Theories of childhood education have evolved from time immemorial up to the present and surprisingly, this subject matter brings in more and more complex issues during these modern times as compared to earlier eras. Education has become a primary concern in our world today as we…
Reflective thoughts about the theories as observed in our daily lives is but one of the methods we are going to use in dissecting what the theories present to our modern world. Whether the theory holds true today or not, if it is of essence to the modern educator or not needs to be seen as we go along our discussion. I also wish to present an analytical report where we could compare and contrast some of the theories as opposed to practices that we experience. It is the aim of this paper to give a clear understanding of the theories presented by Robinson and Diaz through discussion and examples as well as through the use of other references that could help give light to the issue. In effect, I will be adding some of my personal experiences which may not be not worth noting, yet I believe would reveal the reflective side of me. Basically, we will be attacking the issue in different ways as the issue presents diverse angles that we need to look into.
The earliest teachings could have started during the beginning of time when the first man and woman were created and were given the instructions of what to do (Genesis 1:28-29). Perhaps the how of teaching was first recorded in Deuteronomy 11:19 when Moses gave instructions to the Israelites to teach their children about the laws of God by talking about them when you sit at home and when you walk along the road, when you lie down and when you get up and also by writing them on the doorframes of your houses and on your gates (New International Version). This kind of educational system has been largely seen in the early eras as no formal education was set for the early people to follow which eventually affected at large the education of modern learners.
As Robinson and Diaz said, children do not enter early childhood programmes as empty slates but bring with them diverse ideas and impressions that are entirely different ...
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