John Dewey and early childhood education Essay

precept is not preparation for life. Education is life itself. John Dewey (1859-1952) (Ministry of Education, Singapore, 2003) The set of coveted Outcomes of Pre-school Education that the Ministry of Education(MOE) had put to restoreher in 2003 highlighted the significant importance of pre-school command creation the platform for lifelong accomplishment. Its invention were far beyond preparation of these peasantren tho for Primary School curriculum (Wong,2000). actu everyy much a a want(p) to John Dewey (Dewey)s quote, MOEs take on pre-school education exists similar context.I snarl that it challenges the perceived notion that education is only n azoic getting the necessary qualifications or securing a good job. However, with an open mind, education in fact occurs through come out of the closet life. This brings astir(predicate) a a few(prenominal) educational principles of Dewey which had influenced me in my industrial course of studyt with kidren in a pre-school s et. I felt that the central theory of Deweys bet of education was that there should be greater emphasis on allowing peasantren develop paradox solving skills, critical thinking skills, and existence fit to arrive decisions on their make, or else than simply on the memorization of lessons. by real life experiences, instead of still organism on the receiving end of exploited information, tykeren were adequate to develop the required skills efficaciously (Seefeldt and Barbour, 1998). Active learning has been widely advocated in my child c are centre. I oft incorporate and encour years it too. Lets say I will be teaching on the theme of line of crop and bear upons are the musical theme of the week. For the juvenilityer age group like pre- babys room and nursery, I would earmark real materials like a desexualize philander set.Children would be advertized to look these materials at their own footfall and interests. They would be competent to experience how it fe els like being a doctor and thereafter get an insight of what a doctors work scope is about. Concurrently, they would be clear to the instruments that a doctor uses. I would excessively ask children open ended principals like What does a doctor do? Which spear do you think a doctor uses to hear your heartbeat? If you are a doctor, how would you hear my heartbeat? .I studythat such open ended question advertizes children to construct their own understanding of sentiments. I would similarly drop hints and attempt to spur track their interest when children contract uninterested and front clueless. On top of these activi fixs, for the kindergarten classes, I would take in a Doctor of the day where the child would, alongside the instructor, assist in the occasional temperature taking of children. This way they would understand the concept of what is taken to be ill and what is not, and likewise who should they visit at times when they make up sick.I would too liaise with a nearby clinic and bring the children on a trip, getting the doctor to assist in giving the children a short materialisation of a regular consultation in the clinic. The children will not only be able to see how a clinic setting is like, they will to a fault be able to pose questions to the doctor to find out more. Following which, I would plan for a clinic type play where children are put down 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 codification of Ethics, professionals are obliged to promote and encourage children to be actively involved unheeding of ability (Association for early Childhood Educators, Singapore, 2005). Dewey as well as advocated that the school is a mixer creation (Flanagan, 1994). He believed that through social fundamental interaction with adults and peers, learning would be further reenforce (Henniger, 2002). Communication with peers or adults allows children to think, process their thoughts into verbal words and therefore encourages and stimulates a childs thinking.Interactive learning is also rattling to social development. Being able to develop a positive and comforting relationship with peers and adults is crucial for effective social interaction and is often a focalise of pre-school programs (Early Childhood Teachers Association, 2003). In my workings with children, I have realized the important role social interaction plays in a childs development. Children across all pre-school levels enjoy talking and interacting with each anformer(a)(prenominal) over their thoughts, opinions and experiences. One way I encourage this is by planning for riddle solving in group discussions.For example, the kindergarten children would be issued a bother at the capture of the day What are the features of an insect? They would thence be divided into groups to explore the pro blem by going into the various learning centres I have set up toacquire the information. This can be followed up by bringing the children on a knowledge domain 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 hold their findings.Other than learning how to function as a member of a group, children would also be able to learn joint skills and conflict resolution through the exertion. at any rate 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 federation Development and Sports, 2003). In the pre-nursery and nursery classes, I take time to listen, make bosom contact and respond to children.This mak es children feel homelike and it motivates them to interact more with adults. I would also plan for activities like saccharide play and painting on orotund 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 swot the environment and curriculum to allow children to gather and learn productively from it. Teachers were also anticipate 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 form of materi als where children would be given the option to choose based on their preference. I would not interfere in their picking 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 making session, they would be able to explore how much piss is needed to achieve 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 schoolroom 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 tap on their interest.For instance, discussing with children about which occupations interests them the closely by showing them a variety of it. After the children have made t heir choices, I would plan activities catered to their interest. Throughout the lesson, I would make observational notes about each child and provide experiences or materials catered to individuals interest. For example if a child shows gigantic interest in the occupation teacher, I would plan for the child to have a go at teaching his gent classmates a song.Or if a child is interested in being a policeman, he could patrol the corridors before hatful time to ensure that children are not hiding in the toilets or up to mischief. Similarly, under the Framework for Kindergarten Curriculum, MOE recommend pose their principles into practice in a few ways. These includes, preparing the learning environment by supporting learning at their own pace and choice, planning meaningful activities based on childrens interest and abilities, allowing resources and materials to be good and readily available and observing and supervise 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 exhibit 23, 2010 from http//www. aeces. org/code_of_ethics Early Childhood Teachers Association (2003). Educating young children.Journal of early childhood teachers fellowship 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). focal ratio send 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) Teaching young chi ldren An introduction (2nd ed). Upper Saddle River, New Jersey. Pearson Education.