Key Philosophies Of Early Childhood Education
Throughout the history of Early Childhood Education, there have been many key thinkers both past and present that have influenced today’s policies and practice in early years. Their philosophies are known to be what they believed, a set of values or guidance that are shown through the theorist’s background, views on certain influences and most of all their experience, in which has influenced what happens in current early years settings. It is clear to see that children, in fact, thrive in a variety of environments that have many things to offer including the home environment, resourceful and accessible, outdoors and environments in which are healthy and safe. The Oxfordshire Government (2008) states if it offers a rich multi-sensory environment it is meaningful stimulating and motivating for all young children. However, not only have the past and present key thinkers and their philosophies influenced today’s policies and practice, but we should consider the impact of other factors such as OFSTED, various learning methods, timing and finally parent pressure. Therefore, focusing on the philosophy of Friedrich Froebel and Maria Montessori, I am going to discuss to what extent their ideas have impacted and are now reflected in today’s early year’s practice and policies.
Friedrich Froebel was a German educator that looked critical at life, as a child he was neglected but later was sent to school where he studied mathematics and languages and went on further to study mathematics,
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