Characteristic Development in Primary Education - Research Paper Example

Characteristic Development in Primary Education a. Characteristic development in elementary education is in its nascent stages today.The existing learning approaches of developmentally appropriate practices and child centered play can have a powerful impact in strengthening the characteristic development plan. The present study revolves around measuring the chances of applying these protocols to characteristic development and proposes workable options in the integration of these two learning approaches in primary education through a positive approach. The study discusses the advantages of this approach and the various limitations of the integration to develop a complete viewpoint. Suggestions aim towards complete personality development of the child and the role that teacher training and parental observation plays in making these new approaches a success. b. Introduction Children are the main assets of the country and when the community is sure of educating its children right, it can be sure of a secure future. There is no doubt that although the position of child education is at topmost priority in our country, the quality of education needs to be optimized for best developmental growth. Characteristic development is a major field in children’s education today. It deals entirely with the chances of a child being able to recognize, nurture and flourish in characteristics which come naturally to him or her. While parents and teachers (Burchinal et al, 2008, p.141) play a major role in identifying these characteristics, it is the main responsibility of the education system to create opportunities for the growth and development of characteristic in students right from their early ages. The main aim of the present study is to highlight the various aspects of characteristic development in school curriculum and approach and also develop suitable propositions that will bring in new dimensions to existing characteristic development protocols in primary education. The study is based on literature review found in the past ten years and correlating the findings with the present scenario and probable requirements that may come up in the future. Whether it is related to child centered play or developmentally appropriate practice, the approaches in characteristic development will have to be re-evaluated to create the right combination for children of today’s world. Findings in sub-fields of child centered play have shown a definite growth in certain tracks over the past couple of years. Several educationists agree that focusing on child centered play is good for the community as it gives parents to bond with their children and also find rare traits in each of their child. Child centered play exercises should become a compulsory aspect of family time as they create parent involvement and offers great chances to parents who live separately to contribute mutually to the development of the child. Developmentally appropriate practice is an advanced approach in child training and growth. It involves the use of observation and analysis to understand the direction in which a child’s personality is growing and give the child all the reasons to feel encouraged about the right things in life and feel discouraged regarding the negative habits in life. As they say grooming and mannerisms develop from a very early age (McCune-Nicolich, 1981, p.787), it is wholly the prerogative of the education authorities to train teachers who can be excellent guides to students at this tender age itself. The teachers not only need to guide the students but also corroborate their observations with the child’s parents for overall development of the child’s personality. The present study dwells in details in all these aspects of child personality development. c. Literature Review and Propositions (1)Child-centered play and Characteristic Development Characteristic development has been defined in different ways in different countries. However the fact remains common that although child psychology is a volatile field of study, observable traits and tendencies are common to separate age groups in children. Singapore education board considers inculcation of citizenship values in children as an important requirement in its curriculum. Children’s playtime (NICHD, 2000, p.127) is therefore interspersed with societal awareness and country based value teaching. The economy always plays an important role in a country’s education system and the opposite is also true. Owing to the inculcation of country ethics in children right from tender ages, Singapore has been able to reduce chances of brain drain and retain its talent and flourish using their services. Thus, any lesson that you teach a child will stay with him till the end of times. Huitt (2004) showed that moral and character development happens in children at a speed that is much faster than how it happens in teenagers or young adults. There is a definite need to inculcate discipline in children of today and it has been seen that children at the tender age of four or five are able to absorb discipline and moral code much better than children of higher age groups. Although the capability of improving discipline improves with age, the inhibitory factors like attitude and emotions tend to cause hindrance in the growth of a disciplined attitude. All the same, it is not forgotten that teachers play a very important role in keeping the moral value system high in teenagers and young adults and not let them fall prey to the desires and lust of a money-centered world. Children with special learning abilities like blind children, autistic children and handicapped children offer intense insights in understanding child psychology and how child centered play can help revive lost spirits in kids around us. A