Kindergarten Approach of Schooling

Kindergarten Approach of Schooling
Key Features and Principles found in the context of Bangladesh.

1. Kindergarten Approach of Schooling Date: 30 October 2016 SM Arshad Key Features and Principles EDU 501: Educational Theories and Practices: A Critique

2. Kindergarten, a German word, means a garden for the children; it is also known as Preschool. Meaning and Definition

3. Context and Background Friedrich Froebel, a German educator, opened the first kindergarten in Blankenburg , Germany, in 1837.

4. Context and Background French philosopher Jean-Jacques Rousseau and the later Swiss educator Johann Heinrich Pestalozzi introduced the concept. I May be no better but at least I am different

5. Context and Background (Cont.) By the end of the nineteenth century, many countries had started kindergartens for middle-class children who were three to six years old . John Dewey, Maria Montessori, Erik Erikson, Jean Piaget, and Lev Vygotsky combine their ideas and create the ideal prekindergarten and kindergarten program.

6. Context and Data No. of KG Schools: 18,000--20,000 (Bangladesh Early Childhood Development Network-January 2007) No. of KG Schools: 2287 ( MoE 2005) No. of KG Schools in Dhaka: 7000 ( Humayun Kabir , 2006)

7. Listening relates Oral language skills, vocabulary, comprehension and appreciation. The reading texts are as sources of information and enjoyment. To write words that describe people, places, and events. Key Features (Cont.)

8. A playful environment where play is the way of learning. Play & Learn is the main theme. Preparation for main schooling. Welcome families to school. Key Features (Cont.)

9. Media of Instruction There are two media English Medium Bangla Medium

10. Follow the foreign Curriculum and method of teaching. Students do not perceive our history and culture . T he admission fee, tuition fee, price of the books are too high. English Medium Schools

11. The concept comes from the high achievement of the cadet colleges . From pre-primary to primary level in line with the cadet college concept. There is no similarity in textbooks curricula and method of teaching. Government has no control over these pre-cadet schools. They are self-styled. Pre Cadet Schools

12. The early childhood curriculum being used in the program ( Bredekamp & Copple , 1997) Full- and Part-Day Programs The Books, method, syllabus, examination system determined by their own way. Curriculum

13. Teachers have no fixed educational qualification They lack formal training (or a degree) in early childhood education They posses less child-centered beliefs. They have almost poor salaries They involve with private tuition or Coaching Teachers

14. D erive from proximal- level interactions and t ransactions among teachers, children, and materials ( Bronfenbrenner&Morris , 1998; Pianta , 2003) Assessment Scoring System is conceptualized classroom as a learning environment ( La Paro , Pianta , Hamre , & Stuhlman , 2002) State-level factors not attributable to the teacher, program, and classroom factors. Different assessment systems in different schools . Assessment

15. Situation In Our Country Try to give a strong base for further education Treated as a privilege of high class society . Costly but an approach to ensures quality. Result oriented. High p ressure on students and parents. Triggers the unhealthy race of achievement.

16. Positive Criticisms Of The Approach Makes a habit of regular schooling Helps to build the character Develops spontaneous spirit, natural inquisitive faculties and curiosity. Tries to give a strong base of numeric and language competency. Introduces physical and religious exercise.

17. Children get detached with the family in a very early age. Formative education decrease their natural liveliness. Starts the race of achievement which pressurize children's mental growth. Negative Criticisms Of The Approach

18. Sonartori KG, Sirajganj Annesha KG, Sirajganj Unmesh KG, Sirajganj KG Schools are community base. Schools become sources of employment Experiences (Cont.)

19. Bangladesh Schools are not given equal priorities. Sisu Niketon , Kurigram Bhurungamari GPS, Kurigram Annesha KG, Sirajganj Experiences (Cont.)

20. China Schools are given equal priorities. District Governed School (City) Kindergarten School District Governed School (Rural) Experiences

21. I can run!!