Ethnic Identity Development
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Overview That period in the human lifespan ranging from birth to age 8 is commonly referred to as ‘‘early childhood.’’ Hence, the broad field of early childhood education (ECE) (or, ‘‘early care and education’’) encompasses a variety of programs and practices intended to address children’s learning, as well as their care and nurturance. This inextricable, dual focus on children’s education and holistic development represents a distinguishing characteristic of the field’s theory and practice. By adhering to a ‘‘Whole Child’’ perspective, teachers and caregivers working with young children (and their families) intentionally address the following key domains of children’s education, growth, and development:
Physical—Daily nutrition and basic needs such as clothing, hygiene, monitoring of growth patterns; and development of gross and fine motor skills. Cognitive—Abilities related to cognitive functions including, for example, perception, communication, and information processing. Academic—Capacity to learn from formal and informal educational opportunities. Emotional—Awareness of feelings and enhanced ability to self-regulate emotions. Social—Personal identity; interpersonal relationships; and awareness of self in relation to social structures and norms.
Historical Development of Early Childhood Education Recognizing the historical development of the diverse values, beliefs, and practices constituting the field of ECE is key to understanding contemporary programs as well as collaborating effectively those professionals who provide early care and education. As developed and implemented in Europe and the United States (U.S.), the field of ECE embodies core dimensions and questions about human life such that its origins can be
traced back to ancient Greece, where philosophers and other leaders carefully considered issues like child-rearing, family life, social organization, and a well-rounded education that begins in early childhood. Indeed, many of these topics are as relevant today as they were 2,000 years ago. For example, Plato (428–348 B.C.) promoted the idea of state-sponsored nurseries because he recognized the learning potential of young children as well as the sense of community that would be created by such centers of learning. Other ECE practices advanced by Plato included the belief that girls should receive the same education as boys, and that the curriculum should consist of games, stories, play, music, and drama. Although many of Plato’s ideas were considered radical at the time, his influence is readily apparent throughout the history of ECE. The historical development of ECE in the U.S. was further influenced by a few European philosophers who advanced their ideas concerning the nexus of society, family, and child-rearing practices, as illustrated in the following examples:
Johann Amos Comenius (1592–1670)—Believed that social reform would result from education of all people; Suggested that formal education be organized by distinct grade levels that children would complete in
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