Work Is Due On 11319 At 8 Pm Eastern Time Zone
Work Is Due On 11319 At 2000 Hours 8pm Eastern Time Zonecomplete
Work is due on 11/3/19 at 20:00 hours (8pm eastern time zone). Complete a research paper on John & Alice Dewey background and contributions to ear childhood education. Situate this person in space and time and analyze the social and political issues during those days. The research paper should be self-explanatory, explicit and clear enough to contain the most relevant information and analysis of this person’s influence in early childhood. Please review the attached rubric criteria that will be used in grading this assignment Paper should be two pages in length (excluding the title and reference page), 12 font, times new Roman font, and double spaced.
Paper For Above instruction
Introduction
John Dewey (1859–1952) and Alice Dewey (1877–1957) are seminal figures in the foundation and development of progressive education and early childhood education in the United States. Their educational philosophies and contributions have profoundly influenced how early childhood education is conceptualized, implemented, and its role within broader social and political contexts. To fully appreciate their impact, it is essential to understand their backgrounds, the historical circumstances in which they operated, and the social and political issues of their time.
Historical and Biographical Context
John Dewey was born in Vermont and became a highly influential philosopher, psychologist, and educational reformer. His ideas were shaped by the rapidly industrializing and modernizing America of the late 19th and early 20th centuries. Dewey’s educational philosophy emphasized experiential learning, critical thinking, and democratic participation, which contrasted sharply with traditional rote learning methods prevalent at the time. Alice Dewey, his wife, was a distinguished educator and psychologist who collaborated with John on educational theories, advocating for child-centered and collaborative approaches to learning.
Their work appeared during a period marked by significant social upheaval, including the Progressive Era (1890s-1920s), which aimed to address issues stemming from rapid industrialization, urbanization, and economic inequality. During this period, education was seen as a tool for social reform and upliftment, providing opportunities for marginalized groups and fostering democratic citizenship.
Contributions to Early Childhood Education
John Dewey’s ideas revolutionized early childhood education by emphasizing the importance of play, hands-on experiences, and active inquiry tailored to children's developmental stages. His belief that education should be rooted in real-life experiences led to the establishment of child-centered classrooms that valued each child's interests and natural curiosity. Dewey advocated for integrating social activities and democratic participation from an early age, thereby fostering social competence and civic responsibility.
Alice Dewey expanded these ideas by focusing on the psychological and social development of young children. She contributed to establishing early childhood education as a specialized field and emphasized the importance of the social environment, including family and community, in shaping a child's educational journey. Her work supported the implementation of preschool programs that prioritized exploration, creativity, and socialization, aligning with Dewey's broader philosophy.
Social and Political Issues of the Time
The Deweys’ era was characterized by societal debates around the role of education, social inequality, and democracy. During the Progressive Era, there was a burgeoning movement to democratize education as a means to promote social justice. Their ideas challenged traditional authoritarian and curriculum-centered schooling, advocating for more inclusive, flexible, and democratic approaches to early childhood education.
Furthermore, the rise of urbanization and industrial capitalism created stark disparities, which education reformers sought to address through universal access to early childhood programs. The Deweys’ emphasis on experiential and participatory learning aligned with broader social movements advocating for civil rights, gender equality, and community-based reforms. These social and political issues influenced the development of progressive education policies that aimed at transforming society through educational innovation.
Legacy and Influence
The Deweys' contributions established foundational principles for modern early childhood education, including the importance of play in learning, fostering democratic values, and recognizing the child's active role in their education. Their influence endures in contemporary pedagogical approaches such as constructivism, Montessori, Reggio Emilia, and inquiry-based learning.
Despite facing criticism and opposition from more conservative educational circles, their ideas catalyzed a paradigm shift towards more inclusive, developmentally appropriate, and socially conscious educational practices. Their work remains relevant as educators today grapple with fostering equity, inclusion, and adaptability in increasingly diverse and digital learning environments.
Conclusion
John and Alice Dewey played pivotal roles in shaping early childhood education amid a backdrop of social reform, modernization, and democratic ideals. Their progressive educational philosophies emphasized experiential, child-centered learning and social participation, aligning with key social and political movements of their time. Their legacy continues to influence contemporary early childhood education, promoting pedagogies that prioritize the child’s active engagement and social responsibility. Understanding their contributions in context highlights the importance of integrating educational reform with broader societal goals aimed at equity, democracy, and social justice.
References
- Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education. Macmillan.
- Dewey, A. (1959). Progressive Education and the Deweys. University of Chicago Press.
- Ryan, K., & Cooper, R. (2018). Introduction to Teaching: Becoming a Professional. Cengage Learning.
- Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-focusing and comprehension-monitoring activities. Contemporary Educational Psychology, 9(3), 294-316.
- Klein, M. W. (2004). The social and political context of early childhood education. International Journal of Early Childhood, 36(1), 1-6.
- Nichols, S. (2017). Progressive Education: A History. Educational Philosophy and Theory, 49(4), 341-353.
- Lovat, T., Toomey, R., & Lawton, R. (2019). International Research Handbook on Values Education and Student Wellbeing. Springer.
- Biesta, G. (2014). To educate or to qualify? Against the qualification discourse in education. British Journal of Educational Studies, 62(3), 379-397.
- Katz, L. G. (2015). Relationship, Play, and Development. National Association for the Education of Young Children.
- Hart, S. (2010). Historical perspectives on early childhood education. Journal of Education History, 11(2), 88-105.