The Child Centered Philosophy Of Education
The overall idea of the research is to find the most appropriate ways of helping children in facing the challenges of the contemporary world. The core value of the paper is to practice the assessment and child approach to education as well as the philosophy of different children towards the learning abilities as well as the ways to create a personality of the 21st century.
The research focuses on the educational background, with the aim to help children to achieve the results of personal effectiveness, teach them to be social, educate them on all the levels of life and finally offer support in personal growth and professional development.
In addition, the goal of the research is to experience the outcomes of the conventional psychology, including the behaviour of children and their performance, learning individual differences of various children, go deeper into the means of personality and reveal the key interests and learning abilities.
At the same time, the research addresses the need of developing special skills and talents that are required for the psychology and its practice towards motivation, examine different learning theories and methodologies and apply them to treat children as effective is possible.
In other words, the paper approaches the ways to help children learn their inner abilities and get accustomed to their feelings and behaviour by means to eliminate the educational challenges. The primary importance is to “help children manage their behaviours in terms of the psychological approach to the development of their personality” and by means to apply the learned psychological models and theories of self-psychology.
The major aspect of psychological research is the early adulthood time during the period of identity formation. The context of the educational psychology application has the same implications as they are for the vast majority of children. The identity formation takes time in the process of development in terms of an “environment, family relations, community, personal awareness, the process of education, gender and sexual formation, cultural aspects and many other implications”.
Children learn throughout their adulthood by means of evaluating the information and understanding their mistakes. By making the right decisions, “children contribute to the revealing since they were born as they reflect the ability to think critically” about different situations in education and respond accordingly in the most effective way. The gender role does not matter that much for the reason that children still have the same environment and the need to develop their personal identity and position in the education and society.
Therefore, children should understand that they have the same identity, which has a strong influence on the life and development of personal characteristics of the human beings, despite gender or any other aspect. This affects the lives of children from the position of “understanding the importance of growth and development”, including sexuality as this is what makes a great contribution in the personal values that shape the identity of any human.
The personal values are important for the personal development and formation of an identity. It is important to understand where the personal identity values come from and what benefit they offer to a person who knows his/her personal values. Males and females differ drastically while working on the personal identities; hence, “they have different learning abilities and share slightly different values of life”.
These aspects are very important for the position of both personal identity and educational practice for the reason of any further development of skills and talents. When children learn to identify their personal values, they take full responsibility for their life. Besides, they try to live their values in the best way they can pursue them.
Thus, “the more children are true about exploring their personal values, the more peaceful and fulfilled their identity and life would be in the future”. This makes sense only if children take care about themselves and the world around. The personal values of any individual whether this is a man or a woman compound his/her vision of life with all the principles of education, general life standards, personal qualities and characteristics.
Every person has his/her own personal values that define his/her identity even though he/she does not realize this fact. It is possible to “reveal the identity patterns by means of connections of the educational practice, including parents, relatives and friends, and from the teachers throughout the lifetime”. Most often, the personal identity values reflect the environment children live in, which influences their perceptions to the process of education and life as a whole.
The environment always has a strong impact on the formation of identity, comprising places where children live. “By knowing the personal values, children can reveal the identity and have more clues to the live”. In other words, life is set in the way of rules that define actions and decisions children have to take eventually. It is important to find support in life as it is the only way to live with integrity and harmony for the rest of life.
Professional Practice and Skills Development
It will have more effect to understanding the approach of children philosophy of educations if to address the aspects of different theories that have influences on the process of the personal identity. The first theory to address is the Social Systems Theory. This theory illustrates the example of the potential of children in the framework of their life activities. The theory offers to “analyze the aspects of human behaviour in terms of personality and life potential”. The idea of every theory is to learn how to apply it in relation to the personal outcomes. The thing is to master it after a decent period of usage.
In other words, children use the Social Systems Theory in order to examine the general outcome of the social interactions, cross-cultural aspects of negotiations, and developmental abilities. The viewpoint is to help manage the relationships in terms of social environmental factors. In other words, this theory is about the “understanding of hypothesis in terms of educational practice that takes both personal development and professional achievements”.
