English Specific Purpose
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Transcript of English Specific Purpose
ENGLISH SPECIFIC PURPOSE
(ESP)
BY :
SRI DEWI MUTMAINAH
STKIP DR. NUGROHO MAGETAN2014
1. INTRODUCTION
The Early Childhood Education has changed considerably in recent times. The process
of acquiring a new identity for the institutions that work with children has been long and
difficult. During this process came a new conception of the child, totally different from the
traditional view. If, for centuries the child was seen as being an unimportant, almost invisible,
today it is considered in all its particularities, with personal and historical identity.
These changes led to new social and economic demands, giving the child a role for
future investment, this came to be valued, so their care had to follow the course of history.
Thus, early childhood education from a welfare perspective becomes a pedagogical coupled
with care, seeking to meet the child holistically, where their specific (psychological,
emotional, cognitive, physical, etc ...) should be respected. In this perspective, this paper
proposes a discussion on the historical evolution of the concept of childhood and its impact on
care for children in early childhood education institutions.
2. CONCEPTS OF CHILDHOOD
The design of present-day childhood is very different from a few centuries ago.
Importantly, the vision one has of the child is something historically constructed, that is why
one can see the stark contrasts in terms of feelings of childhood throughout the ages. What
today may seem an aberration, as the indifference intended for small children, ages ago it was
absolutely normal. For larger strangeness that cause, humanity will not always see the child as
being a particularly long and treated her like a miniature adult.
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To be an unimportant, almost imperceptibly, the child in a secular process occupies a
greater emphasis on society and humanity, it launches a new look. To better understand this
issue we need to do a historical survey on the sense of childhood, seeking to define it, register
its birth and its evolution. According to Aries: the feeling of childhood does not mean the
same as affection for children, corresponds to the consciousness of the particularity of
children, this peculiarity that distinguishes essentially the adult child, even young (Aries,
1978: 99).
From this perspective the feeling of childhood is something that characterizes the
child, its essence as a being, his way of acting and thinking, which differs from adults, and
therefore deserves a more specific look.
In the Middle Ages there was no clarity over the period that characterized the
childhood, many were based on the physical issue and determined that childhood is the period
of the teeth until the age of seven, as the quotes from the description given by Le Grand
Propriétaire (Ariès, 1978: 6):
The first age is childhood teeth that plant, and such an age when the child is born and
lasts up to seven years, and at that age what is born is called the enfant (child), which means
non-speaking, because at this age one can not speak well or take the words perfectly, because
it still has no teeth and no firm arranged ...
Until the seventeenth century society did not give much attention to children. Due to
poor sanitation, infant mortality has reached alarming levels, so the child was seen as a being
which could not hold on, because at any moment she might cease to exist. Many could not
overcome their early childhood. The birth rate was also high, which led to a kind of
replacement of dead children. The loss was seen as natural and something that did not deserve
to be deplored for a long time, as can be seen in the commentary of Aries "... people could not
get too attached to something that was considered a potential loss ..." (1978 : 22).
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In the Middle Ages, the child was being seen as a miniature, so that could perform
some tasks, this was inserted into the adult world, without any concern about your training as
a being specific, being exposed to all kinds of experience.
According to Aries, until the seventeenth century, the socialization of children and
transmitting values and knowledge were not provided by families. The child was removed
early from his parents and went to live with other adults, helping them in their tasks. From
there, most of these not distinct. This contact, the child would direct this phase to adulthood.
(Aries, 1978).
The duration of childhood was not well defined and the term "childhood" was used
indiscriminately, being used even to refer to young people aged eighteen or older (Aries,
1989). Thus, childhood was a long duration, and the child would eventually assume positions
of responsibility, skipping stages of their development. Even his outfit was a faithful copy of
an adult. This situation began to change, featuring a major milestone in awakening the sense
of childhood:
In the seventeenth century, however, the child, or at least the child of good family, be
it noble or bourgeois, was no longer dressed like the adults. She now had a costume reserved
for his age, which distinguishes it from adults. This essential fact appears at initial glance at
the numerous representations of children's early seventeenth century (Ariès, 1978: 33).
