Purpose, Philosophy and Practice : Early Education for a Preferable future
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Abstract
A preferable future for early childhood education should be built on the solid foundations of the past. It is only when we review the purposes, philosophy and practice that we can look forward to excellence for every young child. The three themes of this paper, purpose, philosophy and practice are informed by samples from important key concepts. From the history of development, we learned that children can benefit from a high quality group experience by about age three. Carefully planned programs for young children should be universally available so every child makes a successful transition from home to school. Principles of child development tell us that we must match what is learned with what is known, and that the best learning takes place when developmental rates are accelerating. Developmental theory also warns the profession that learning opportunities missed may be very difficult to recover at later stages. The philosophical ancestors of our field point out that early education efforts that teach children as children will produce great benefits to the children, their families and the greater society. We all benefit when we do it right. One concept that binds these themes together is the critical partnership between home and school. When parents and teachers work together, there is an enhanced value to the best possible outcome. High quality early learning experience for every child in our society is a powerful tool to make a better future for the children, their families and our world of the future.
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