Letter to Humberto Nagera

2016 ◽  
pp. 147-148
Author(s):  
Donald W. Winnicott
Keyword(s):  
Early Childhood ◽  
The World ◽  
History Of

Letter from Winnicott to Dr Humberto Nagera on his paper ‘Early Childhood’, encouraging Nagera to use Klein’s work more and to accept it to be part of the history of psychoanalytic work in London and the world, all of which, in Winnicott’s view, has resulted in Nagera being able to write his paper.

Using Technology in the World of Play

2011 ◽  
pp. 130-145
Author(s):  
Laura Baylot Casey ◽  
Kay C. Reeves ◽  
Elisabeth C. Conner
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Young Children ◽  
Technology Use ◽  
Leisure Time ◽  
Technological Advances ◽  
The World ◽  
History Of ◽  
Natural Combination

Child development experts have been raising alarms about the increasingly didactic and test-driven path of early childhood education as many programs eliminate play from their schedules. This limits the potential of technology use in play which is a natural combination for young children as play technologies become globally accepted as leisure time and learning activities. Play and technology both have their unique place in society and are often thought of as two separate entities. However, in today’s technology driven world, the separateness of the two is no longer as apparent as the two are beginning to blend. This blend is exciting but leaves educators with questions. Specifically, questions related to the following: (a) How do educators ensure that the child is challenged in every developmental domain and (b) How do educators create and facilitate opportunities for exposure to the traditional stages of play while also making sure that the child stays abreast of the latest and greatest technological advances? This chapter begins with the history of play and walks the reader to the issues educators are facing when technology and play merge.

Early Childhood

2012 ◽  
Author(s):  
Glenda MacNaughton
Keyword(s):  
Early Childhood ◽  
Contemporary Debate ◽  
Childhood Education ◽  
The World ◽  
Education And Care ◽  
History Of ◽  
Informal Settings ◽  
Early Childhood Institutions ◽  
Different Parts ◽  
Over Time

Early childhood is the period of childhood between birth and eight years of age. While the provision of targeted educational and care programs to meet the specific and particular needs of children in their early childhood years has a long history in many countries, there is considerable contemporary debate about what the nature of those programs should be and how they are best funded and evaluated. In this bibliography there is a brief overview of the history of early childhood education and care internationally, pointing to the differences in philosophies and practices that have grown over time in different parts of the world. However, the prime focus is on contemporary influences and debates in policies and their intents, and curriculum philosophies and practices in the provision of education and care for children in their early childhood years. With increasing investment in such education and care, there is increasing debate in several disciplines about how best to conceptualize and build practices that address children’s developing capacities at this age, to ensure that their rights are acknowledged and enacted, and to take account of issues of equity and fairness that shape the lives of young children. These concerns are linked with an increasing interest in the relationships between parents and early childhood institutions and spaces, how early childhood institutions and informal settings connect with the formal years of schooling, and how specific policies that address the needs and capacities of children in their early childhood years are produced that are relevant in diverse contexts, especially in non-Western contexts.

Henry Solomon Wellcome, 1853-1936

1938 ◽  
Vol 2 (6) ◽  
pp. 229-238 ◽  
Keyword(s):  
Early Childhood ◽  
Garden City ◽  
Fine Chemicals ◽  
Medicinal Products ◽  
Native Land ◽  
American Citizen ◽  
The Family ◽  
The World ◽  
History Of ◽  
Rifle Bullets