normal child may be active enough to resume his play and run off to meet friends after a counseling session or a corrective session (Bredekemp et al, 1992, 45). There is no way other than observing activities that the teachers or parents could tell whether the child has really imbibed the moral of the story told in the session or not. In handicapped children the studies are much less volatile since the subjects being studied are slow in the uptake and equally slow in their response (Carta et al, 1991, p.19). Studying child psychology (Bjorklund & Pellegrini, 2000, p.1698) through them is more accurate, more so because they have no pretentions towards elders and give out their thoughts and feelings as it is to the person in front. In many such studies it has been revealed that in addition to the presence of parents in their lives, the role of peers and spectators have a great influence on the child’s psychology (McMullen, 1997, p.59). Metrics show that behavior and mannerisms shown to the child at times of distress or sadness stay in their psychology for a lifetime as against mannerisms they witness when in their happiest spirits. Therefore, it has become highly important to keep encouraging children and feeding them behavioral positivity even if there are moments of strict discipline and chidings to develop the child. Parent involvement in cognitive development of a child has been seldom studied in detail. It is yet to be seen whether the absence of a parent can be fulfilled by another parent entirely (Clarke-Stewart et al, 2002, p.63). However, most studies reveal that active participation by one or both of the parents helps the children learn faster. Whether there is a psychological connect that helps in this regard is totally beyond assessment here. However, it can be safely concluded that unless the child feels safe with the people he or she is hanging around with, whether it is in the playschool or in the house, the kid will not pick up attributes from these people. It is therefore seen that when a separated parent comes to visit a small child, the child fails to recognize the separated parent since he feels insecure in the presence of an unknown entity in the house. At such stages, keeping both parents nearby is crucial to allow the child to identify himself. Children who are born in low income families face a good deal of the society’s brunt and come across limited chances to obtain highly specific grooming or personality development courses in later life (Black et al, 1999, p.973). The characteristic development protocols in the education system are the only way society can instill moral and societal values in the child hailing from a low income family (Cunningham, 1979, p.221). Studies have shown that when trained to undertake dedicated activities parents of such children try much more than affluent parents do to set the right example during interaction with children (Sroufe et al, 1999, p.253). As a result, the psychology of the child hailing from a low income group is strong and rooted in family values than that of an urban child belonging to the elite class (Piaget & Inhelder, 1969, p.134). Dynamics that help during child centered lay have often been studied by different educationists and psychologists. These include symbolic play activities in children with special learning abilities (Kasari et al, 2006, p.619). It is difficult to outline an exact modus operandi for the education system in every country today, but basing on the works of such scholars, we have a rich knowledge base that can be easily accessed and referred to create the right combination of results. Factors which have not been included in characteristic development studies include large standard deviations and large populations of children of a particular age group . It has also been seen that child centered play is an approach that is akin to induction and training in job life. While every time a child faces the world, many aspects appear new to him, unlike a job trainee, the outlook of the teachers and parents who replace bosses at the workplace are important to keep the focus on the characteristic development of the child. It is noted that while parents tend to be lenient, teachers are the best tools to allow dissipation of important tenets of the program to the children (Marcon, 1999, p.358). Many opine that there is a missing link between characteristic development and child centered play since what is done during play is usually not taken seriously by the child. Researchers have also suggested that child centered play activities may be futile in characteristic development unless linked with a marking or grading system as when in school. Teacher psychology has also been observed to go through immense changes once a teacher undergoes training in the aspect of child centered play (Smith, 1993, p.25). In most cases, the strict attitude of teachers centered around application of discipline is softened after child centered play training is imparted to teachers. If the teacher then adopts an active role in the child’s daily routine, her psychology and actions automatically become the most ideal aspects of the child’s life and directly make an impact on the child’s actions. In case of parents, however, the scenario is different (McMullen & Alat, 1999, p.2). When subjected to training a parent either excels in his role as a guide or gets confused with the dual role of the teacher and the loving parent, both of which he has to play. Ideally, the instinct to play both efficiently comes through thorough understanding of the concept of child centered play and how it impacts a kid’s life. Thus, teacher psychology and performance plays an important role in developing the psychology of a child as does the care and psychology of the parent (Sitah-Blatchford, 2002, p.25). On the basis of all of the