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Know More About Early Childhood,ECCE, Sped college of education, Oyo (2026)

02/08/2017

Jean Piaget in Ann Arbor
Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence . It was first created by the Swiss
developmental psychologist Jean Piaget (1896–1980). The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. [1] Piaget's theory is mainly known as a
developmental stage theory .
To Piaget, cognitive development was a progressive reorganization of mental processes resulting from biological maturation and environmental experience. He believed that children construct an understanding of the world around them, experience discrepancies between what they already know and what they discover in their environment, then adjust their ideas accordingly. [2] Moreover, Piaget claimed that cognitive development is at the center of the human organism, and language is contingent on knowledge and understanding acquired through cognitive development. [3] Piaget's earlier work received the greatest attention.
Child-centered classrooms and " open education " are direct applications of Piaget's views. [4] Despite its huge success, Piaget's theory has some limitations that Piaget recognized himself: for example, the theory supports sharp stages rather than continuous development (décalage).

17/07/2016

The Child Friendly Schools
A child Friendly School is a school that organizes
and nurtures the achievement of children’s basic
rights. Child Friendly School work with all
commitment-holders, especially parents/guardians
of students, and values the many kinds of
contribution they can make in seeking all children
to go to school. In the development of a learning
environment for children and effective learning
quality according to the children’s current and
future needs.
Learning environment
The learning environment of Child Friendly
Schools are characterized by equity, balance,
freedom, solidarity, non-violence and a concern
for physical, mental and emotional health. These
lead to the development of knowledge, skills,
attitudes, values, morals so that children can live
together in a harmonious way.
A child friendly school nurtures a school-friendly
child, support children for development and a
school- friendly community.
The CFS Framework
The CFS Framework for improving quality in Child
Friendly Schools in Cambodia is based on the six
dimensions, as follows:
Dimension 1: All children have access to
schooling (schools are inclusive)
Objective: To ensure and support all children,
especially children in difficult circumstances,
(children of poor families, girls, orphan children,
child victim of domestic violence, disabled
children, ethnic minority children, chidren affected
by drugs, children affected by HIV/AIDS and other
diseases) have access to schooling with equity.
Dimension 2: Effective Learning
Objective: To develop teacher proficiencies so
that teachers have theoretical and practical
knowledge with a specific focus on learning/
teaching activities and material which promote
active, creative and child-centred approaches to
learning in a joyful classroom environment. To
nurture teacher attitudes, behavior and moral
values which will lead to learning together in
harmonious way.
Dimension 3: Health, safety and protection of
children
Objective: To ensure that all children participate
in education are cared for and supported by all
concerned people and institutions to keep them
healthy and safe and protect them from violence
at school, in the family and in society.
Dimension 4: Gender responsiveness
Objective: To promote awareness in schools,
families and communities of their roles and
responsibilities for providing equal and equitable
education and educational opportunity for both
girls and boys so that they can participate equally
in all activities in school, family and society.
Dimension 5: The participation of children,
families and communities in the running of their
local school
Objective: To enhance the dynamic relationship
and two-way participation between schools and
communities so that schools become community
supported resource centers, families and
communities become resources for school
improvement and play an active role in
management
Dimension 6: The National Education System
supports and encourages schools to become
more child friendly
Objective: To ensure the effective and sustainable
implementation of the Child Friendly Schools
Policy in all schools with a high spirit of
responsibility, all mechanisms and levels of the
national education system must work together to
support schools in improving the quality of
education.

16/07/2016

Child to an adult, so wonderful

10/05/2016

New Delhi: Are parents and preschools giving
children under 8 years old adequate time to play,
explore, create, and learn, or are they making
them memorize by rote?
Recent research in the neurosciences has
established that around 80 percent of brain
development takes place by the time a child is 5,
with the first three years seeing the maximum
growth. Clearly, the environment and experiences
during these early childhood years have a great
deal to do with a child’s future development and
growth. In fact, early childhood experiences
determine how much a child will gain from later
education.
With countries around the world beginning to
recognize the criticality of early childhood
experiences, the World Bank and the Centre for
Early Childhood Education and Development of
the Ambedkar University held a regional
conference on early childhood care and education
(ECCE) in New Delhi recently. The conference
was also supported by other international
agencies such as UNESCO, UNICEF, and CARE.
Participants from Afghanistan , Bangladesh ,
Bhutan , India , Nepal, Pakistan , and Sri Lanka
attended the conference, along with researchers,
experts, NGOs, and government officials. (Jump
to their recommendations .)
While most developed countries endeavor to give
children a better start in life by providing near-
universal early childhood education – either
through the public or private sector - this has
remained a neglected area in South Asia. Apart
from some efforts by the private sector and
NGOs, few other institutions across the region
provide early childhood care and education.
Among the South Asian countries, India has the
distinction of implementing the Integrated Child
Development Services program for holistic early
childhood development. The program, which
seeks to benefit some 80 million children from
birth to 6 years of age, includes early childhood
education, but the quality of the education
provided is not very satisfactory. Overall, in
South Asia, financing is mostly ad hoc and
negligible, there is little coordination between
institutions that provide other early childhood
services such as health and nutrition, and the
legal framework for developing early childhood
education is non-existent across the region.

