a) as a instructor in the home ground early childhood education. (Dudek.M, 1996, pp30-39)Jean Jacques Rousseau (1712-1778) further illustrates that nothing should be forced on the child. He suggests methods of active learning through experience and the enjoyment of work as make up.Work or play is each one to him, his games are his work, and he knows no difference.-Rousseau-The four stages of a childs development described by him are as followsInfancy reveals habits and the framing of emotionsChildhood reveals indispensability and training of sensesBoyhood reveals utility and the training of the intellectAdolescence reveals mortalityOf these training emotions and the senses was stressed only in early childhood education.Fredrich Froebel (1782-1827) believed that the childhood is a period with its own interests, determine and creativity and identifies Play as the peculiarity use. He established the pre-school dodge Kindergarten with the tenseness on Free Play and childs freedom. (Dudek.M, 1996, p51)Fig .2.01 Freidrich Froebel and his kindergarten turncocks known as Froebels gifts in use with children. educationalist Maria Montessori (1870-1952) foc apply on the necessity of sensory learning, skill development, the use of materials and comfortable class room environments for children in comparison to Kindergarten method, the Montessori Method focuses more towards the efficiency and speed in making children ready to engage with orb learning. (Dudek.M, 1996, p.58)Fig.2.02 Maria Montessori and pre-school childrenPsychologists such(prenominal) as Wellman and Piaget during the twentieth century discovered that news show levels of children can be manipulated by environmental experiences such as pre-schooling. also disapproved ideas of fixed intelligence and predetermined development. These findings improved the caliber of pre-school education as structured stimulating environments for cognition and skill development. (Dudek.M, 1996, p.65)2.1.2 Early Childhood raising in Sri Lankan ContextPre-school education has been a key priority of the Sri Lankan Education since the early 1940s. (The Kannangara Report of 1943, Jayasooriya Commission Report on education in 1961). In 1986 the affiliation of powers to the Ministry of Womens Affairs and Childcare enabled to enhance and control the step and regulations for Pre-schools Island wide. Experts on child psychology and education help to categorize various early educational programs.The management of Pre-school education in Sri Lanka can be identified under(a) troika basic sectorsState sector Managed under the Departments of Social Services, Fisheries, Womens Affairs and Protection and child care, Local Government etc.Voluntary Organizations Sarvodaya, Mahila Samithi, unearthly Organizations, Samurdhi Movement, and Social Welfare Trust Organization (Pre-schools in the Estate empyrean)Private Sector Private Educational Organizations or individuals (Mostly Montessori System Adopted)The two key dusts of early edu cation in Sri Lanka areNursery Kindergarten MethodMontessori Method (Palihakkara, D.W., Premaratne, R.M. 2004, pp54-57).The Nursery and kindergarten method is a combination of the Nursery and Kindergarten systems currently practiced in Sri Lanka.KindergartenThis system focuses a child centered approach which became the inspiration for modern pre-school education. Founded by, Freidrich Froebel, it fosters play, heavy(a) precedence for the growth of childrens feelings and their imagination.The intents focus on the childs development which includes social skills and sensory development.Sociability and care within a group of childrenProblem solving ability based on individual and group activitiesAccomplishment of sensory motor coordinationUnderstanding basic concepts obligatory for latter learningAppreciation of beauty in all formsSocial maturity and self-awarenessProgress of creativity(Palihakkara, D.W., Premaratne, R.M. 2004, pp37-38.)Nursery SchoolsA more new-fashioned education system based on the Kindergarten system, which employments on a nonprofit basis through churches, homes and charitable organizations .Its objectives areChild socialization and the use of Fantasy Play promotes sensory motor and emotional development.Attachment between instructor and child brings out self-confidence, security and spontaneity within the child.Creating a learning environment free from restrictions and directionsEstablishment of good parental relations(Palihakkara, D.W., Premaratne, R.M. 2004, p38.)Organized and free play is believed to help the child realize his true capacity through esthetics and self-expressive qualities of play. Nursery schools limit each group to a maximum of cardinal students with a minimum of two teachers to maintain good child-Teacher relationship where the teacher is only a guide, selecting music, materials