above studies we present our first proposition in this regard. Proposition 1: Child-centered play is positively related to Characteristic development in Primary Education Characteristic development benefits a great deal from the use of child centered play (Ginsburg, 2007, p.189). As has been observed, child centered play encourages development of basic and soft skills like kindness, mannerisms, food habits, respect, gratitude, and more such skillful values required in daily life. The playtime spent with elders from different walks of life gives the child a taste of the world he will step into (Landry et al, 2001, p.387). While this is a good thing in every which way, the fact that parents are trained to bring out the best from within them, also has an overall positive impact on the community. The child’s characteristic development begins as soon as he starts identifying his likings and disliking (Lancy, 1996, p.53). And while he rejoices in leading a life through them, the parents and elders realize which should be retained and which should not. Ultimately, child centered play in all walks of life is the best way to develop a character not just in the child, but also in the family and the society. With all these aspects in mind, we become wholly aware that child centered play is positively related to characteristic development that we see in primary education. Therefore, efforts must be put together to create solutions wherein important tenets of child centered play is incorporated in characteristic development programs in primary education (Tamis-LeMonda, 2004, p.1816). (2)Developmentally Appropriate Practice (DAP) and Characteristic Development Studies have shown that developmentally appropriate practice is a very apt mode of curriculum development in primary education. In view of all the various aspects of developmentally appropriate practice, we find a great revolution happening post the Montessory era, which has brought in major changes in the education structure in different countries. There are various aspects involved in developmentally appropriate practice but the occurrence of characteristic development factors in these aspects has never gone unnoticed. The following studies reveal the same thought. Studies have shown that there are unique traits of characteristic development in the DAP programs used by educational institutions all over the world (Charlesworth, 1998, p.281). The social studies and entertainment section of DAP focuses on family values, history and community life, which are very important tenets in characteristic development programs. As all know, the impact is direct and often influences decisions that the child will make in future (McMullen et al, 2005, p.461). With the best in DAP training, teachers tend to ensure that each child is able to assimilate the lessons of these aspects of daily life adequately. Definitions of developmentally appropriate practices in education have always meant the same thing. Give the child ample scope to develop basing on knowledge and awareness of things around him. And while he develops, all we have to check is how the development progresses and how the teaching pattern has to be suited to meet the development pattern. The approach holds intrinsic factors like tolerance and patience and keeps elders and youngsters on their toes. It has been noticed that different people have different notions about DAP approach to education. The idea that children bear about the program is entirely different from the idea that teachers or parents bear about the program. And what is interesting is that when we combine these multiple perspectives, the education board gets a multiple dimension perspective of the already elaborate DAP plan (Smith & Croom, 2000, p.316). Self-concepts developed by parents add another dimension. Incorporating these ideas can further enrich the DAP programs that have been in use till date (Ailwood, 2003, p.292). However, many feel that the overloaded curriculum of DAP makes characteristic development as a program limited and challenging (McMullen, 1999, p.219). This is accordance with the fact that primary school curriculum is being developed along the lines of developmentally appropriate practices and is set to a fixed standard or norm (Gestwicki, 2013, p.23). As a result, there is no scope for innovation, flexibility and challenging projects for the child’s mind to gather up creative ideas. While creativity is not the main focus of characteristic development, it still is an important tool that helps the child’s inner talents to come out to the world. The main aim of the whole program, which is to help the child build upon specific plus points in his personality goes under the rod as soon as a decorum is administered to the learning process. Many educationists agree though that the benefits of DAP programs have been noticed in the long run and have led to highly qualified citizens of the country. As all are aware that child psychology is best trained and shaped in the early stages of life, it is only more important to keep the DAP approach in place. However, no studies directly prove that DAP can come in the way of the goals of characteristic development in primary education. The entire concept provides technical back-up and does not go into fundamental details like personality development. The combined use of science, arts and social studies in the developmentally appropriate practice approach invariably allows the child to develop a balanced approach towards life and creates a different level of inquiry and creativity within the child. It has also been noticed that discipline, decorum and strictness could never hold back creative children from expressing their talents in music, arts, drama or humanities. Studies have revealed that there is a direct connection of discipline and steadfastness to