POST INDUSTRIAL REVOLUTION (1860-1980) Cindy Shelton Chapter 5 POST INDUSTRIAL REVOLUTION (1860-1980) Cindy Shelton

Post Industrial Revolution Inhumane conditions of child life continued Dr. Maria Montessori became known Froebel and Dr. Montessori impacted early childhood education movement in Great Britain Will look at impact Grace Owen, the McMillan's and Jean Piaget had on early childhood around the world They paved the way for early childhood programs today

GRACE OWEN (1873-1965) Trained in Froebelian methods Her impressions of Kindergarten life published in Child Life Held a progressive view on Kindergarten Role of teacher is to encourage child’s spontaneous self expression and individuality Undirected play Suggestion Imitation Discovery by experiment

GRACE OWEN (1873-1965) 1908 testified before Board of Education Inspectors opinion is that under fives get no intellectual advantage from school 1905 Code of Regulation for Public Elementary School refused “under fives” admission to schools Three years later Owen testified about need for nursery school for 3-5 By 1918 there were 12 existing nursery school and 8 new schools supported by Board of Education She was one of three founders of Nursery School Association founded in 1923

Margaret McMillan (1860-1931) Rachel McMillan (1859-1917) Sisters who attended school until mother died in 1877 Margaret did volunteer work for labour movement and for Bradford socialists Rachel studied to be a sanitation inspector Volunteer work led Margaret to join Bradford School Board Sisters began to fought for children’s causes such as malnourishment and disease Led to nutrition programs and school baths in Britain Margaret resigned from School Board in 1902 and moved to London

Margaret McMillan Opened a school health clinic Opened night camps and camp school Girls arrived at camp and helped in garden and with domestic tasks Fresh air and good food helped children put on weight Led to companion school being opened for boys Gap in health care of children led to 1837 Notification of Birth Act which supervised health from newborn to age one

Rachel McMillan Nursery School Margaret opened baby camp in 1911 which were unsuitable for very young children and led to establishment of nursery school Infant teacher could devote time and thought to educational environment so children were “busily and purposefully occupied while teacher remained in the background” 4th stage of infant school movement- Free Play Fisher Act passed in 1918 led to nursery schools throughout Great Britain

Three Goals of McMillan School Nurture all children which to her meant “all round loving care of individuals” Help parents improve their practices and improve their own potentials Create a blueprint and model that others could use

The Training Centre In service and initial training of teachers Part of the nursery school and started small so they could have individual training Work with disadvantaged students Teacher and parents as partners Relationship between physical development and health to the development of cognitive and affective development Understanding children’s behavior through observation Nursery school teacher is “helping to make a brain and nervous system” (Brain based research)

Jean Piaget ( 1896-1980) Had an early interest in nature Studied natural science Age 21 presented dissertation in study of mollusks and was ABD for PhD in philosophy Began to work with Parisian children and was interested in why they failed tests and not the “norms” for success Three findings Incorrect answers occurred often in children of same age so need to find how children think Verbal skills not as developed in young children so pair verbal with manipulatives Logic is way of describing thought process

Jean Piaget Thought intelligence could be viewed as how an organism adapts to its environment Focus on intellectual growth by looking at evolution in childhood Began to publish books on early lives of children Jean Piaget Society – formed by Dr. Lois Macomber Interdisciplinary – scholars, teachers and researchers Nature of developmental construction of human knowledge

Genova Group Interdisciplinary international Center for Genetic Epistemology Combine efforts to study a problem Each looked at problem from their specialty view Discuss findings at an annual symposium each June

Piaget Publications 300 papers, book chapters and introductions in French and translated into English and other languages Major Interests Study of life Study of knowledge Evolution of knowledge in the child Several definitions of intelligence Content of thought (thoughts and interests) Specific heredity (biology) General heredity (adaptation and organization

Piaget in Historical Context Children construct their own knowledge and intelligence through play Start with exercise play and move to symbolic play Pretend play important cause lack logical reasoning Play basis for self initiated activities Children use language differently than adults but have same feelings as adults Child makes world fit into their own schema

Piaget in Educational Context He concentrated on process of thinking and how the answers to questions demonstrate the thought process Interaction with peers important part of cognitive development Child centered Constance Kamii = principles of education from Piaget Knowledge constructed from within Social action and cooperation between peers Intellectual activity based on actual experience rather than language

Curriculum Models from Piaget Maturationist (Romanticism) Child’s role in developmental maturation Thought is a phenomenon – emphasize creativity and self confidence Environmentalist (Cultural transmission) Impact of outside environment Knowledge comes from outside Interactionist (cognitive developmental Organism and environment interact in complex ways Basis from Head Start and Follow Through models

Educational Context Bank Street Model – Whole child / programs for disadvantaged should have same goal as programs for all children Have to understand where gap lie to help with language and thinking Kamii –DeVries program - study of nature of knowledge and how child gains knowledge Piaget theory influence time needed for learning and quality of instruction