Francis Parker's Biography Francis Parker's Biography Known as the Father of the Progressive Movement in Education Father
In Europe, Parker examined the new methods of pedagogy being developed there, proposed by European theorists, such as Jean- Jacques Rousseau, Friedrich Fröbel, Johann Heinrich Pestalozzi and particularly Johann Friedrich Herbart. Parker asserted that students benefit most from reading works of high interest, thereby activating background knowledge. A supporter of balanced instruction, he encouraged the use of the elements of phonics, as well as lists of word families, onsets and rhymes, to assist in word recognition. This innovative educator integrated the skill areas of reading, writing, listening and speaking. Parker advocated many of the current language experience and process writing approach methodologies.pedagogyJean- Jacques RousseauFriedrich FröbelJohann Heinrich PestalozziJohann Friedrich Herbart
He believed that children should write across the content areas on subjects that interested them, for enjoyment and that the proper form would come with practice. All writing should be natural and connected to authentic and meaningful activities, using the child’s own vocabulary; in other words, experience based writing. Parker was a teacher, principal and a lecturer, who wanted all children to have their own slate boards, so they could write and draw freely without fear of mistakes. Retrieved from on March 18 th,
School in a farm in Switzerland for girls and boys. Regular education + vocational training= Learning through activity. Kindness and caring are vital for children education.
Learning through activity and play as vital elements of children’s nature and development. Education should aim at children’s interest and natural development.
HORACE MANN: Against “harsh pedagogy in the classroom”. BELFIELD: Opened a manual training high school- An alternative to traditional education: Students need to be involved in multi-sensory activities. Self-discipline. COLONEL PARKER: Promoted self development: Learning by doing. Children need to grow naturally and free.
Connection between the child’s home activities and the school. Through manual training,cooking, sewing and constructing, children develop their social experience.
The child should perform activities relevant to his nature, not prepare for adulthood. School as a community: The child has a responsible role within it.
Key ideas: Self-discipline by doing his task. No external rewards. A child-centered approach in teaching.
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