for play discussion or art activities.MontessoriAn early education system that combines both the psychological concepts and academic techniques was established by Maria Montessori. She believed in creating a core environment based on love, care, co-operation, patience, self control and responsibility to be the main peculiarity of the system.The system aims skill development of children through activities such asPractical life exercises and occupational skills Ex. Carrying and apply objects, thattoning, folding linen etc. as working life skills and sweeping, washing, brushing as occupational skillsSensory exercises Sensory discrimination skills and conceptsDidactic exercises fancy shape, size, gloss, texture, temperature etc.(Palihakkara, D.W., Premaratne, R.M. 2004, pp39-40.)Fantasy Play of the Kindergarten has been substituted in the Montessori system by the organized activities that break to self-discipline and the course of work.Learning through Play MethodAs Friedrich Froebel believes play as the most distinctive activity of children. Apart from bringing joy to the child, play also evokes the inherent tactile property that children possess which symbolizes the character of each individual. (Dudek M. 1996, p.47)Research on human expression has revealed that children learn efficiently from seemingly-random play as from the formal classroom. Play gives children the prospect of firsthand experience to discover things through exploration it motivates them to take risks and challenges to look for the world further. (McConnell.J, 1989)Piaget describes the basic types of play a child progresses through in his/her developmental stages as Pre-Social and Social play.Pre-Social Play The infant take on play with hands, feet, bells, rattles and dolls at six months.Social Play Is a more compound and social in character as it occurs with both individual and somatogenic development.Category 1 Social play is in relation to the activity, such asFree Play The basic kind of social play that involves physical play activities with other children. This enables them to control their demeanor.Forma l Play Play with formal rules, but turns out to be flexible when children become more verbal.Creative Play outlined as the pinnacle of all types of play by Piaget the child learns to operate with symbols or else than objects.Category 2 play can be classified under the pass of social contact it offers. the curriculum of a Kindergarten encourages the following types of play solitary(a) Play children playing alone, independently, of their own interest.Parallel Play playing beside each other, but not with each other.Associative Play children playing with each other, communicating, sharing materials and activities in an unorganized pattern, without an overall goal.Corporative Play children organizing themselves in a group, with a common goal or purpose.(Malone. K, Tranter. P, 2003)Category 3 Any activity of play can be viewed in different stages of complexities of activity.Stage One Simple exploration of play material feeling sand, pouring water back and forth, scribbling with co ntort pencils etc.Stage Two Symbolic Play Use of objects as symbols for some other object. Takes place during the Preoperational stage mentioned byPiaget, a play very frequently used by kindergarten children.Stage Three When Kindergarten children are able to interact in co- operative play, they devised flexible rules to their games. (Malone. K, Tranter. P, 2003)The three categories of social play are efficaciously practiced in Kindergarten programs facilitated by teachers without restricting child behavior.Fig.2.03 Children engaged in learning Fig.2.04 Children engaged in playResearchers have distinguished three main categories of play in relation to child development. These are summarized below with its characteristics.Physical/motor skill play activities playing on structured games, using free equipment (e.g., bat ball). A natural way through which, childrens physical growth, agility and endurance is improved. These are essential to a healthy childhood and later life.Social/n on social play activities Talking with others, observe others activities, daydreaming (includes looker-on play). Children must play with others, share and cooperate, respect other views, express their ideas, feelings and unavoidably without the involvement of an adult. A child constructs identity which suits him. Learns to negotiate with others, and interaction with their peers allows to acquire social skills and emotional well- existence essential for childs development.Cognitive play activities (includes imaginative and creative play) building with materials and engaging in imaginative activities enables children to discover, explore and develop an pinch of the environment around them. They become familiar with the patterns and systems