The great social changes in the seventeenth century contributed significantly to
building a sense of childhood. The most important were the Catholic and Protestant religious
reforms, which brought a new vision of the child and their learning. Another important aspect
is the affection which has gained in importance within the family.
That affection was demonstrated, mainly by emphasizing that education has to have.
The education of children, who once gave the children living with adults in their daily tasks,
has given up on school. The work for educational purposes was replaced by the school, which
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became responsible for the deformation process. The children were separated from adults and
kept in school until they are "ready" for life in society. (Ariès, 1978).
Comes a concern with the moral education of children and the church is responsible to
direct learning, aiming to correct the deviations of the child, it was believed that it was the
result of sin, and should be guided to the path of good. Among educators and moralists of the
seventeenth century, formed the childhood feeling that would inspire all education in this
century (Aries, 1989). Then comes the explanation of the types of care for children, and
repressive nature of compensatory.
On one side the child is seen as an innocent being who needs care, the other as being a
fruit of sin. According to Kramer: ..At that moment, the feeling of childhood corresponds to
two contradictory attitudes: one considers a naive child, innocent and gracious and pampering
is translated by adults, and another appears simultaneously at first, but is opposed to it,
making the child an imperfect and incomplete, in need of "morality" and education made by
the adult (Kramer, 2003:18).
These two feelings are caused by a new attitude of family towards the child, who now
assumes its role more effectively, the family begins to perceive the child as a future
investment, which must be preserved, and therefore must be rejected for bad physical and
moral. For Kramer (2003: 18) "is not the family that is new, but rather the feeling of family
that emerges in the sixteenth and seventeenth centuries, inseparable from the feeling of
childhood."
Family life has a more private, and gradually the family assumes the role formerly
assigned to the community. Importantly, this sense of childhood and family is a bourgeois
model, which became universal. Kramer said: ... The idea of childhood appears to capitalist
society, urban-industrial, to the extent that change their social inclusion and the role of
children in the community. if, in feudal society, the child played a productive role direct
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("adult") so it exceeded the period of high mortality, in bourgeois society it becomes someone
who needs to be cared for, educated and prepared for a future function. This concept of
childhood is therefore determined historically by the modification of the forms of social
organization (2003: 19).
In the eighteenth century, the education the family became interested in issues related
to hygiene and child health, which led to a substantial decrease in mortality.
The changes benefited the children of the bourgeoisie as the children of people
remained without access to the gains represented by the new conception of childhood, such as
the right to education and care more specific, being directed to work.
The child slowly comes out of anonymity and occupies an area of greatest prominence
in society. This evolution brings profound changes in relation to education, it had to seek to
meet the new demands that were triggered by the appreciation of the child for learning beyond
the religious issue became one of the pillars in the care of children. According to Loureiro:...
This period begins to be a concern to know the mentality of children to adapt the methods of
education to them, facilitating the learning process. Surge an emphasis on the image of the
child as an angel, "testimony of baptismal innocence" and therefore close to Christ (2005: 36).
You realize the Christian character to which the education of children was anchored.
With the rise of interest in children, concern began to help them acquire the principle of
reason and the Christian adults and make them rational. This paradgma guided the education
of the nineteenth and twentieth centuries.
Today, the child is seen as a subject of rights, historically situated and that must have
their physical, cognitive, psychological, emotional and social needs met, featuring an
integrated and comprehensive care of the child. She must have met all its dimensions.
According to Zabalza Fraboni quote: the historical stage that we are living, strongly marked
by "transformation" scientific-technological and the ethical and social change, meets all the
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requirements for making effective the winning jump in the child's education, finally
legitimizing it as a social figure, as the subject of rights as a social subject "(1998:68).
Thus, the notion of children as a particular being, with characteristics very different
from those of adults, and simultaneously as a bearer of rights as a citizen, will it produce the
greatest changes in kindergarten, making the treatment of children 0-6 years still more
specific, requiring a teacher's attitude should be aware of how accomplished the work with
young children, what their needs as a child and as a citizen.
