John Dewey and early childhood education Essay

Education is not preparation for life. Education is life itself. John Dewey (1859-1952) (Ministry of Education, Singapore, 2003) The eagerness of Desired Outcomes of Pre-school Education that the Ministry of Education(MOE) had put together in 2003 highlighted the significant wideness of pre-school breeding being the platform for lifelong nameing. Its intention were fara personal manner beyond preparation of these shaverren merely for Primary School curriculum (Wong,2000). in truth much a deal to John Dewey (Dewey)s quote, MOEs take on pre-school program line exists similar context.I felt that it challenges the perceived notion that education is only about getting the necessary qualifications or securing a well-behaved job. However, with an clear(p) mind, education in fact occurs throughout life. This brings about a few educational principles of Dewey which had influenced me in my organiseings with shaverren in a pre-school setting. I felt that the central concept of Dewe ys view of education was that thither should be greater emphasis on allowing children break up chore solve skills, critical thinking skills, and being fitted to make decisions on their testify, sort of than simply on the memorization of lessons.Through real life experiences, kinda of merely being on the receiving end of secondhand information, children were sufficient to develop the required skills effectively (Seefeldt and Barbour, 1998). Active hearing has been widely advocated in my child c ar centre. I often incorporate and encourage it too. Lets say I will be teaching on the infrastructure of occupation and doctors atomic number 18 the topic of the week. For the greener age group like pre- babys room and nursery, I would provide real materials like a doctor escape set.Children would be encouraged to explore these materials at their own pace and use ups. They would be able to experience how it senses like being a doctor and thenceforth get an insight of what a do ctors work desktop is about. Concurrently, they would be exposed to the instruments that a doctor uses. I would everywherely withdraw children open ended questions like What does a doctor do? Which ray do you think a doctor uses to hear your heartbeat? If you are a doctor, how would you hear my heartbeat? .I confide that such open ended question encourages children to construct their own understanding of concepts. I would too drop hints and attempt to spur their interest when children make uninterested and depend clueless. On top of these activities, for the kindergarten classes, I would introduce a Doctor of the twenty-four hour period where the child would, alongside the teacher, function in the daily temperature taking of children. This way they would understand the concept of what is taken to be ill and what is not, and alike who should they envision at times when they fall sick.I would also liaise with a nearby clinic and bring the children on a trip, getting t he doctor to assist in giving the children a short demonstration of a incessant consultation in the clinic. The children will not only be able to see how a clinic setting is like, they will also be able to pose questions to the doctor to find out more. Following which, I would political program for a clinic role play where children are free to express their own interpretation and ideas of a being a doctor. In tie with Deweys avocation of active learning, this concept of learning has been strongly supported by the local context too.In the Code of Ethics, professionals are obliged to agitate and encourage children to be actively involved regardless of ability (Association for wee puerility Educators, Singapore, 2005). Dewey also advocated that the school is a sociable institution (Flanagan, 1994). He believed that through social interaction with with child(p)s and peers, learning would be further beef up (Henniger, 2002). Communication with peers or adults allows children to thi nk, process their thoughts into verbal words and therefore encourages and stimulates a childs thinking.Interactive learning is also vital to social development. Being able to develop a positive and satisfying alliance with peers and adults is crucial for effective social interaction and is often a boil down of pre-school programs (Early Childhood Teachers Association, 2003). In my workings with children, I have realized the master(prenominal) role social interaction plays in a childs development. Children across all pre-school levels enjoy talking and interacting with each other over their thoughts, opinions and experiences. One way I encourage this is by imagening for problem solving in group discussions.For instance, the kindergarten children would be issued a problem at the start of the day What are the features of an insect? They would then be split into groups to explore the problem by going into the various learning centres I have set up toacquire the information. This c an be followed up by bringing the children on a field trip to the Botanical garden where children are able explore on the topic and make drawings and notes on their observations as a group. At the end of the day, they would discuss about their gatherings again in groups, and then present their findings.Other than learning how to function as a member of a group, children would also be able to learn cooperative skills and conflict resolution through the activeness. Besides peer interaction, adult interaction plays an equally important role. In the Assessment of Licensing Standards in child care centre, staffs are to encourage interaction with children in order for children to be able to understand self and others (Ministry of Community Development and Sports, 2003). In the pre-nursery and nursery classes, I take time to listen, make eye contact and answer to children.This makes children feel comfortable and it motivates them to interact more with adults. I would also final cause f or activities like dough play and painting on large document where children are able to proceed with the activity together. Through such activities, they are able to discuss, comment and communicate with each other too. I would also ask questions like, What do you think Clarisse has molded? Does it look like a sandwich? which allows for creative thoughts to be expressed and interaction to take place. Deweys philosophy perceived a teachers role as a guide and observer, rather than an instructor or a disciplinarian.The teacher is to provide and prepare the environment and curriculum to allow children to benefit and learn productively from it. Teachers were also expected to observe children and come up with activities knowing to facilitate optimal learning (Feeney, Christensen and Moravcik, 2006). For the pre-nursery and nursery classes, I would provide a large garland of materials where children would be given the choice to choose base on their preference. I would not interfere i n their choice activity as long as it conforms safety standards. I would also plan for activities where children could explore and exercise trial and error.For instance in the dough do session, they would be able to explore how much water is needed to come through the texture of dough they would like, and what should be added when the dough becomes too soft. However, I would be guiding children whenever they are stuck or faced with much difficulty. I would also put up childrens work like their art work at a prominent corner of the classroom to make them feel that their work is valued. For the kindergarten classes, I would plan the lesson together with the children and come up with activities that could splatter on their interest.For instance, discussing with children about which occupations interests them the most by showing them a variety of it. After the children have made their choices, I would plan activities catered to their interest. Throughout the lesson, I would make obse rvational notes about each child and provide experiences or materials catered to individuals interest. For example if a child shows immense interest in the occupation teacher, I would plan for the child to have a go at teaching his fellow classmates a song.Or if a child is interested in being a policeman, he could patrol the corridors before nap time to ensure that children are not concealing in the toilets or up to mischief. Similarly, under the Framework for Kindergarten Curriculum, MOE recommend lay their principles into practice in a few ways. These includes, preparing the learning environment by encouraging learning at their own pace and choice, planning purposeful activities based on childrens interest and abilities, allowing resources and materials to be easily and quick available and observing and monitoring childrens development.(Ministry of Education, Singapore, 2003) Through Dewey, I become aware of various methods and principles which plays a vital role in childrens pre-school learning. Though there were also controversies in Deweys philosophy, I believe that each philosopher possesses their own virtues and Dewey was one which struck me the most. References Association for Early Childhood Educators, Singapore (2005). Code of ethics. Retrieved March 23, 2010 from http//www. aeces. org/code_of_ethics Early Childhood Teachers Association (2003). Educating young children.Journal of early childishness teachers association inc and school of early childhood university of technology, 9(1) Feeney, S. Christensen, D. Moravcik, E. (2006). Who am I in the lives of children? an introduction to early childhood education (7th ed). Upper Saddle River, New Jersey. Pearson Education. Flanagan, F. M. (1994). John Dewey. Retrieved March 24, 2010 from http//www. admin. mfu. edu/ctlf/Ed%20Psych%20Readings/dewey. pdf Henniger, M. L. (2002) instruction young children An introduction (2nd ed). Upper Saddle River, New Jersey. Pearson Education.