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| Autor/in | DuCharme, Catherine C. |
|---|---|
| Titel | The Concept of the Child: 1890-1940. |
| Quelle | (1995), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Behaviorism; Child Development; Child Psychology; Childhood Needs; Children; Educational History; Kindergarten; Literature Reviews; Personality; Personality Traits; Primary Education |
| Abstract | This paper examines how the concept of the "whole" child changed from 1890 to 1940 and how those changes affected approaches to early childhood education during that time. The literature survey is based on the content of the published proceedings of the Kindergarten Department of the National Educational Association. Examination of the literature found the following six dimensions of the whole child identified: the spiritual, aesthetic, physical, mental, social, and emotional dimensions. In the decade before 1900, several views of the child coexisted. The Froebelian notion of the child as spiritual, spontaneous, and innately good was reexamined in the light of science, and the new child psychology introduced the concept of a child with animal instincts, impulses, and habits. The objective, scientific study of children suggested that the child was neither good nor bad, and that the child's development was dependent upon nature and the environment. The goal of kindergarten was to supplement the nurture of the home and establish good habits, shape good citizens, and provide moral instruction. In 1923, criticism of behaviorism appeared, leading to the view that the inner life of the child was to be liberated to allow the child to reach his or her potential. The child had needs that had to be met, and the goal of education was to contribute to the growth of the well-rounded child's personality. The scientific study of children continues today, and while such study may encourage distance from children and condescension, it can also produce new respect for them. (Contains 46 references.) (TM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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