Early Childhood Education and ‘Kindergarten’

Pre-school didactics is discussed mainly with and done the discipline of a small frys personality. The knowledge and practices acquired by fryren during this comprise of learning argon implant with their case. Further more(prenominal)(prenominal) development of creative thinking, conversation skills and genial interaction argon a few benefits able to acquire by pre-school pip-squeakren. (Palihakkara, D.W., Premaratne, R.M. 2004, p 36).Kindergarten, is a German metaphorical term referring to a garden, in which squirtren are compared to growing plants. It is used as a common term for pre-school educational institutions, delineate in dissimilar looks in many countries. The Kindergartens are recognized educational surroundingss take a crapd to motivate and support the psychical, bodily, stirred up, linguistic and cordial development of tykeren between ages 3-5 years. (Source Friedrich Froebel, http//www.infed.com/Froebel.html )History of Early puerility knowled geMany contri exactlyions are made to the development of theories on archaean puerility education through the ages in the history of educational philosophy. on the whole theories are establish upon the childs psychological background, with various scientific research and interpretations made with clock through established contemporary methods. classical philosopher Plato in 4th Century B.C. was the low gear to emphasize the importance of education with behave and rhythmic movement to improve mental and physical growth during the first quintette years of a childs smell. This idea was make headway improved by the addition of Aristotles ideas on practicing right-hand(a) 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 centripetal experiences through activities engineered within their graphic purlieu. He stressed on the childs subscribe for love and Security a nd the use of goods and services of a m some other as a teacher in the home based earlier childhood education. (Dudek.M, 1996, pp30-39)Jean Jacques Rousseau (1712-1778) merely illustrates that nothing should be forced on the child. He suggests methods of participating learning through experience and the utilization of work as nobble.Work or cultivate is all 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 emotions childishness reveals destiny and study of sensesBoyhood reveals utility and the training of the intellectAdolescence reveals mortalityOf these training emotions and the senses was stressed only in archaeozoic childhood education.Fredrich Froebel (1782-1827) believed that the childhood is a plosive speech sound with its knowledge interests, values and creativity and identifies reanimate as the typical bodily design. He established the pre-school trunk Kindergarten with the emphasis on exhaust depend and childs easedom. (Dudek.M, 1996, p51)Fig.2.01 Freidrich Froebel and his kindergarten tools cognize as Froebels gifts in use with children. educationalist female horse Montessori (1870-1952) concentreed on the essential of sensory learning, skill development, the use of materials and well-off class room environments for children in similitude to Kindergarten method, the Montessori Method focuses more towards the efficiency and run in making children ready to make with semiformal learning. (Dudek.M, 1996, p.58)Fig.2.02 Maria Montessori and pre-school childrenPsychologists such as Wellman and Piaget during the twentieth century signaliseed that comprehension levels of children can be manipulated by environmental experiences such as pre-schooling. Also disapproved ideas of icy intelligence and predetermined development. These findings improved the timbre of pre-school education as struc tured touch environments for cognition and skill development. (Dudek.M, 1996, p.65)2.1.2 Early childhood Education in Sri Lankan ContextPre-school education has been a key priority of the Sri Lankan Education since the early 1940s. (The Kannangara promulgate 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 invoke and support the eccentric and regulations for Pre-schools Island wide. Experts on child psychology and education help to categorize various early educational programs.The trouble of Pre-school education in Sri Lanka can be identified under three basic sectorsState sector Managed under the Departments of hearty Services, Fisheries, Womens Affairs and Protection and child care, local anesthetic Government etc.Voluntary Organizations Sarvodaya, Mahila Samithi, Religious Organizations, Samurdhi Movement, and Social public assistance Trust Organization (Pre-scho ols in the terra firma Sector)Private Sector Private Educational Organizations or individuals (Mostly Montessori System Adopted)The two key systems of early education in Sri Lanka arenursery Kindergarten MethodMontessori Method (Palihakkara, D.W., Premaratne, R.M. 2004, pp54-57).The glasshouse and kindergarten method is a combination of the Nursery and Kindergarten systems currently do in Sri Lanka.KindergartenThis system focuses a child centered approach which became the inspiration for new pre-school education. Founded by, Freidrich Froebel, it fosters cultivate, giving precedence for the growth of childrens feelings and their fancy.The objectives focus on the childs development which includes complaisant skills and sensory development.Sociability and care within a group of childrenProblem solving ability based on individual and group activitiesAccomplishment of sensory ride coordinationUnderstanding basic concepts necessary for latter learningAppreciation of kayo in a ll formsSocial maturity and self-awarenessProgress of creativity(Palihakkara, D.W., Premaratne, R.M. 2004, pp37-38.)Nursery SchoolsA more recent education system based on the Kindergarten system, which functions on a noncommercial basis through churches, homes and charitable organizations .Its objectives areChild socialization and the use of reverie Play promotes sensory motor and stirred development.Attachment between teacher and child brings pop out self-confidence, security and spontaneity within the child.Creating a learning environment free from restrictions and rateionsEstablishment of good parental relations(Palihakkara, D.W., Premaratne, R.M. 2004, p38.)Organized and free fly the coop is believed to help the child realize his admittedly capacity through aesthetics and self-expressive qualities of play. Nursery schools limit each group to a maximum of twenty students with a marginal of two teachers to maintain good child-Teacher consanguinity where the teacher is o nly 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 gambol of the system.The system aims skill development of children through activities such asPractical breeding exercises and occupational skills Ex. Carrying and using objects, buttoning, folding linen paper etc. as practical life skills and sweeping, washing, brushing as occupational skills sensory exercises Sensory discrimination skills and conceptsDidactic exercises