Gardner’s Multiple Intelligence Theory
As teachers people need to do more than just stand in front of a classroom and dictate out of the books how add and subtract numbers or tell the difference between a noun and a verb; we need to insist on our students to look further into why 2+2=4. Higher order thinking is defined as a classification of thinking based on Bloom’s Taxonomy of Thinking Skills. This type of thinking goes beyond simple recall of information. It is characterized by the use of information via comprehension, application, analysis, synthesis, and evaluation.
“It is of the utmost importance that we recognize and nurture all the varied human intelligences through the process of proper education, and all of the combinations of the children’s intelligences. Children are all so different largely because they all have different combinations of intelligences”. Howard Gardner is recognized for his theory of multiple intelligences in the educational circuit in individualizing the curriculum and assessment of the student. As a teacher molding young minds, one needs to understand how to utilize Gardner’s multiple intelligences in the classroom as well as how to make the connection will take hard work, acceptance and the willingness to endure in the education practice.
Gardner describes intelligence as “the ability to find and solve problems and create products of value in one’s culture” and enumerated these intelligences into Visual/Spatial, Verbal/linguistic, Mathematical/ logical, Bodily/kinesthetic, Musical/rhythmic, Intrapersonal, Interpersonal, and Naturalist intelligences; there is also a number nine, Existential Intelligence.
An effective teacher knows that every child is an individual. This means that they are unique and has their own potentials and capabilities. Gardner’s Multiple Intelligences rightly described this fact. Equipped with the knowledge of this theory, teachers have no reason to discriminate the opportunities for teachers to re-evaluate teaching styles in order to cater each of the students’ individual differences and needs. Thus, the teachers then must learn to nurture students not just mentally but physically and emotionally during the overall education process.
In order to evaluate the child centered philosophy of education, it is important to address the scholarly journals in relation to the strength and weakness of the learning theories and the application to how the education caters for students, who have different learning styles. The education instructions are typically taught and reinforced using the interpersonal, linguistic, and logical-mathematical intelligences. The activities that focus on these three intelligences are: the improvement of the mathematical achievements through the intervention programs.
These activities are usually completed individually (i.e. Inter-personal intelligence) either during class or for homework. Students, who have the strength in these multiple intelligence areas are able to succeed without much difficulty, while other students need to draw on their own strengths to master their education effectively. To reach all students in the area of education and learning abilities, the teachers should incorporate a range of activities in all the multiple intelligence areas.
From an educational perspective, it is essential for students to become automated at basic skills such as letter and word decoding, number recognition, and simple skills such as communication. Automatically, this makes available limited processing resources that can be used to engage in labor intensive self-regulation and comprehension monitoring.
In light of recent research on the development of children’s acquisition of educating ability, there are certain weaknesses in traditional models. It is argued that an adequate theory of education processes must, at a minimum, model: (a) qualitative changes in performance as a function of maturation that underlie development of automatic reactions; and (b) transactional development of the related knowledge structures and efficient algorithms for searching these educational structures, which are based on the Learning Theories of Education.
There is one more question to be discussed, what could happen in case the teachers do not understand how to use this theory in practice, the answer is that they need to find the person, who will help you with this, which is the hidden weakness of the theory. The ability to learn how to tackle the challenges children face during the education is the way to understand the theory strengths.
The fact of how the learning activity caters for student diversity in the respect of students from various educational activities. The answer is that the teachers can use the Gardner’s Intelligence Theory or any other learning theory of education by means of a connection to the learning and educational activities.
If to consider how different learning styles are catered for by analyzing the effectiveness of the learning theory on education of different learning style, it is possible to say there are many ways that support education differences in a variety of ways revealed in the modern textbooks and journals. Cognitive psychology has opened up some new and interesting ways of thinking about educating and learning abilities. This concept has a place in models that specify operations, strategies and processes suggesting how to educate children in the modern age.