John Locke's Impact On Early Childhood Education

Impact of philosopher John Locke on early childhood education

Introduction

Early childhood education is vital in the holistic development of a child. The providers of this program are therefore called upon to do many tasks in fulfillment of this very purpose that the early childhood education is intended to fulfill (Wardle, 2007). Different countries across the globe have taken different approaches in implementing this program notably in governance and mode of delivery. Relating to governance, there has been a major development. The early childhood education has been integrated into the national education system by transferring the responsibilities to the respective education ministries (Kaga, Bennett & Moss, 2010). Regarding the mode of delivery there has been a dramatic change over the past ten years. Providers of this education are keen in equipping the children with skills needed for success in the 21st century among them being critical thinking, problem solving, communication etc.

Against this backdrop this research paper looks into thoughts of one of the philosophers i.e. John Locke on early childhood education. It starts by analyzing his views on early childhood education and then gives the impact that his views have had on early childhood education.

John Locke thoughts on early childhood education

John Locke

(1632-1734) is one of the philosophers that advanced substantial thoughts on early childhood education. To this modern age his thoughts impacts continue to be seen in early childhood education. His thoughts concerning early childhood education are given below.
Vital importance of early childhood education; this one of the thoughts that this philosopher advanced. According to him the welfare and prosperity of a nation depends on the well educating of the children in that nation. He called upon everyone, parents included to take it seriously and set up a helping hand to promote it everywhere. This way the society is destined to produce virtuous, useful and able men in their distinct callings (Gianoutsos, 2006).
Human are born without innate ideas; according to this philosopher humans are born without inborn or rather innate ideas and their minds are blank as slates. As such they must derive their knowledge in entirety from external sensible objects perceived and reflected on by the human themselves. Children therefore to him get the general ideas of the rational faculty and the names that stand for them from having exercised their reason about familiar and more particular ideas. He however does not deny the existence natural faculties, abilities and tendencies but argues that this has nothing on the innate character of the mind which is the principle of knowledge.
To him therefore, educating children should essentially entail instructing their minds and molding their natural tendencies. It is therefore to be observed by parents from the time the child is born before even books comes into play in the life of the child. Alluding to his first thought, he argued that proper education brings natural qualities to fruition as it is education that lays the first foundations of virtue.
Curiosity and liberty as the guiding natural qualities in children; the philosopher argued that children will question anything. This to him is not absurdity and should be tolerated by all means. The children meet unknown things for their first time. Children should therefore be helped discover this new world.
Regarding liberty the philosopher argued that children want to show that their actions come from themselves and that they are free. To him it is this liberty that gives children relish and delight in their ordinary play games. They should therefore not be forced to play as they will grow weary. The same applies to education where children should not be forced to learn as they would be tired of it. He therefore advises tutors to use seasons of freedom to turn children towards learning.
Children desire to be treated rationally; according to this philosopher children understand reason as early as they do language. Children are therefore able to recognize developed rationality in others and they are happy in participating in the experience. Parents are to guide their children reasoning abstractly and practicing reasonable actions later in life.
It is this rationality that makes the philosopher argue that children are sensible of praise and commendation. This is at the earlier time than we may tend to think. Praise should be done openly while rebuking should be done in private. From this, a child is more likely to be inclined towards the right activities than the wrong ones.
Impacts of John Locke thoughts on early childhood education
The thoughts of this philosopher have greatly influenced early childhood education. Following are some ways in which early childhood education has been influenced.
Prioritizing of early childhood education; provision of early childhood education has been receiving priority in vast majority of countries. Policy makers are prioritizing this education as it is seen in the broader context of the role that this education will play later in social, economic and political spheres. Some jurisdictions have incorporated this education in their national education system while others retain it as a separate education system. This flows from the vital importance that philosopher John Locke gave to early childhood education discussed above.
Employment of simple teaching methods; teaching in early childhood education takes a simple basic form that the child can easily relate with. This is so despite the move by providers to equip the children with skills to cope with the 21st century. Shapes and numbers are used to enhance counting skills. Communication is enhanced by making the children speak and listen to a range of simple sessions. These activities are undertaken individually as well as in groups to enhance social development. These and many other simple teaching methods employed are informed by John Locke thought that children minds are blank and as such they acquire general ideas from external sensible objects perceived and reflected on.
Flexibility in teaching; in addition to employing simple teaching methods, there is great flexibility in teaching early childhood education. Most of the sessions in this education are usually free where the children are left free on their own to carry out activities as they wish. Tutors use these free sessions to turn children into learning without forcing them and this is likely to bear fruits. This flows directly to the natural quality of liberty that philosopher John Lock gave to children.
Assessment that is geared towards strengthening children interests; at the end of early childhood learning there is an assessment.

This assessment is a process that is aimed at furthering the children interests. Different players including parents are involved. This process essentially praises the performance of the children in subjects that they have performed exceptionally well. Much likely than not the children take the path defined at these early stages all through their life. This is the very reason why the assessment is taken seriously. This is informed by philosopher John Locke thought that children are rational beings even in this early

stages.
Large number of female tutors as compared to male tutors; across the globe the composition of teaching staff in early childhood education is largely dominated by female tutors. The males are reluctant to take up this career. The reason for this is that the females are better placed to tolerate the curiosity associated with the children as compared to the males. Females generally are likely to cherish this curiosity by answering questions put forward by the children patiently and gently. This curiosity is one of the guiding natural qualities that guide children that make them inquisitive that philosopher John Locke advanced.
Conclusion
The thoughts that philosopher John Locke advanced on early childhood education many years ago, have greatly influenced early childhood education. The current system of early childhood education in many jurisdictions despite existence of some differences is modeled along the thoughts of this great philosopher. In particular the great importance that this education has in the society and the nurturing culture that should be extended to the children during this early formative stages in their lives.