Sir Henry Wellcome, who died on 25 July, 1936, at the age of eighty-three, was by birth an American citizen but transferred his interests to this country after a brief business career in his native land. It was in 1880 that he entered into partnership with Mr. S. M. Burroughs to found the firm of Burroughs Wellcome and Company, which developed rapidly and soon became known throughout the world for its manufacture of fine chemicals, alkaloids, and other medicinal products. Wellcome’s connexion with England, the land of his ancestors, was more firmly sealed in 1910, when be became a naturalized British subject. Henry Solomon Wellcome was born in 1853 in a log cabin about 125 miles from Milwaukee and spent his early childhood amongst the Dakota Indians. His father, the Rev. S. C. Wellcome, was an itinerant missionary who with his wife, Mary Curtis Wellcome, travelled throughout Wisconsin and Minnesota in a covered wagon, preaching to the Indians. In 1859 the family trekked westwards to Garden City, Blue Earth County, Minn., where it established its home shortly before the outbreak of the civil war. When young Wellcome was eight years old the great Sioux Indian rebellion occurred and led to the massacre of more than a thousand whites. He assisted in casting rifle bullets for the defence of the settlement and actually helped his uncle, Dr. J. B. Wellcome, in caring for the wounded. Wellcome’s early contact with the Indians found expression in a life-long sympathy for the Red Man, a sympathy which in after years led him to spend considerable sums of money and energy in fighting for what he considered to be the rights of a certain Alaskan tribe. In support of this mission he published in 1887 a history of the tribe under the title of The Story of Metlakhatala .

The United States and the World: A History of Connections in Early Childhood Education

2009 ◽  
Vol 49 (2) ◽  
pp. 235-237 ◽  
Author(s):  
Blythe E. Hinitz
Keyword(s):  
United States ◽  
Early Childhood ◽  
The United States ◽  
Modern Technology ◽  
Education Practice ◽  
Childhood Education ◽  
Nursery Schools ◽  
The World ◽  
History Of ◽  
Postal Mail

As examples from this issue show, early education practice around the world has long been intertwined and the care and education provided for young children in most places draws at least in part from non-indigenous sources. A review of the articles reveals numerous parallels and even direct linkages between U.S. early childhood advocates and educators and each of the countries highlighted. Similarities are to be found, for example, in their patterns of development and in the impediments faced by the advocates and founders of day nurseries, kindergartens, and nursery schools in each country. Collaboration between early childhood educators in the United States and their counterparts around the world, beginning in the 1800s with ocean voyages and postal mail, has grown today with the use of modern technology and the continuation of consultative visits by U.S. experts to many lands.

Selected History of Early Childhood Care and Education

2021 ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
International Perspective ◽  
Human Beings ◽  
Current Time ◽  
Childhood Education ◽  
Early Childhood Care ◽  
Childhood Care ◽  
The World ◽  
History Of

A glimpse into a chronological journey of the lives and ideas of educationalists that have globally influenced the field of early childhood care and education (ECCE) is a necessary step for all educators. To better understand today’s practices as well as today’s errors, misunderstandings, and reinventions, this necessary time travel will offer the reader an international perspective on the sources of multiple concepts in the field of ECCE. By being exposed to the sometimes contentious and messy field of early childhood education, educators and early childhood scholars can consider the ideas and practices that best fit their current time, context, culture, and place. Once introduced to historical ideas and principles of practice in the field of early childhood education, readers can identify the roots of core concepts that are applied today in the education of the very young. Early childhood scholars and practitioners are advocating and fighting to be more valued by policy, governments, and the society as whole, and this ages-long struggle can be supported by the strong voices of the past. The biographical writings in this article will offer the reader only a glimpse into those efforts, a peek at the extreme activism of some and fight until death of others. In the last section, Comparative Studies, the reader will discover a network of connections between ideas, philosophies, practice, and experiences of thinkers from different times and different parts of the world. This network of ideas, if studied and qualitatively summarized, will support beginner educators to crystalize their own views and form their own teaching philosophy. This article contains a General Overviews chapter and one with Academic Articles that will warm up the reader by presenting overarching images of the tumultuous history of ECCE. Next is a chapter on the International History of Early Childhood Care and Education. The article continues with a chronological succession of thinkers who have built and strengthened the foundation of education in general, and of early childhood care and education in particular. They are introduced through their own voices and then analyzed by followers and critics. The selection of thinkers is far from being comprehensive and is based on their globally arching influence. Most of the thinkers proposed change, and some implemented reforms that are still viable today. They have all lived, to a degree, a Sisyphean effort to convince a world of adults that children matter more than previously thought. These past and present practitioners and theorists had tried to convince the world that children are not unfinished human beings, but competent and complex at every age. A surprising element of the historical insight will be the contemporary feel of some ideas that date back hundreds of years.

