Historical perspective of education system

Historical perspective on Early Childhood Education

Early beginnings
431 BC 470-399 BC 384-322 BC Aristotle The Socrates Peloponnesian War Marked the Originated the beginning of study of formal education. logic.

Recognized the need for differences in teaching the young.

Beginnings-The Reformation
1592-1670 John Comenius 1647 Old Deluder Satan Act A religious act in Mass. Learning to read kept children from evil. 1782-1852 Fredrich Froebel

Designed the first illustrated childrens text and wrote a first parenting book.

The father of Kindergarten. Education should produce a pure, faithful, and holy life.

Beginnings - Materials
1590-1700
The Hornbook

1647
Mother Goose Tales

Late 1600s
The New England Primer

An early primer.

Poems and stories transcribed by Charles Perot.

A religious primer for teaching reading to children.

Modern Education~ 1850-1950

Margarethe
Schurz

1856 Opened the first Kindergarten in Watertown

1860 Opened the first speaking English Kindergarten in Boston 1873 Opened the first public Kindergarten 1880 For kindergarten teachers at the Oshkosh Normal School, Philadelphia.

Elizabeth Peabody

Harris and Blow

First training school

John Dewey
Teachers Unions Susan Blow and Patty Hill

1859-1952 Founded the idea that children learnt best by doing.

1884-1892 The Elementary Kindergarten Nursery Educators and International Union formed to unite early childhood educator 1900 Trained Kindergarten teachers at Columbia Teachers college in a 14 week course.

Arnold Gessell

1925 Formed the Child Guidance Clinic at Yale. Stated that children grow intrinsically in an automatic unfolding.

Historical perspective of education system in Negeria

There were three fundamentally education systems in Nigeria in 1990
the indigenous system Quranic schools formal European-style education institutions

distinct

In rural area, majority children learned the skills of farming. This process was often supplemented by agebased schools in which groups of young boys were instructed in community responsibilities by mature men.

Apprentice systems
Widespread throughout all occupations. The trainee provided service to the teacher over a period of years . Truck driving, building trades, and all indigenous crafts were passed down in families and acquired through apprenticeship training as well. In 1990 this indigenous system included more than 50 percent of the school-age population. There was virtually no regulation by the government unless training included the need for a license. By the 1970, education experts were asking how the system could be integrated into the more formal schooling of the young.

Islamic education
Children learned up to one or two chapters of the Quran by rote from a local mallam or religious teacher, before they were five or six years old. Religious learning included:
the Arabic alphabet the ability to read copy texts in the language, along with those texts required for daily prayers

Later: grammar, syntax, arithmetic, algebra, logic, rhetoric, and theology were added These subjects required specialist teachers, students traditionally went on to one of the famous Islamic centers to learn.

Western-style education
In the mid-nineteenth century The first mission school was founded in 1843 by Methodists In 1887 in what is now southern Nigeria, an education department was founded that began setting curricula requirements and administered grants to the mission societies. By 1914, when north and south were united into one colony, there were fifty-nine government and ninety-one mission primary schools in the south

 The education system focused strongly on examinations Discipline, buildings, and adequacy of teaching staff were to be inspected by school inspectorate. Progress in education was slow but steady throughout the colonial era until the end of World War II By 1950 the country had developed a three-tiered system of primary, secondary, and higher education based on the British model On the eve of independence in the late 1950s, Nigeria had gone through a decade of exceptional educational growth leading to a movement for universal primary education in the Western Region

Crisis in Education
Economic hardship among teaching staffs produced increased engagement in nonacademic moonlighting activities Lack of books and materials, no incentive for research and writing The use of outdated notes and materials, and the deficiency of replacement laboratory equipment

 In the 1980s Nigeria had the lowest number of indigenous engineers per capita of any Third World country. University faculty complained they could not understand the written work of their students. It was predicted that by the end of the decade, there would be insufficient personnel to run essential services of the country.

Historical perspective of Special Education

Children with disabilities have been treated as in-valid or inferior and in need of very special protection This conceptualization led to exclusion and the construction of institutions to accommodate these children. In this view, the child was to blame for not being able to benefit from education.

 Integration, which began in the West, in the late seventies and early eighties was spurred by a progressive educational ideology. The parallel system to traditional schooling that developed, came to be known as Special Education. The second stage in this development has taken the form of Special Needs Education.

Special Needs Education

A system of education for children with disabilities within ordinary schools. This form of education represents an effort to provide education in more normal settings. It has been offered in special classes and not in cooperation with other mainstream children.

Inclusive Education
Originally set out to meet the needs of learners who were being traditionally excluded from the school or were otherwise marginalized within the classroom. Aimed at achieving quality education by making changes to accommodate all learners regardless of their physical, social or psychological differences.

 Rejecting exclusion of learners. Maximizing participation of all learners. Making learning more meaningful for all children.

Rethinking and restructuring school policies, curricula and practices so that all learning needs can be met.