The second theory puts an emphasis on the child’s early experiences in the home. The parents and the people the child is acquainted to when growing have a lifelong impact on it. The constructivist theory highlights that children build their knowledge during activities. As they interact with the world together with their friends and adults, they become competent (Gestwicki & Bertrand, 2008).
Developmental philosophy shapes the curricula of early childhood. This philosophy identifies that the finest child and family well-being are essential to the progress of a child at a tender stage. The philosophies developed depend on educational or psychosomatic theories. Play remains an essential avenue for learning and pleasure. Their direct involvement in play incorporates their senses. Children increase their experience as they interact with objects. Discipline and self-esteem are crucial in the learning process of kids. The feeling of acceptance develops the mental health of a child (Gestwicki & Bertrand, 2008).
Concepts are tools that necessitate the learning process. The main concepts in early upbringing education are interaction, observation, physical, relational, and perception of the world. Most of the concepts deal with ideas. These concepts involve objects, quality, and characteristics of the objects. Relational concepts refer to skills acquired in identifying and differentiating objects (Essa, 2010). The concept of times relates to the children’s’ ability knowing sequences and velocity concept that relies on movement. The concepts cover a wide range of activities varying from attention to perception, focusing, remembering, and recognition
In order to effectively, enhance early upbringing instruction, the theories, philosophies and concepts ought to be integrated through play. The teachers’ participation in the playing activities allows the provision of guidance to the