As the socio-political climate changed, especially in regards to education, how did teacher training evolve and what role did women play during the Post-Industrial Revolution?
Froebel had always maintained that the mother be the sole educator of children until the age of seven. However, he began to realize that children needed more between the ages of three to seven. This was the beginning of his kindergarten for young children. Since he regarded mothers as the first teacher of children, he also proposed that women, whether married or single, be trained to work with all children. "Educating women to become teachers..." was a novel idea at this time since teaching was a male profession. Women came to listen to him and trained to become "kindergarterins" (Lascarides & Hinitz, p. 100). The McMillan ladies fought for childrens causes on national levels. The McMillans established nursery schools where teachers were encouraged to observe children at play. Teachers were then to expand on what they saw as the interests in children throughout the day through stories, conversations and activities. One of the goals of the McMillan's was for others to be able to duplicate their model. "She wanted the school to be a laboratory for research, which would draw together doctors, nurses, social workers, and women of different classes (p. 121). McMillan had difficulty finding teachers during World War I. She saw a need to change the training of teachers. Those individuals interested began training at the nursery school called, "The College" and were designated as "teacher-nurses" (p. 122). Training brought home and school together as partners and focused on practice. In the past, teacher training had focused on theory. Teacher training included nurturing children at this time. McMillan's belief was that "preschool children should have appropriately trained well-qualified teachers" (p. 123). This is a belief we have in the 21st century. Furing the time of Piaget, teachers were advised that learning need be child-centered. Interactions between children were important to observe and cognitive development of the child could be explained by how children approach problem solving. Teachers were also cautioned to be as objective as possible and to not inflict their own thoughts onto children as children need to be able to come up with their own. Montessori approached teacher training very rigidly. She wanted women who had not been teacher trained. She taught these women how to prepare the environment, observe children, to facilitate children's interactions with the environment, and to communicate with the children in their care and their parents (pp. 157-158). Teacher training began in Italy and soon began to travel internationally as Montessori successes became well known. She taught a systematic way to use materials, to set up the environment and to observe children. Trainees took both written and oral examinations after completing the training and were given diplomas. Teacher training was highly influenced by many women involved in furthering the education of young children.
References
Gettman, D. (1999). Basic Montessori. Oxford, England: Clio Press.
Lascarides, V., & Hinitz, B. (2000). History of early childhood education. New York: Palmer Press.
Shephard, M. (1996). Maria Montessori: Teacher of teachers. Minneapolis, MN.: Lerner Publications Company.
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Froebel had always maintained that the mother be the sole educator of children until the age of seven. However, he began to realize that children needed more between the ages of three to seven. This was the beginning of his kindergarten for young children.
Since he regarded mothers as the first teacher of children, he also proposed that women, whether married or single, be trained to work with all children. "Educating women to become teachers..." was a novel idea at this time since teaching was a male profession. Women came to listen to him and trained to become "kindergarterins" (Lascarides & Hinitz, p. 100).
The McMillan ladies fought for childrens causes on national levels. The McMillans established nursery schools where teachers were encouraged to observe children at play. Teachers were then to expand on what they saw as the interests in children throughout the day through stories, conversations and activities. One of the goals of the McMillan's was for others to be able to duplicate their model. "She wanted the school to be a laboratory for research, which would draw together doctors, nurses, social workers, and women of different classes (p. 121). McMillan had difficulty finding teachers during World War I. She saw a need to change the training of teachers. Those individuals interested began training at the nursery school called, "The College" and were designated as "teacher-nurses" (p. 122). Training brought home and school together as partners and focused on practice. In the past, teacher training had focused on theory. Teacher training included nurturing children at this time. McMillan's belief was that "preschool children should have appropriately trained well-qualified teachers" (p. 123). This is a belief we have in the 21st century.
Furing the time of Piaget, teachers were advised that learning need be child-centered. Interactions between children were important to observe and cognitive development of the child could be explained by how children approach problem solving. Teachers were also cautioned to be as objective as possible and to not inflict their own thoughts onto children as children need to be able to come up with their own.
Montessori approached teacher training very rigidly. She wanted women who had not been teacher trained. She taught these women how to prepare the environment, observe children, to facilitate children's interactions with the environment, and to communicate with the children in their care and their parents (pp. 157-158). Teacher training began in Italy and soon began to travel internationally as Montessori successes became well known. She taught a systematic way to use materials, to set up the environment and to observe children. Trainees took both written and oral examinations after completing the training and were given diplomas.
Teacher training was highly influenced by many women involved in furthering the education of young children.
References
Gettman, D. (1999). Basic Montessori. Oxford, England: Clio Press.
Lascarides, V., & Hinitz, B. (2000). History of early childhood education. New York: Palmer
Press.
Shephard, M. (1996). Maria Montessori: Teacher of teachers. Minneapolis, MN.: Lerner
Publications Company.
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