The focus on children’s learning within the last 50 years by educationists has led to the recognition of the importance creating an appropriate learning environment early in a child’s life. Educationists agree that the earlier the learning capabilities of a child are positively nurtured, the more likely the child will have a progressive and fruitful education experience, as he or she grows.
Firstly, the role of the mother as the primary caregiver of the child plays an important role in the child’s future motor, cognitive and attention skills. According to Landry and Smith, a child who has extensively bonded with his or her mother during infancy is better positioned for the experience of learning (2000, p. 360). Landry and Smith state that, children, who experience learning difficulties in early childhood education, are most likely to have missed on the full benefits of mother-child bonding and nurturing.
Additionally, the role of the parents is important in the educational experience of the child. Children in the lower levels of education benefit from the wholesome guidance and support of their parents in their learning experience while at home. Parents should take an interest in their children’s education earlier on, and should encourage them “to take a keen interest in their studies because parents are the best role models on learning that a child can have” (Nader-Grosbois et al 2008, p. 96).
The role of the teacher in the education of the child has also received attention in recent decades. Teachers are encouraged to take a keen interest in individual students, as opposed to treating the entire class uniformly. Unlike in the previous decades, recent studies point the need for early childhood teachers to develop interest in the unique growth and learning activities of the children in class (Hujala 2002, p. 101). Educators also need to provide an active growth environment for the children.
Furthermore, the aspect of the children’s interaction amongst themselves, as an important indicator of the learning experience of a child has also received many highlights in recent decades. According to Bornholt and Wilson, a child’s social skills and ease of interaction with fellow students in a classroom context is an important facet of the child’s entire learning experience (2007, p. 305). Parents and teachers should thus encourage children to interact with each other, in order to develop interactive social skills.
Over the last fifty years, much emphasis has gone to focus on the child (child centeredness), and acknowledgement of the child as the principle focus of the education experience. Scheuer et al states that the child-centred approach focuses on the child’s strengths, weaknesses, abilities and challenges to offer a corrective approach beneficial to the child (2009, p. 266).
Finally, attention on the learning experience of the child has also highlighted the need to factor in a child’s cultural background. Recent studies indicate that the cultural context in which a child has grown up plays an important part in the understanding of concepts taught by the teacher or parents to the child (Brooker 2003, p.118). In an increasingly multicultural world, such focus will go a long way in making the leaning experience of children complete.
In conclusion, over the past 50 years, the traditional view of education as regards a child’s classroom experience seems much abandoned. The responsible people have placed much focus on the child’s infancy, interaction with parents, interaction with other children, the role of the teacher, and the cultural background of the child. All these factors, when analysed and factored in by the educator, contribute to a positive and wholesome education experience for the child.
Reference List
Bornholt, L., & Wilson, R., 2007. A General Mediated Model of Aspects of Self Knowledge (M-ASK): Children’s Participation in Learning Activities across Social Contexts. Applied Psychology: An International Review, 56 (2), pp. 302-318.
Brooker, L., 2003. Learning How to Learn: parental ethno theories and young children’s preparation for school. International Journal of Early Years Education, 11 (2), p. 117-121.
Hujala, E., 2002. The Curriculum for Early Learning in the Context of Society. International Journal of Early Years Education, 10 (2), p. 95-105.
Landry, S., & Smith, K., 2000. Early Maternal and Child Influences on Children’s Later Independent Cognitive and Social Functioning. Child Development, 71 (2), p. 358-365.
Nader-Grosbois, N., Normandeau, S., Ricard-Cossette, M., & Quintal, G., 2008.
Mother’s, father’s regulation and child’s self-regulation in a computer-mediated learning situation. European Journal of Psychology of Education – EJPE (Instituto Superior de Psicologia Aplicada), 23 (1), pp. 95-115.
Scheuer, N., et al., 2009. Kindergarten and primary school children’s implicit theories of learning to write. Research Papers in Education, 24 (3), pp. 265-285.