Exploring F. W. Parker's Notions Regarding Child Education

Autor/in	Shih, Yi-Huang
Titel	Exploring F. W. Parker's Notions Regarding Child Education
Quelle	In: Policy Futures in Education, 20 (2022) 5, S.565-579 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shih, Yi-Huang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/14782103211037483
Schlagwörter	Educational Theories; Progressive Education; Role of Education; Holistic Approach; Humanistic Education; Student Centered Learning; Elementary Education; Cooperative Learning; Child Development; Music; Story Telling; Instructional Innovation; Attention; Handicrafts + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Reformpädagogik; Progressive Erziehung; Bildungsauftrag; Holistischer Ansatz; Humanistische Bildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Elementarunterricht; Kooperatives Lernen; Kindesentwicklung; Musik; Educational Innovation; Bildungsinnovation; Aufmerksamkeit; Handwerk
Abstract	F. W. Parker (1837-1902), an American educationist, implemented various reforms in education. Parker had a considerable role in the development of progressive education in the United States. Parker is usually regarded as the father of progressive education. Using theoretical analysis, this article aims to explore the notions regarding child education advanced by Parker. First, his ideas of child education were as follows: (1) a unitary child made of body, mind, and spirit is a whole being; (2) education professionals depend on the touch of educational love; (3) teachers are mentors in the search for truths instead of dominators; (4) cultivate a democratic and cooperative attitude in the child; (5) the purpose of humanistic education is to assist the individual development of each child. Second, the learning content proposed for children was as follows: (1) the theory of concentration, (2) teachers should select courses that are familiar to the child, (3) teachers should let the child learn to release energy in a natural environment, (4) adapting subject matter to the child, and (5) assimilating music and story into children's learning content. Finally, the suggested teaching priorities were as follows: (1) arouse learning interest of the child; (2) develop the child's attention; (3) allow expression; (4) handwork; and (5) when the child reads, teachers should lead their thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11