of life and connections with the experience. Therefore, play being a stimulant of physical, emotional, social, intellectual and cognitive development of the child plays a key role in early childhood education. (Malone .K, Tranter. P, 2003)Spati al quality of a KindergartenThe Nursery and Kindergarten method encourages freedom for the child to self-explore and experience his world. The psychological need for freedom is given priority in child centered education. A Child requires the freedom to experience childhood to its fullest potential. It is a key feature that enables him to successfully deal with future endeavors in life. (Selmer Olsen I., 1993)The spatial quality depends on the quality of activity, physical and psychological requirements of the users etc. A Kindergarten facilitates the main function of Learning through Play. The space and spatial quality of such institutions is the tool which moulds the ambiance postulate for the activity. The environment of a kindergarten should be organized, supportive and inspirational with desired freedom for the child to explore within the defined limitations of safety. indeed an ideal environment would cater to the requirements of a childs intellectual, social, linguistic, aes thetic and physical development. It leave alone incorporate spatial variety with quiet spaces for solitude and security, more receptive social spaces for group activities and exciting outdoor spaces for exploration. The sensual variety in low-cal, colour, texture, and sound, would intensify the spatial quality to motivate children to engage positively with the kindergarten activities. (Bettelheim. B, Annalia. G, (1992), Dudek M. 1996, p.06).The objective of kindergarten computer architecture should be to create stimulus and secure learning environments that celebrates the characteristic activity of childhood play. (Dudek M. 1996, p.06).Kindergarten environments should consider Learning and Play as a synchronized, serial publication of simultaneous learning and play activities. The spatial quality of a high-power nature for stimulation of Play should be controlled to achieve levels of concentration required for learning. This aspect should be addressed by using architectural ele ments such as form, scale, proportion, colour, texture, pattern, combust and views. (Dudek M. 1996, p.06).2.2.1 Colour as a spatial quality in KindergartensAmongst architectural elements that stimulate space for humans, colour plays a zippy role with direct impacts on mind and body. The sensation of colour enables to overtake between natural and manmade elements in architecture.The Three Elephants kindergarten designed by Knafo Klimor Architects in Caesarea, Israel. It is a testimony of the above statement as arrangements of dynamic spaces with a series of geometric wall planes are emphasized by colour.Fig.2.05 fundamental interaction with Nature Kindergarten in Caeserea, IsraelThe natural contrast between clear and shade creates a new range of form and colour. Two dimensional architecture leave alone eventually create a richer composition of colour, which, in turn, will enrich the childs experience. (Eylon.L, 2003)The constant interaction with the surrounding environment draw s in the put down and colours of nature to animate the visual ambiance for the child it is a dynamic experience of life. The vibrant application of colour highlights and symbolizes the abstract construct forms of nature. The forms and colours with resemblance to a toy, encourages the childs imagination to visualize a crowd of elephants and further explore activities of play through his imaginary world.Fig.2.06 Light provides visual depth to Form and Colour Kindergarten in Caecerea, Israel and Kindergarten8units in Spain graphic light is a source which enhances the spirit of spatial quality. Kindergarten8units in Spain is an example for its work in enhancing colours.Fig.2.07 Eye level views for childrenThe window is used as an activity space against the wall. Therefore, the activities can have a pleasant bright cathode-ray oscilloscope and a close view of the outdoor environment. Bringing the window high school to childs eye level provides them with visual continuity from indo ors to outdoors.Fig.2.08 Spirit of light and colourUse of colour with natural illumination energizes space and brightens the mood. The smartness of natural light floods into the corridors (common spaces) from the sky lights above and spreads into the classes arranged around it. Natural light and colour cooperate and works by changing light and the colours of the views of outdoors.This provides children a sensual understanding of time, nature and natural phenomena. Hence, colour becomes a vital spatial character in a kindergarten as it stimulates the child to positively communicate with its activity and the environment.