the honing of creative and occupational skills in students, both in primary and secondary education. In such a scenario, working out a characteristic development plan in primary education may be tricky using the same DAP approach, but is not impossible. At this juncture, it becomes highly important to realize the potency that DAP has towards encouraging child centered play protocols in primary schools. DAP utilizes a set standard for defining each and every aspect of the child’s school life. However, when it comes to playtime, the overall definition is highly flexible. The child’s playtime is one creative part of the DAP approach which not only inspires new ideas in the children but also lets teachers develop new ideas to help the cause of recreational learning. Cognitive development through play is a definite part of DAP but is highly encouraged in characteristic development programs. If we take a look at the comparison and check similarities we see that characteristic development is a sure combination of DAP and play that aims to create personalities that are balanced, and self-reliant. Thus, the main goal of characteristic development programs in primary education, which is to develop the self confidence of children through focused personality development, is attained through a combination of recreational learning, play, parental guidance and DAP at school. In view of the above literature review we present the following proposition that relates DAP and characteristic development in primary education. Proposition 2: Developmentally Appropriate Practice (DAP) is positively related to Characteristic Development in Primary Education. Developmentally appropriate practice (DAP) is the sole basis of education systems around the world today. It is applied in primary, secondary and senior secondary levels of education and is definitely a great boost to the system of disciplined education that has become a normal component of urban society today. However, characteristic development in primary education adds that missing link to existing education protocols owing to the fact that it aims to develop singular traits which will be highly helpful to a child during his teenage and young adult days, right at the most early stages of childhood. Lessons learnt at the primary level are known to carry forward into life greatly. The use of DAP in high schools is therefore more appropriate than its use in primary schools. However, DAP is positively related to Characteristic Development in Primary Education since it only helps the education system attain the goals of both programs. Intrinsic factors like multi dimensional learning approach, curriculum openness and flexibility offered to schools help in achieving this. Therefore, if a school opts to use a less strenuous subject in its curriculum than a serious one, at the primary level that is permissible. At no point of the literature review do we find career jeopardizes happening due to the lack of an arithmetic or science subject in the primary level. However, if the same lessons are taught to children at the time of interactive child centered play, then the efforts become doubly easy for both teachers and students. What comes as a direct descendent of the Montessori system, characteristic development programs in primary education are a beacon of hope for all those who found elementary education tiring and highly serious stuff for the tender age. Teenagers, college goers and young adults ultimately find the path that will suit them the best and redo their basics to be able to excel in the path. At tender childhood, hardly any child bothers about his or her career or their course of higher study. They are more intent on discovering things that interest them and this psychology is what helps teachers identify special characteristics in their students during child centered play sessions. Developing characteristic development plans and training sessions for teachers is therefore, a great addition to the growth of the importance of childhood. With careful study, it has been found that children subjected to such treatment at school and at home, tend to grow as more complete human beings who are self-aware and learn to quickly adapt to the different phases of life basing on their self confidence. Children are more prone to develop better team work and sharing skills when they are subjected to such child centered play schedules. This is the reason why many education experts consider negotiating play-based curriculum owing to the two way benefit that comes from the procedure. On one hand, children are better prepared to face the world. On the other hand, teachers evolve as great observers and this can lead to great richness in quality teaching psychology. Forthcoming generations can easily depend on the inferences of those teachers who have an excellent performance in observation based characteristic development in primary education, The many teacher insights drawn from these exercises will not only form invaluable resources in the future but will also lead to a new community of experienced guides who can train fresh batches of teachers on the basis of real time observational experience, and show them by example how to handle the different challenges of child centric play learning. d. Discussion The propositions made above have huge potential in adding new dimensions to existing primary education structures. The main advantages (long term and short term)of opting for the combination of the three learning approaches are as follows: Advantages: Easy workability: The different practices in these three learning modes have inter-related similarities, which ultimately allows for easy workability even in conditions where one or more approach is missing. Once intertwined, the primary education system will still continue to identify the three learning