Education as One of the Most Vital Characteristics for Growth - Assignment Example

Assignment 2: Would Early Years Settings Benefit from Integrating a Range of Perspectives into their Approach to Care and Education? Table of Contents Introduction 3 Section 1: The EYFS 4 Section 2: Rudolf Steiner’s International Perspective 6 Section 3: Reggio Emilia as an International Perspective 8 Section 4: Analysis 11 Conclusion 12 References 14 Introduction Education is often regarded as one of the most vital characteristics for growth and success of any individual in the present day society. This is because of the fact that competition is quite higher in the present day scenario in every sector of the society for which people need to ensure the augmentation of their skills and competency which is only possible with the attainment of quality education. Again, it will be crucial to mention that in every sphere of the society, the role of educations is quite vital and occupies a prominent place in changing the living standards of the. An educated could be able to better utilise his/her ability and creativity which is again quite important to attain better results in activity one conducts. In this context, the source and the foundation of education will be vital to consider (Bruner, 1977). Notably, the foundation for better education stats right from the early days of children where they have a fresh and clear frame of mind which further help in understanding things in a more clearer and comprehensive manner altogether. Children in their early days receive guidance of both their parents and their teachers which further ensure that they are being mould in the right direction based on their skills and way of thinking. In this regard, the early year foundation stage (EYFS) is quite important where the children are being taught in a systematic manner right from the stage of their birth to lay down a strong foundation (Hutchin, 2013). In order to acquire a comprehensive understanding in this particular regard, this report will evaluate a range of perspectives on early childhood education as well as the report will analyse the effectiveness and impact of current curriculum guidance in early years settings. Section 1: The EYFS As per the above discussion it is apparent that education is one of the most vital aspects that are associated with the lives of individuals. Notably, the base of education starts right from the early childhood when individual can be mould on the basis of their talent. It is among the initiation stage of the development of an individual in his/her lifetime. It is believed that children in the early days learn and develop more quickly than any other life stages. It is important that children are able to get the best possible start to their educational life which would further help them in the long run. In the regard, the aspect of early years foundation stage (EYFS) will be consider as it is directly related to the development of children in their early days. It is a particular stage when children attend a particular setting for education in between the age of 1 to 5 (Palaiologou, 2013). It is a particular stage where children are seen to get educated or familiarised with education before they finally join any particular school. The professionals involved in the program also periodically inform the parents about the growth of their children (The British Association for Early Childhood Education, 2012). The program also includes the component that describes how professionals and families could be able to keep the children safe and cared which will further assure that the child gain the most appropriate knowledge right from the earliest period of his or her life. There are certain principles that are associated with the EYFS program which will be vital to discuss. The first principle states that every child is a potential learner right from his/her childhood along with utmost confidence and capability. Building positive relationship with the parents and the children is another vital characterises/ principle of the EYFS program. Again professionals in this particular program also need to ensure a supportive environment for both the children so that maximum learning can be assured (PACEY, n.d.). Moreover, proper means of learning for the children should also be identified. All these aspects work towards the development of them children in a considerable manner. The EYFS has been revised in the year 2012 where several noteworthy changes have been apparent. Notably, the EYFS aim to reduce bureaucracy to the highest extent which further resulted in the reduction of early years learning goals from 69 to 17. The revised EYFS also ensure strengthening the relationship amid parents and professionals to deliver better results in the interest of the children. It is also regarded as a particular stage where children get the support from both the professionals as well as parents, further enhancing their chances of getting better foundations of education in life. As per the revised program, the professionals work with the parents in a collaborative manner to assure a better future for the children. The parents are also encouraged to track the development of the children on a continuous basis in order to access the ‘level of their development. The EYFS program depicts the way professionals should approach towards working with the children or families to support the development and ensure maximum learning of children. In this process, the parents share their experience and knowledge about their child with the professionals involved in the program so that they could be able to mould them according to the level of competency of the children. The revised EYFS also included approaches to simplify the assessment criteria for child when they reach the age of five. The revised EYFS included clauses where practitioners are required to provide summary assessment for children about their progress in every two years’ time (City of West Minister, 2012). These changes were meant to enhance the overall efficacy of the EYFS. Section 2: Rudolf Steiner’s International Perspective From the above analysis it is quite apparent that ensuring utmost learning and development of the children right from the early childhood determines a better future for them. According to Steiner & Howard (1998) the early year’s settings have the scope for improvement with the integration of numerous ideas and perspectives from experts all over. In this context, one of the most appreciative ideas can be that implemented in the early years setting is developed by Rudolf Steiner. He was an eccentric scientist and philosophical expert from Austria. His subject area and interests mainly incudes the intersection of spiritual and scientific plans owing to which he founded Anthroposophy in which he