Talk and Play Family Education Perspective

Talk and Play Family Education Perspective

Ozana Ural (Marmara University, Turkey)
DOI: 10.4018/978-1-5225-7507-8.ch057

Abstract

The early childhood period is the most important time for a child's development. In the early years of a child, the responsibility of caring, training, and support lies upon the family. The child should be supported at home by family as well as the school. For maximum development of potential of children in the early period, the family and the school should be supported by various education programs. All programs that support preschool-aged children and their families in terms of child care and education can be called family education programs. Family education consists of various educational programs that include providing information to parents on becoming more knowledgeable, caring, responsible, happy, and healthy families and to maintain a good life with their children by guiding and advising them to acquire the necessary skills. Family education programs could be beneficial both for social and economic gains. This chapter aims to analyse various aspects of family education programmes in Turkey and abroad in a comparative perspective.
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Underlying Ideas Of Parent Education

Early childhood period is the most important time for a child’s development. In early years of a child, the responsibility of caring, training and support lies upon the family. Children thus should be supported at home by family as well as the school. Parenting, caring, loving, protecting and educating children seem to be still important in almost every part of the world; from modern societies to small communities and from the very early humans. However, the concept of childhood and children has emerged in the last few centuries. The idea that the child is different from adults and need to have appropriate education which is organized according to developmental characteristics of children have arisen (Karpowitz, 1980; Elkind, 2001). Leading thinkers who wisely pondered about the nature of human beings, have also put emphasis on the characteristics of early childhood. Comenius, Locke, and Rousseau thought that childhood experiences and the environment of childhood are influential (Aytaç, 1972; Dokecki & Moroney, 1983; Oktay, 1999; Meisel & Shonkoff, 2000; Ural & Ramazan, 2007). These effects may shape the characteristics of adulthood after childhood. Comenius says that human beings come to the world as “good” and the main aim of education should be to develop this natural structure of human beings, while Locke says that the child comes to the world as “Tabula Rasa” and child will gain adult characteristics under the influence of environmental conditions. Locke states that the purpose of the education is that the child gains good experience in a good environment (Morrison, 1998). Rousseau was impressed by Comenius's view that states the importance and innocence of the first year of childhood should be guided by the adult and stated that the child came into the world with innate “good” characteristics, but the environment child lives in is also important. He argued that the education of the child should be done in accordance with nature, paying attention to the child's mind and emotions (Aytaç, 1972).

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