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Samuel Wilderspin became a household name in his own lifetime. Befriended by Dickens, lampooned by Cruikshank, his achievements discussed in Parliament, he was one of the best known educators of the 1830s and 1840s. However, Wilderspin’s consistent opposition to denominational education combined with his liberal and advanced views made him unpopular with the Establishment. Samuel Wilderspin’s fame declined after his retirement in 1847 but his reputation as an infant school educator has survived. Many of his ideas and practices have had a great influence on infant education. In this book, first published in 1982, Wilderspin’s own story is placed in the context of this growing movement led by Owen, Buchanan and Oberlin, and it goes a long way towards reinstating him as one of the prominent figures in the early education movement. This title will be of interest to students of history and education.
First published in 1942, Testing Results in the Infant School describes an attempt to measure objectively the results of education in Infant schools where children are free to move and speak and play, as compared with schools of a more formal and traditional type. The book explains in detail the variety of tests used, the reasons behind them, and the children’s reactions to them. It concludes with an evaluation of the results and suggestions for their bearing on educational practice. It will appeal to those with an interest in the history, theory, and psychology of education.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
First published in 1950, Long Term Results of Infant School Methods was written to explain and summarise the results of Gardner's experiment to test the extent to which the effect of different styles of Infant school education, "experimental" or "control", would also be apparent at a later stage. The book details how the tests and the schools involved were chosen; the different types of tests conducted and their respective aims; and a summary of Gardner's conclusions. It will appeal to those with an interest in the history and theory of education.
Originally published in 1972.This book considers the actual development of infant schools and education in Britain against the background of industrialization and social change, making clear how this development was influenced by the ideas of particular theorists from both the Continent and England.
This is a historical analysis of the development of infant education in Ireland. It spans the the period from the opening of the Model Infant School in Marlborough Street, Dublin to the introduction of the child-centred curriculum for infant classes in 1948.