depicts that knowledge is the true nature of humans. The Steiner approach to Education involves several key philosophies with regard to educate the children during their early age (Steiner & Howard, 1998). Steiner school of education have a unique look and feel which is quite distinctive approach towards educating children. Steiner believed in ensuring growth for children in several stages to accomplish the modern day curriculum. In his approach children are educated in their early stages with the involvement of art as a practice, language as a way to develop and state the inner feelings, nourishing the heritage of the children with folk tales, fairy stories and poems. This helps in shaping the cultural environment for the children. The curriculum designed by Steiner is responsive with regard to the phases of development of children in early stages of their life (Steiner, 1996). It will be crucial to mention that Steiner approach to education for early year children has been appreciated as well as criticised by experts and authors through their studies. In the regard the study of Jelinek & Sun (2003), would be vital to consider. Jelinek & Sun (2003) appreciated that Steiner’s approach towards education is quite effective owing to several specific more specifically, in between the age group from birth to seven, school or any other preparatory institutions are important where the development of the children is ultimately ensured. In Steiner educational model, the teachers or other professionals tend to support the students in each of the stages. Moreover, this particular style also intends to assure a comprehensive 360o development of the children including with proper curriculum for them based on their stage and competencies. This approach of child development by Steiner include both education and care at the same time which is a major benefit for this particular approach of education and its curriculum design. The approach of Steiner also includes enhancing the motor skills of early year children through involving them in activities such as crafts and knitting using wood, wool and needle. These aspects of the curriculum are largely appreciated as it ensures the development of children both mentally and physically right from their initial childhood days (Jelinek & Sun, 2003). Again it is also believed that the curriculum set by the educational institutions of Steiner is in alignment with the demands of the present day scenario in the 21st century. Woods & et.al (2005) claimed that to comply with the demands of the present day scenario within the rapidly-changing and multifaceted world, children will necessarily need to be more creative and self-confident through gaining and developing the ability to think critically as well as self-sufficiently. Additionally, in comparison to that of the traditional curriculum of academic subjects the curriculum designed as per the perceptions of Steiner offer a broader curriculum that comprise life skills like cookery and gardening along with crafts which further works towards forming resourceful and independent-minded children. This aspect of the Steiner approach is also quite appreciated by the critics and deemed it to be appropriate for the modern day competitive education sector (Woods & et. al., 2005). In similar regard Ullrich (1994) appreciated the fact that in his education approach for the early year children, Steiner looks towards assuring a comprehensive development amid the children. This aspect means that Steiner advocates for development amid children in context to physical, mental, intellectual and cultural aspect. This ensures the formation of a string foundation for the children where they can develop themselves as potential future leaders (Ullrich, 1994). This aspect is also quite appreciated and a major reason for adopting this particular framework for providing care and education to the early year children (ECSWE, 2014). However, other side of the coin depicts that there are certain loopholes that persists in the Steiner perspective towards care and education to the early year children which are further criticised by experts. Gearin (2007) criticised that in the early year sector the spirituality involved in the education system of Steiner is argued to be irrelevant and incompatible with that of the secular education which further makes it quite inappropriate. Moreover, the assessment approach of the teachers under the Steiner’s system of education is criticised by many. Again in similar regard Rose (n.d.) argued that the scientific aspect was allocated more prominent while the aspect of spirituality was heavily missing in the approach of the teachers as per the educations method of Steiner which is again a critical point that needs to be extensively considered. It is often accused that the system lacks the basic clauses of education which includes free, secular and universal education (Gearin, 2007; Rose, n.d.). This is again a major criticism that is associated with this particular system developed by Steiner. Section 3: Reggio Emilia as an International Perspective This is also one of the widely use perspective in the domain of education. Similar to that of the approach of Steiner, this particular approach is also deemed to enhance the education sector especially in the primary level. It will be crucial to mention that this particular approach to education which is being developed by Loris Malaguzzi, mainly emphasise on enhancing the educational perspective in the domain of pre-school and primary education sector. After getting immensely effected from the World War II, people in Italy hold the believe that children have the need to get familiarised with a new dimension of learning and personal development right from the early years from birth which further make way for the emergence of the educational perspective of Reggio Emilia (Edwards & et. al., 1998). According to the point of view of Rinaldi (2006), there are certain specific factors in the Reggio approach of education which includes the image of the child, the expressive arts in the pre-school setting, community and parent-teacher relationship, the environment and the teachers as learners among others. The study further affirmed that the image of the child depicts that children could not be judged on the basis of their cognitive qualities but the overall behaviour should be taken into consideration while providing the education to them in the early years. The expressive arts in the pre-school include the languages, the thoughts, the way of thinking and the way of speaking amid the students. The system also stated that emphasize should be provided more on the expressive arts of the students rather than their literacy or numeracy competency. This is because of the aspect that the young children are expressive in nature and