Educational Theories Related to Early Schooling Systems

Educational Theories Related to Early Schooling Systems

Claudiu Langa, Adriana Nicoleta Lazar
Copyright: © 2024 |Pages: 24
DOI: 10.4018/979-8-3693-0956-8.ch002
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Abstract

In an analytical approach, this chapter analyzes the educational paradigms and pedagogical premises of early education, which reinforce and support that the education and protection of early childhood favors individual development. The core of these approaches is the promotion and practice of a child-centered education, which contributes to healthy physical and mental development, and to the solid social and emotional development of the future adult. In this chapter, several dimensions outlined by the educational paradigms regarding early education will be analyzed, highlighting at the same time the open character of the approaches towards scientific research and later educational theories. The authors believe that some conceptual delineations regarding early education are useful, at least as a summary sequence to provide a basis for the arguments presented. The need for early intervention in child development has not been contested, but the support from some pedagogical theories completes the objectives assumed by educational policies.
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1. Conceptual Limitations Regarding Early Education And Arguments In Favour Of Early Intervention In Child Development

Embroidered through different concepts - early childhood development, early childhood, early learning - early education covers several approaches, either as a period in a child’s life (0-8 years), either as an essential stage for the child’s development, in which progress in development is evident, or an interventional framework through which early intervention can be taken to optimize the training of the future adult, through the implementation of integrated policies.

Hence, early childhood represents the crucial formative phase encompassing significant milestones in an individual's development (Muhammad Nasiru, Abdul Halim, Norulhuda et al., 2019). This phase spans from birth to eight years of age and underscores the paramount importance of high-quality prenatal care (source: https://www.socialstudies.org/position-statements/early-childhood-social-studies-context).

Analyzed from the perspective of the individual and social experiences of the child in the first years of life and which have the role of ensuring the development of his physical, mental and cultural acquisitions, early education ensures educational interventions aimed at creating the optimal educational framework for the development of the child’s behaviors on different dimensions of his development.

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