In the early nineteenth century, governments began to develop specialized educational programs - kindergartens and infant or nursery schools - to give children a head start in Life. These programs hinged on new visions of childhood that originated in England and Europe, but what happened when they were transported to the colonies?
This book unwinds the tangled threads of this history by drawing on a wide range of sources to trace how ideas and developments such as Rousseau's "noble savage," Froebel's emphasis on activity and play, and the Industrial Revolution translated into early infant schools in England, kindergartens in Germany and the United States, and the emergence of free kindergarten systems in Canada, Australia, and New Zealand. It reveals how these three similar but distinct colonies developed early education systems that maintained the integrity of the ideas that inspired them but adapted them to suit local ideas, politics, and indigenous and immigrant populations.
The unique account of early childhood education in comparative perspective shows how discourses and developments in the past have shaped the ways we educate our children in the present.
|Publisher:||University of Washington Press|
|Product dimensions:||6.00(w) x 8.90(h) x 0.90(d)|
|Age Range:||18 Years|
Table of Contents
List of Illustrations IX
List of Abbreviations XII
1 Childhood and Education 1
2 Infant Schools in Britain 12
3 Infant Schools in the Case-Study Countries 42
4 Childcare and Daycare 86
5 Kindergarten from Germany to England and America 102
6 Kindergarten in the Case-Study Countries 132
7 Winnipeg Free Kindergarten Association 172
8 Kindergarten Union of New South Wales 200
9 Wellington Free Kindergarten Association 219
10 Conclusion: Change and Continuity 235
Selected Bibliography 311
What People are Saying About This
At a time of unprecedented international attention to early childhood education, Professor Larry Prochner has produced a systematic, scholarly and insightful analysis of the emergence of infant schools and kindergartens in Canada, the United Kingdom and Australia. This book will be a key reference work for all scholars in the field. It breathes new life into the history of early childhood education.