john dewey founded the first early childhood education program.
john dewey founded the first early childhood education program.
who founded the first early childhood education program?
john dewey
founded in 1965 by jule sugarman, head start was one of the first programs initiated as a result of the early childhood education act. its goal is to enhance the social and cognitive development of children offering services in the area of education, health, social and nutrition. this program was originally intended to be a "catch up summer school" that would teach the children from low-income families everything that they need to know before starting school in only a few weeks span. the program has since been redefined and acts have been passed for head start programs to keep progressing towards providing better services to pre-kindergarten children from low-income families.
early childhood education act
early childhood education in china has made dramatic progress since the 1980s. in tobin, et al. 2009, which studies across three cultures, the continuity and change across the systems of early childhood education are evident. the project report zhongguo xueqian jiaoyu fazhan zhanlue yanjiu ketizu 2010 reflects upon the development of china's early childhood education and locates the current situation of the development of early childhood education. the historical development of chinese early childhood education indicates three distinct cultural threads, including traditional culture, communist culture, and western culture, that have shaped early childhood education in china, as demonstrated in zhu and zhang 2008 and lau 2012. furthermore, currently, administrative authorities intend to establish an independent budget for the ece field in order to support early childhood education in rural areas (zhao and hu 2008). a higher quality of educational provisions for children living in rural areas will be another goal for the chinese government. many researchers have detailed the important issues of early childhood education, especially teacher education. the exploratory study in hu and szente 2010 (cited under early childhood inclusive education) has indicated that chinese kindergarten teachers hold negative attitudes toward inclusion of children with disabilities, as they do not have enough knowledge and skills for working with this population. this indicates that kindergarten teachers need to improve their perceptions of children with disabilities. furthermore, gu 2007 has focused on the issues of new early childhood teachers' professional development and puts forward some feasible suggestions about how new teachers deal with key events in their everyday teaching practices. with regard to families' support of their children's early development at home, family education should be focused and the collaborative partnership between kindergarten and family needs to be enhanced. teachers' attitudes toward family intervention are a vital aspect of teacher-family collaboration. therefore, kindergarten teachers should support family members in their role as the child's first teacher and build collaborative partnerships with family, as presented in ding 2007. furthermore, kindergarten teachers should be considered as active researchers in children's role play. this supports the co-construction of their teaching knowledge in relation to children's initiation/subjectivity in role play (liu, et al. 2003).
preschool