3. THE HISTORY OF EARLY CHILDHOOD EDUCATION WORLDWIDE
For a long time, care and education of young children were seen as tasks of the family,
especially mothers and other women. After weaning, the child was perceived as a little adult,
when it reached a degree of independence, started to help adults in daily activities and learn
the basics for their social integration. Did not consider the child's personal identity.
Due to the nature of family care for infants, the first names of children's institutions
make a reference to this aspect, as the French term "kindergarten" means manger crib. And
the Italian term "asylum nido" which means that houses a nest.
In primitive societies, children who were in difficult situations such as neglect, were
cared for by a network of kinship, or within the family. In ancient times, the care provided by
mothers were mercenaries, who had no kind of concern for children, and many died under his
care. In the Middle Ages and modern times, there were the "wheels" (hollow cylinders of
wood, rotary), built in the walls of churches or charitable hospitals where children were left
gathered. Within this perspective, it is evident that in the words of Oliver: the ideas of
abandonment, poverty, guilt and love pervade so precarious that care for children during this
period and will permeate certain ideas about what is an institution that takes care of early
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childhood education, stressing the negative side of care outside the family ( OLIVEIRA,
2002: 59).
Given this situation, are clear roots of the devaluation of professional Early Childhood
Education, which needs to change this stereotype, that for working with children is not
necessary qualification, for most professionals working in this area is for laymen, which
demonstrates that even with such progress as regards the concept of a child, there remains a
kind of care that applies only to physical care, ignoring global aspects in the care of children.
In Europe the Industrial Revolution, the agrarian and mercantile society becomes
urban-manufacturing, in a situation of conflict where children were victims of poverty,
neglect and abuse, with high mortality rate. Gradually the children's work becomes more
formal response to this situation were emerging institutions for the care of disadvantaged
children or children whose parents worked in factories (OLIVEIRA, 2002).
In the eighteenth and nineteenth originates from two types of assistance to small
children, a good quality for the children of the elite, which had the characteristic of education,
and another that served as the custody and discipline for children from disadvantaged classes.
Within this scenario raises the discussion of how to educate children. Thinkers such as
Comenius, Rousseau, Pestalozzi, Decroly, Froebel and Montessori configure the new bases
for the education of children. Although they had different focuses, they recognized that
children had characteristics different from adults, with its own needs (OLIVEIRA, 2002).
In the twentieth century, after the first World War, the idea grows respect for children,
culminating in the New Schools Movement, strengthening important precepts such as the
need to provide a school that respects the child as a being specific, so this should direct their
work to match the characteristics of child thought.
In psychology, in the '20s and '30s, Vygotsky supports the idea that the child is
introduced to the world of culture by more experienced partners. Wallon out affection as a
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determining factor in the learning process. Research arise from Piaget, who revolutionized the
vision of how children learn, the theory of stages of development. Pedagogical theories were
gradually apropos of psychological concepts, especially in early childhood education,
stimulating its growth.
In the context of post-second world war, there is a preoccupation with the social
situation of children and the idea of children as holders of rights. The UN promulgated in
1959, the Declaration of the Rights of the Child, as a result of the Declaration of Human
Rights, this is an important factor in the conception of childhood that permeates the
contemporary, children as subjects of rights.
4. HISTORY OF EARLY CHILDHOOD EDUCATION IN BRAZIL
The history of early childhood education in Brazil, in a sense, follows the global
parameters, with their own characteristics, marked by strong welfare and improvisation. The
children of the urban area were placed in the "exposed wheels" to be collected by religious
institutions, many of these children were from mothers who belonged to traditional families.
In the early nineteenth century, to solve the problem of childhood, there are isolated
initiatives, such as crèches, nursing homes and boarding schools, which were seen as
institutions designed to care for poor children. These institutions only covered up the problem
and lacked the ability to search deeper transformations in the social reality of these children.
