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BAB I
PENDAHULUAN
The Early Childhood Education has
changed considerably in recent times. The process of acquiring a new identity
for the institutions that work with children has been long and difficult.
During this process came a new conception of the child, totally different from
the traditional view. If, for centuries the child was seen as being an
unimportant, almost invisible, today it is considered in all its
particularities, with personal and historical identity.
These changes led to new social and economic
demands, giving the child a role for future investment, this came to be valued,
so their care had to follow the course of history. Thus, early childhood
education from a welfare perspective becomes a pedagogical coupled with care,
seeking to meet the child holistically, where their specific (psychological,
emotional, cognitive, physical, etc ...) should be respected. In this
perspective, this paper proposes a discussion on the historical evolution of
the concept of childhood and its impact on care for children in early childhood
education institutions.
BAB II
PEMBAHASAN
The design of present-day childhood
is very different from a few centuries ago. Importantly, the vision one has of
the child is something historically constructed, that is why one can see the
stark contrasts in terms of feelings of childhood throughout the ages. What
today may seem an aberration, as the indifference intended for small children,
ages ago it was absolutely normal. For larger strangeness that cause, humanity
will not always see the child as being a particularly long and treated her like
a miniature adult.
To be an unimportant, almost
imperceptibly, the child in a secular process occupies a greater emphasis on
society and humanity, it launches a new look. To better understand this issue
we need to do a historical survey on the sense of childhood, seeking to define
it, register its birth and its evolution. According to Aries: “the feeling of
childhood does not mean the same as affection for children, corresponds to the
consciousness of the particularity of children, this peculiarity that
distinguishes essentially the adult child, even young (Aries, 1978: 99).”
From this perspective the feeling of
childhood is something that characterizes the child, its essence as a being,
his way of acting and thinking, which differs from adults, and therefore
deserves a more specific look.
In the Middle Ages there was no
clarity over the period that characterized the childhood, many were based on
the physical issue and determined that childhood is the period of the teeth
until the age of seven, as the quotes from the description given by Le Grand
Propriétaire (Ariès, 1978: 6):
The first age is childhood teeth that
plant, and such an age when the child is born and lasts up to seven years, and
at that age what is born is called the enfant (child), which means
non-speaking, because at this age one can not speak well or take the words
perfectly, because it still has no teeth and no firm arranged ...
Until the seventeenth century society
did not give much attention to children. Due to poor sanitation, infant
mortality has reached alarming levels, so the child was seen as a being which
could not hold on, because at any moment she might cease to exist. Many could
not overcome their early childhood. The birth rate was also high, which led to
a kind of replacement of dead children. The loss was seen as natural and
something that did not deserve to be deplored for a long time, as can be seen
in the commentary of Aries "... people could not get too attached to
something that was considered a potential loss ..." (1978 : 22).
In the Middle Ages, the child was
being seen as a miniature, so that could perform some tasks, this was inserted
into the adult world, without any concern about your training as a being
specific, being exposed to all kinds of experience.
According to Aries, until the
seventeenth century, the socialization of children and transmitting values and knowledge were not provided
by families. The child was removed early from his parents and went to live with
other adults, helping them in their tasks. From there, most of these not
distinct. This contact, the child would direct this phase to adulthood. (Aries, 1978).
The duration of childhood was not
well defined and the term "childhood" was used indiscriminately,
being used even to refer to young people aged eighteen or older (Aries, 1989).
Thus, childhood was a long duration, and the child would eventually assume
positions of responsibility, skipping stages of their development. Even his
outfit was a faithful copy of an adult. This situation began to change,
featuring a major milestone in awakening the sense of childhood:
In the seventeenth century, however,
the child, or at least the child of good family, be it noble or bourgeois, was
no longer dressed like the adults. She now had a costume reserved for his age,
which distinguishes it from adults. This essential fact appears at initial
glance at the numerous representations of children's early seventeenth century
(Ariès, 1978: 33).
The great social changes in the
seventeenth century contributed significantly to building a sense of childhood.
The most important were the Catholic and Protestant religious reforms, which
brought a new vision of the child and their learning. Another important aspect
is the affection which has gained in importance within the family.
That affection was demonstrated,
mainly by emphasizing that education has to have. The education of children,
who once gave the children living with adults in their daily tasks, has given
up on school. The work for educational purposes was replaced by the school,
which became responsible for the deformation process. The children were
separated from adults and kept in school until they are "ready" for
life in society. (Ariès, 1978)
Comes a concern with the moral
education of children and the church is responsible to direct learning, aiming
to correct the deviations of the child, it was believed that it was the result
of sin, and should be guided to the path of good. Among educators and moralists
of the seventeenth century, formed the childhood feeling that would inspire all
education in this century (Aries, 1989). Then comes the explanation of the types
of care for children, and repressive nature of compensatory.