approaches but they will essentially cover up for the absence of the any one of the three learning procedures, using the innate aspects of the protocol, which ultimately resemble the missing link. Better societal outcome: Parents, teachers, and other leaders involved in these processes gain just as much as children do since they develop observational skills to understand their right. This leads to better self analysis in children and adults, and hence a better society. Lesser number of school drop outs: Incidences of school dropouts and incomplete education decrease with such approaches as the child develops a self-analytical approach in handling challenges and sees himself through. Reduced teen crime: Better self control and an internal conviction towards discipline helps reduce teen crime and development of bad habits in the teen population, which include smoking, drinking and taking drugs. Reduced suicidal rates: Teen suicides have been high ever since the eighties, giving rise to concerns (Waterman, 1982, p.341). Careful grooming will allow reduction in suicidal rates amongst teenagers. Stable careers: Whatever the choice of career the person might make, sticking to it and giving it the best shot is important. Children grown into stable minded adults when they have analytical attention directed towards them in primary education (Geary & Bjorklund, 2000, p.59). Ultimately, the child centered play approach along with DAP and characteristic development in primary education will encourage children to become more creative and innovate at each and every step of life (Peisner-Feinberg et al, 2001, p.1535). On a later date, this would lead to more innovation and more jobs. Limitations The main limitations of this paper are as follows: Class sizes vary from school to school: The studies have been applied to classes of all countries to show uniform outcomes. However, the class sizes may vary in separate schools and the outcome will differ in such cases. The smaller the class size the better the outcome of the courses and vice versa. Other factor influences like age, habits, personal life: Children are the fastest observers in their early years of learning. However, children who are slow, late in admission or handicapped may be slow in the uptake because of advanced age when compared to their peers. Similarly, personal life, family backgrounds and habits are other factors which have not been included in this study. Large scale empirical data missing: Studies have been limited to singular institutions and chain of premiere institutions in a country. Large scale empirical data is however missing and is underway. The process is entirely dependent upon the readiness of governments to apply the strategy and derive long term data. Small sample sizes: Sample sizes have been relatively small when compared to the total number of students of single age group in a country. Conclusion On the basis of the study conducted in this paper we reach a common point in discussion wherein, all the three main learning techniques utilized in schools today show a definite correlation to achieving each other’s goals. The main conclusions derived from this study are therefore as follows: Child centered play is a learning experience that can grow to highly useful levels of knowledge development not just in the child but also in the elders accompanying the child. The parents, teachers and other guardians get a complete idea of the strengths and weaknesses of the child, while the child gets more awareness and learning during the play sessions. Developmentally appropriate practice is the best approach for elementary and high school curricula. The balanced approach too learning allows development of a mental discipline in the children, giving them ample scope to explore their tastes for different subjects. However, due to limitations in the system, introduction of forms of entertainment, leisure and playtime is restricted in this approach. Characteristic development in primary education holds all the possibilities of creating a better society for humans in near future in which individuals will be more inclined to achieving balance through innovation in every aspect of life. Characteristic development plans need to be better defined in near future and this can be done by studying its correlation with other learning strategies. Child centered play has a positive relation with characteristic development in primary education because it clears the path towards achievement of the goals of characteristic development. Child learning will help primary education standards go higher if this correlation is utilized appropriately. Developmentally appropriate practice has a positive relation with characteristic development due to the emphasis on a multi-dimensional approach to learning and a disciplined outlook in all ways. Although characteristic development encourages flexibility and creativity, DAP refrains from doing so, which is the only difference in the two learning approaches. There is huge scope in integrating the three processes and developing a successful strategy in early childhood learning integration. The combined approach will allow the creation of a better society wherein children develop good cognitive, social learning skills and are well understood by adults and adults become more aware of their own observational learning skills and evaluate children better. General conclusion Since children play a major role in tomorrow’s society, their proper upbringing is important to maintain a peaceful community and a stable economic structure. Through the use of characteristic development in primary education, respective governments can easily hope to have more confident and self-defining citizens of the country in near future. References Ailwood, J. (2003). 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