has the ability to express their emotions and feelings. Again the system of study also depicts that there should be an appreciative relationship amid the students and the teachers so that both can provide utmost support to each other and deliver noteworthy results (Rinaldi, 2006). Again according to an article of Learning and Teaching Scotland (2006), among the several positive aspect of Reggio Emilia, community and parent-school relationship is another vital component of the education system. It is believed that one of the most crucial ways of learning is through connecting with others and sharing and comprehending their experiences. Maximum participation of the parents in the development of the children is one of the most important and effective aspect of learning amid the children (Learning and Teaching Scotland, 2006). Similar to that of the approach of Steiner, the approach of Reggio Emilia also had certain criticism as well as appreciations amid the critics and the experts all over. Loh (2006) claimed that, owing to the aspect that this particular educational approach includes the environment as one of the major part of the curriculum; children will be able to stimulate their environmental experience and earn maximum widespread knowledge which is again one of the major aspects that attracts appreciations amid the critics. The study of Mulqueen (n.d.) stated that this particular educational approach also ensures the presence and the involvement of the parents in the development of the children in their early days. The children are benefited from this particular aspect of this education system as they are able the guidance both the parents as well as the teachers in a comprehensive manner altogether (Mulqueen, n.d.). These will also allow them to grow the level of their creativity and thinking in the long run. This also gains appreciations amid the critics of this particular educational approach all over (NEA, 2014). Again the philosophy of the education system of Reggio Emilia, children should learn through the means of touching, hearing, moving and listing rather than gaining only the literary knowledge which is further regarded as an important and effective perspective in teaching children in context to the present day challenging scenario. This aspect is also appreciated by the critics (Waterdown District Childrens Centre, 2010). However, there are also certain criticisms against the structure and approach of the Reggio Emilia education system or perspective. Chertoff (2013) believed that the educational approach of Reggio Emilia lacks the teaching of foundation skills that are quite important to comprehend prior to that of attending the primary level which is further considered as a limitation which further attracted several criticisms. Few of the critics and experts all over the world have also stated that Reggio-inspired curriculum could be adopted effective in the educational setting with low resources which again shows the lack of flexibility (Chertoff, 2013). All this aspects impacts the overall wellbeing of the Reggio Emilia education approach up to a marginal extent. Section 4: Analysis From the above discussion, it is quite apparent that there are various forms of educational approach and each one of them is equally important in the development and learning of children in a diversified manner. Notably, this particular analysed the international perspective of the Steiner educational approach and Reggio Emilia’s approach along with the EYFS framework for education of children in the early years. Notably, the setting presently prevailing in the early year education sector has been quite effective in providing quality to the students in between the age group of birth to five years. The framework sets the standards for education provides to the children in their early years to ensure that they are able to learn and develop to the maximum level altogether further assuring their health and safety as well (Crown, 2014). With its approach the EYFS framework also includes analysis of the education system of the early and ensures and quality and consistency in the education provided to the early years setting. The program also intends to lay a strong foundation for the children that will ensure their good progress throughout their lifetime. The program also advocates for the equality of education for the children in the early years setting (Crown, 2014). However, it is believed that with the implementation of different perspectives of various educational styles, several positive changes can be made in the program of EYFS. It is known that as per the EYFS program, each and every child is considered as a unique one and confident and self-assured in his/her own terms. However, as per the perspective of Steiner, each child has its own quality and way of learning which is vital to take into consideration while designing curriculum for them. Critics also appreciated this particular aspect which further makes it an important perspective to be implemented in the EYFS framework to enhance its effectiveness. Apart from that it is also believed that EYFS program should also take into concern the aspect of learning through touching, feeling and hearing among others as per the Reggio Emilia’s educational approach to enhance the effectiveness of the education in the early years setting. Again it is also believed that the EYFS program ensures the attainment of a particular environment where children could be able to learn more effectively. In this context, the Reggio Emilia could be taken into consideration in the domain of involving the parents and the teachers together further ensuring utmost development of the children right from their early days. Hence, it can be apparently said that EYFS has some scope of improvement in its approach which might be much beneficial in the long term. Conclusion From the overall analysis of the paper it can be comprehended that education is one of the most important aspect that is associated with the lives of humans. It helps an individual throughout his/her life. It is believed that the educational development of any individual starts right from the early childhood. Hence, it is important that strong foundation is laid so that utmost success can be attained in the future. In this context, the role of the EYFS is quite important as it works towards the development of children right from the early days. Several international perspectives have also been considered with the regard to the development of the child education in the early stages which includes that of Reggio Emilia and Steiner. Analysis reveals that the certain key aspect can be adopted from these perspectives in the domain of education and care for children which can again yield long term benefit. 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