04/05/2016

Early omode, Whs u well
f**k doze haters
Luv Dose whu Luv u # # # # # #

14/01/2016

Learning Through Play
Early childhood education often focuses on
learning through play, based on the research
and philosophy of Jean Piaget, which posits
that play meets the physical, intellectual,
language, emotional and social needs (PILES)
of children. Children's natural curiosity and
imagination naturally evoke learning when
unfettered. Thus, children learn more
efficiently and gain more knowledge through
activities such as dramatic play, art, and
social games.[7]
Tassoni suggests that "some play
opportunities will develop specific individual
areas of development, but many will develop
several areas." [8] Thus, It is important that
practitioners promote children’s development
through play by using various types of play
on a daily basis. Key guidelines for creating a
play-based learning environment include
providing a safe space, correct supervision,
and culturally aware, trained teachers who are
knowledgeable about the Early Years
Foundation.
Davy states that the British Children's Act of
1989 links to play-work as the act works with
play workers and sets the standards for the
setting such as security, quality and staff
ratios. [9] Learning through play has been seen
regularly in practice as the most versatile way
a child can learn. Margaret McMillan
(1860-1931) suggested that children should
be given free school meals, fruit and milk, and
plenty of exercise to keep them physically and
emotionally healthy. Rudolf Steiner
(1861-1925) believed play allows children to
talk, socially interact, use their imagination
and intellectual skills. Marie Montessori
(1870-1952) believed that children learn
through movement and their senses and after
doing an activity using their senses.
In a more contemporary approach,
organizations such as the National
Association of the Education of Young
Children (NAEYC) promote child-guided
learning experiences, individualized learning,
and developmentally appropriate learning as
tenets of early childhood education. [10]
Piaget provides explanation an for why
learning through play is such a crucial aspect
of learning as a child. However, due to the
advancement of technology the art of play has
started to dissolve and has transformed into
"playing" through technology. Greenfield,
quoted by the author, Stuart Wolpert in the
article, "Is Technology Producing a Decline in
Critical Thinking and Analysis?", states, "No
media is good for everything. If we want to
develop a variety of skills, we need a balanced
media diet. Each medium has costs and
benefits in terms of what skills each
develops." Technology is beginning to invade
the art of play and a balance needs to be
found. [11]

12/01/2016

Children remember and repeat actions they
observe .
While the first two years of a child's life are
spent in the creation of a child's first "sense
of self", most children are able to differentiate
between themselves and others by their
second year. This differentiation is crucial to
the child's ability to determine how they
should function in relation to other people. [5]
Parents can be seen as a child's first teacher
and therefore an integral part of the early
learning process. [6]
Learning Through Play
Early childhood education often focuses on
learning through play, based on the research
and philosophy of Jean Piaget, which posits
that play meets the physical, intellectual,
language, emotional and social needs (PILES)
of children. Children's natural curiosity and
imagination naturally evoke learning when
unfettered. Thus, children learn more
efficiently and gain more knowledge through
activities such as dramatic play, art, and
social games.[7]
Tassoni suggests that "some play
opportunities will develop specific individual
areas of development, but many will develop
several areas." [8] Thus, It is important that
practitioners promote children’s development
through play by using various types of play
on a daily basis. Key guidelines for creating a
play-based learning environment include
providing a safe space, correct supervision,
and culturally aware, trained teachers who are
knowledgeable about the Early Years
Foundation.
Davy states that the British Children's Act of
1989 links to play-work as the act works with
play workers and sets the standards for the
setting such as security, quality and staff
ratios. [9] Learning through play has been seen
regularly in practice as the most versatile way
a child can learn. Margaret McMillan
(1860-1931) suggested that children should
be given free school meals, fruit and milk, and
plenty of exercise to keep them physically and
emotionally healthy. Rudolf Steiner
(1861-1925) believed play allows children to
talk, socially interact, use their imagination
and intellectual skills. Marie Montessori
(1870-1952) believed that children learn
through movement and their senses and after
doing an activity using their senses.
In a more contemporary approach,
organizations such as the National
Association of the Education of Young
Children (NAEYC) promote child-guided
learning experiences, individualized learning,
and developmentally appropriate learning as
tenets of early childhood education. [10]
Piaget provides explanation an for why
learning through play is such a crucial aspect
of learning as a child. However, due to the
advancement of technology the art of play has
started to dissolve and has transformed into
"playing" through technology. Greenfield,
quoted by the author, Stuart Wolpert in the
article, "Is Technology Producing a Decline in
Critical Thinking and Analysis?", states, "No
media is good for everything. If we want to
develop a variety of skills, we need a balanced
media diet. Each medium has costs and
benefits in terms of what skills each
develops." Technology is beginning to invade
the art of play and a balance needs to be
found. [11]

12/01/2016

Early childhood education (ECE) is a branch of
education theory which relates to the teaching
of young children (formally and informally) up
until the age of about eight. Infant/toddler
education, a subset of early childhood
education, denotes the education of children
from birth to age two.[1] In recent years, early
childhood education has become a prevalent
public policy issue, as municipal, state, and
federal lawmakers consider funding for
preschool and pre-k. [2][3][4]

Know More About Early Childhood,ECCE

02/08/2017

17/07/2016

16/07/2016

10/05/2016

04/05/2016

14/01/2016

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