In the late nineteenth century, with the liberal ideals, began a project to build a modern
nation. The country's elite educational assimilates the principles of the Movement of New
Schools, developed in the centers of social changes in Europe and brought to Brazil by U.S.
and European influence. Brazil sees the idea of "garden-care" was received enthusiastically by
some social sectors, but it generated much discussion, because the elite did not want the
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government does not take responsibility for care to needy children. With all the controversy,
in 1875 in Rio de Janeiro and Sao Paulo in 1877, the first gardens were created-schools,
private in nature, aimed at children of the upper class, and developed an educational program
inspired by Froebel (OLIVEIRA, 2002 ).
In half of the twentieth century, with increasing industrialization and urbanization of
the country, the woman begins to have a better insertion in the labor market, causing an
increase in the institutions that take care of small children. Begins to take shape with a strong
service assistance nature.
In 70 years, Brazil absorbs the theories developed in the United States and Europe,
who argued that children from the poorest social strata suffer from "cultural deprivation" and
were asked to explain their failure in school, this design will aim for a long time Childhood
Education, a vision rooted welfare and allowances, as Oliver says: concepts such as cultural
deprivation and marginalization and compensatory education were then adopted, without
there being a critical reflection on the deeper structural roots of social problems. It also has
influence on policy decisions of Early Childhood Education (Oliveira, 2002:109).
Thus, one can observe the origin of fragmented care that is still part of early childhood
education for disadvantaged children, an education geared to meet the alleged "deficiencies"
is an education that takes into account the poor child as a being able, as someone who will not
respond to stimuli received by the school.
In the '80s, with the process of political opening, there was pressure from the
grassroots to expanding access to school. The education of young children is being claimed as
a duty of the state, which until then had not been legally committed for that purpose. In 1888,
due to great pressure from feminist movements and social movements, the Constitution
recognizes education in kindergartens and preschools as a child's right and duty of the state.
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In the '90s, there was an expansion on the conception of the child. Now we seek to
understand the child as being a socio-historical, where learning occurs through interactions
between the child and the social environment. This perspective has social interaction as the
main theorist Vygotsky, which emphasizes the child as a social subject, which is part of a
concrete culture (OLIVEIRA, 2002).
There is a strengthening of the new conception of childhood, into law guaranteeing
children's rights as a citizen. It creates the ECA (Statute of Children and Adolescents) and the
new LDB, Law No. 9394/96, incorporates kindergarten as the first level of basic education
and formalized the decentralization of this phase.
In 1998, it created RCNEI (National Curriculum for Early Childhood Education), a
document that seeks to guide our work with children aged 0 to 6 years old. It represents a
breakthrough in the quest to better structure the role of early childhood education, bringing a
proposal that integrates care and education, which is today one of the biggest challenges of
kindergarten. We must say that the proposals brought by RCN may not materialize to the
extent that all involved in the process seek effective implementation of the new proposals, if
not he will become just a set of rules that do not pencil out.
5. CONCLUDING REMARKS
Through this historical study, one can see that the concept of childhood resonates
strongly in the role of early childhood education because directs all care provided to infants.
Thus, the kindergarten is deppest linked to the concept of childhood, and its evolution marked
by the social changes that led to a new vision of the child.
Education focused toddler only gained notoriety when it came to be valued by society,
if there were a change of attitude toward the vision that had a child, early childhood education
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would not have changed the way they conduct the teaching work and would not have arisen a
new profile for this stage of teacher education. It would not be charged to your specific field,
and the child would remain with a service aimed only to physical issues, and its other
dimensions, such as cognitive, emotional and social unnoticed.
You can not lose sight that the concept of childhood caused by mankind built a
standardization of the child, as if it were a universal, without characteristics of each society
and every historical context.
Therefore, the Early Childhood Education and ended up being a child of the
bourgeois, and a proposal away from poor children. In spite of early childhood education in
Brazil have been institutionalized as rights of children, few have access to quality care, with
teachers who are unaware of the pedagogical assumptions that should guide work with young
children, characterizing the specificity of early childhood education.
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