A History of the World Semiconductor Industry

IEE Review ◽  
1991 ◽  
Vol 37 (10) ◽  
pp. 355
Author(s):  
D.A. Gorham
Keyword(s):  
Semiconductor Industry ◽  
The World ◽  
History Of

The problem of periodization of the history of religion

1997 ◽  
pp. 3-8
Author(s):  
Borys Lobovyk
Keyword(s):  
Religious Studies ◽  
Human Being ◽  
Religious Development ◽  
History Of Religion ◽  
The Social ◽  
The World ◽  
History Of ◽  
Role Of Religion

An important problem of religious studies, the history of religion as a branch of knowledge is the periodization process of the development of religious phenomenon. It is precisely here, as in focus, that the question of the essence and meaning of the religious development of the human being of the world, the origin of beliefs and cult, the reasons for the changes in them, the place and role of religion in the social and spiritual process, etc., are converging.

Mülteci olmak: Mersin’de yaşayan Filistinli mültecilerin göç hikâyeleri

2016 ◽  
Vol 3 (2) ◽  
pp. 200-224
Author(s):  
Bilge Deniz Çatak
Keyword(s):  
Oral History ◽  
Daily Life ◽  
Palestinian Refugees ◽  
Emotional Bonds ◽  
The World ◽  
History Of ◽  
Oral History Interviews ◽  
Refugee Experience

Filistin tarihinde yaşanan 1948 ve 1967 savaşları, binlerce Filistinlinin başka ülkelere göç etmesine neden olmuştur. Günümüzde, dünya genelinde yaşayan Filistinli mülteci sayısının beş milyonu aştığı tahmin edilmektedir. Ülkelerine geri dönemeyen Filistinlilerin mültecilik deneyimleri uzun bir geçmişe sahiptir ve köklerinden koparılma duygusu ile iç içe geçmiştir. Mersin’de bulunan Filistinlilerin zorunlu olarak çıktıkları göç yollarında yaşadıklarının ve mülteci olarak günlük hayatta karşılaştıkları zorlukların Filistinli kimlikleri üzerindeki etkisi sözlü tarih yöntemi ile incelenmiştir. Farklı kuşaklardan sekiz Filistinli mülteci ile yapılan görüşmelerde, dünyanın farklı bölgelerinde mülteci olarak yaşama deneyiminin, Filistinlilerin ulusal bağlılıklarına zarar vermediği görülmüştür. Filistin, mültecilerin yaşamlarında gelenekler, değerler ve duygusal bağlar ile devam etmektedir. Mültecilerin Filistin’den ayrılırken yanlarına aldıkları anahtar, tapu ve toprak gibi nesnelerin saklanıyor olması, Filistin’e olan bağlılığın devam ettiğinin işaretlerinden biridir.ABSTRACT IN ENGLISHPalestinian refugees’ lives in MersinIn the history of Palestine, 1948 and 1967 wars have caused fleeing of thousands of Palestinians to other countries. At the present time, its estimated that the number of Palestinian refugees worldwide exceeds five million. The refugee experience of Palestinians who can not return their homeland has a long history and intertwine with feeling of deracination. Oral history interviews were conducted on the effects of the displacement and struggles of daily life as a refugee on the identity of Palestinians who have been living in Mersin (city of Turkey). After interviews were conducted with eight refugees from different generations concluded that being a refugee in the various parts of the world have not destroyed the national entity of the Palestinians. Palestine has preserved in refugees’ life with its traditions, its values, and its emotional bonds. Keeping keys, deeds and soil which they took with them when they departed from Palestine, proving their belonging to Palestine.

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