On one side the child is seen as an
innocent being who needs care, the other as being a fruit of sin. According to
Kramer:
At that moment, the feeling of
childhood corresponds to two contradictory attitudes: one considers a naive
child, innocent and gracious and pampering is translated by adults, and another
appears simultaneously at first, but is opposed to it, making the child an
imperfect and incomplete, in need of "morality" and education made by
the adult (Kramer, 2003:18).
These two feelings are caused by a
new attitude of family towards the child, who now assumes its role more
effectively, the family begins to perceive the child as a future investment,
which must be preserved, and therefore must be rejected for bad physical and
moral. For Kramer (2003: 18) "is not the family that is new, but rather
the feeling of family that emerges in the sixteenth and seventeenth centuries,
inseparable from the feeling of childhood."
Family life has a more private, and
gradually the family assumes the role formerly assigned to the community.
Importantly, this sense of childhood and family is a bourgeois model, which
became universal. Kramer said:
... The idea of childhood (...) appears to
capitalist society, urban-industrial, to the extent that change their social
inclusion and the role of children in the community. if, in feudal society, the
child played a productive role direct ("adult") so it exceeded the period of high
mortality, in bourgeois society it becomes someone who needs to be cared for,
educated and prepared for a future function. This concept of childhood is
therefore determined historically by the modification of the forms of social
organization (2003: 19).
In the eighteenth century, the education
the family became interested in issues related to hygiene and child health,
which led to a substantial decrease in mortality.
The changes benefited the children of
the bourgeoisie as the children of people remained without access to the gains
represented by the new conception of childhood, such as the right to education
and care more specific, being directed to work.
The child slowly comes out of
anonymity and occupies an area of greatest prominence in society. This
evolution brings profound changes in relation to education, it had to seek to
meet the new demands that were triggered by the appreciation of the child for
learning beyond the religious issue became one of the pillars in the care of
children. According to Loureiro:
... This period begins to be a
concern to know the mentality of children to adapt the methods of education to
them, facilitating the learning process. Surge an emphasis on the image of the
child as an angel, "testimony of baptismal innocence" and therefore
close to Christ (2005: 36).
You realize the Christian character
to which the education of children was anchored. With the rise of interest in
children, concern began to help them acquire the principle of reason and the
Christian adults and make them rational. This paradgma guided the education of
the nineteenth and twentieth centuries.
Today, the child is seen as a subject
of rights, historically situated and that must have their physical, cognitive,
psychological, emotional and social needs met, featuring an integrated and
comprehensive care of the child. She must have met all its dimensions.
According to Zabalza Fraboni quote:
the historical stage that we are
living, strongly marked by "transformation" scientific-technological
and the ethical and social change, meets all the requirements for making
effective the winning jump in the child's education, finally legitimizing it as
a social figure, as the subject of rights as a social subject "(1998:68).
Thus, the notion of children as a
particular being, with characteristics very different from those of adults, and
simultaneously as a bearer of rights as a citizen, will it produce the greatest
changes in kindergarten, making the treatment of children 0-6 years still more
specific, requiring a teacher's attitude should be aware of how accomplished
the work with young children, what their needs as a child and as a citizen.
BAB III
PENUTUP
Through this historical study, one
can see that the concept of childhood resonates strongly in the role of early
childhood education because directs all care provided to infants. Thus, the
kindergarten is deppest linked to the concept of childhood, and its evolution
marked by the social changes that led to a new vision of the child
Education focused toddler only gained
notoriety when it came to be valued by society, if there were a change of
attitude toward the vision that had a child, early childhood education would
not have changed the way they conduct the teaching work and would not have
arisen a new profile for this stage of teacher education. It would not be
charged to your specific field, and the child would remain with a service aimed
only to physical issues, and its other dimensions, such as cognitive, emotional
and social unnoticed.
You can not lose sight that the
concept of childhood caused by mankind built a standardization of the child, as
if it were a universal, without characteristics of each society and every
historical context.
Therefore, the Early Childhood
Education and ended up being a child of the bourgeois, and a proposal away from
poor children. In spite of early childhood education in Brazil have been
institutionalized as rights of children, few have access to quality care, with
teachers who are unaware of the pedagogical assumptions that should guide work
with young children, characterizing the specificity of early childhood
education.
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