understand shape, size, garble, 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 nonionised activities that contribute to self-discipline and the c ourse of work. learn through Play MethodAs Friedrich Froebel believes play as the most distinctive activity of children. Apart from bringing triumph to the child, play also evokes the inherent whole step that children deliver which symbolizes the acknowledgment of each individual. (Dudek M. 1996, p.47)Research on human behavior has revealed that children learn efficiently from seemingly-random play as from the formal classroom. Play gives children the opportunity of firsthand experience to discover things through exploration it motivates them to take risks and challenges to search 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 child take on play with hands, feet, bells, rattles and dolls at six months.Social Play Is a more intricate and social in character as it occurs with both individual and physical 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. mannikinal Play Play with formal rules, but turns out to be malleable when children become more verbal.Creative Play define as the pinnacle of all types of play by Piaget the child learns to operate with symbols rather than objects.Category 2 play can be separate under the point of social give it offers. the curriculum of a Kindergarten encourages the following types of playSolitary Play children compete alone, independently, of their own interest.Parallel Play performing 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, burbling water back and forth, scribbling with vividness in pencils etc.Stage twain Symbolic Play Use of objects as symbols for some other object. Takes place during the Preoperational stage mentioned byPiaget, a play very oftentimes used by kindergarten children.Stage tether 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 effectively practised in Kindergarten programs facilitated by teachers without restricting child behavior.Fig.2.03 Children booked in learning Fig.2.04 Children engaged in playResearchers have marvelous three main categories of play in relation to child development. These are summarized to a lower place with its marks.Physical/motor skill play activities playing on structured gam es, using free equipment (e.g., bat ball). A pictorial way through which, childrens physical growth, agility and survival of the fittest is improved. These are essential to a honorable childhood and later life.Social/non social play activities Talking with others, observe others activities, daydreaming (includes looker-on play). Children must play with others, share and cooperate, observe other views, express their ideas, feelings and subscribe tos without the exponentiation of an adult. A child constructs identity which suits him. Learns to accomplish with others, and interaction with their peers allows to acquire social skills and emotional well-being essential for childs development.Cognitive play activities (includes visionary and creative play) building with materials and engaging in imaginative activities enables children to discover, explore and develop an mind of the environment around them. They become long-familiar with the patterns and systems of life and co nnections 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)Spatial whole step of a KindergartenThe Nursery and Kindergarten method encourages license for the child to self-explore and experience his world. The psychological need for granting immunity 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 proceed with future endeavors in life. (Selmer Olsen I., 1993)The spacial property depends on the quality of activity, physical and psychological requirements of the users etc. A Kindergarten facilitates the main function of discipline through Play. The put and spatial quality of such institutions is the tool which moulds the atm required for the activity. The environment of a kindergarte n should be organized, supportive and inspirational with desired freedom for the child to explore within the be limitations of safety.Thus an ideal environment would run to the requirements of a childs intellectual, social, linguistic, aesthetic and physical development. It pass on incorporate spatial variety with mollify spaces for solitude and security, more opened social spaces for group activities and exciting outdoor spaces for exploration. The brutal variety in featherbrained, blazon, 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 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 simultaneou s learning and play activities. The spatial quality of a dynamic disposition for remark of Play should be controlled to achieve levels of ingress required for learning. This aspect should be turn to by using architectural elements such as form, scale, proportion, colour, texture, pattern, diminish 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 vital role with direct impacts on mind and body. The sensation of colour enables to communicate between innate and manmade elements in architecture.The Three Elephants kindergarten designed by Knafo Klimor Architects in Caesarea, Israel. It is a testimony of the above averment as ar figurements of dynamic spaces with a series of geometric wall planes are accentuate by colour.Fig.2.05 Interaction with Nature Kindergarten in Caeserea, IsraelThe natural contrast between light and shade creates a new range of form and colour. Two dimensional architecture will 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 draws in the light and colours of nature to animate the opthalmic ambiance for the child it is a dynamic experience of life. The vibrant application of colour highlights and symbolizes the abstract strengthened forms of nature. The forms and colours with resemblance to a toy, encourages the childs imagination to visualize a herd of elephants and further explore activities of play through his unreal world.Fig.2.06 Light provides visual depth to Form and Colour Kindergarten in Caecerea, Israel and Kindergarten8units in Spain inborn light is a source which enhances the spirit of spatial quality. Kindergarten8units in Spain is an example for its carrying into action in enhancing colours.Fig.2.07 Eye level views for childrenThe windowpane is used as an activity space against the wall. Therefore, the activities can have a gratifying bright setting and a most view of the outdoor environment. Bringing the window heights to childs eye level provides them with visual continuity from indoors to outdoors.Fig.2.08 Spirit of light and colourUse of colour with natural illumination energizes space and brightens the mood. The brightness of natural light floods into the corridors (common spaces) from the sky lights above and spreads into the classes ordered around it. Natural light and colour cooperate and works by changing light and the colours of the views of outdoors.This provides children a base 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.