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Early Childhood Quotes

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Early Childhood Quotes

“One of the best perks of being a child therapist is that parents think you are awfully clever when their child shows dramatic improvement. Mostly what happens is that the child grew up. He reached a new developmental stage that let him share, control his aggressive impulses, or make a friend.”

“Being able to freely explore my identity through aesthetic and expressive play is a joy. Why on earth would we seek to deny that to children, the very people for whom play was not only invented but who are its most ingenious architects?”

“In some respects, children are better placed to perceive their connectedness to the world around them, and in this respect, adults might learn from them. Here we could recognize the child as being more open to a state of becoming as an intrinsic worldly intelligence, rather than thinking of them on the way to 'becoming' something else (intelligent, for example).”

“Moments like these underline the importance of adults reserving their own personal judgments and accepting the child's wishes and actions. Awareness of potential schematic underpinnings also help us value and appreciate behaviors so that we can accept what the child may be showing us. Although firm conclusions can rarely be drawn, reflections remind us of the potentially multiple benefits of schematic actions for a child, and also the value in repetitive behaviors which tend to be labeled as negative. Educators should remain curious about a child's seeds of inquiry and make more such opportunities available to meet this need.”

“Noticing the potential message in children's behaviors and responding appropriately and respectfully is our aim. Reflecting upon Becky's enclosing and tying-up of her toys, it is clear that she needed the freedom to safely express herself without judgment and for an adult to interact and not interfere. Many adults seek to control children's play or stop them if they see a child playing in ways they deem inappropriate.”

“The Department of Basic Education wants to take on more responsibilities with Grade R, despite their poor performance. This seems irrational at first, but it makes sense when you look at their proposed budget. DBE would get an additional 20 billion to implement and staff the venture. Just like the education system and the government as a whole, it is clear that taxpayers will shoulder the burden, while parents and children will be the ones who suffer the most. Only politicians, government officials, and their associates will benefit, as they shamelessly drain the country's resources for their personal gain.”

“The community joined forces and made an investment in a shared goal, acknowledging their strong connection with the recipient of the resources, rather than simply offering charity. The community's composition remained relatively stable over an extended period, with few outsiders joining. This provided the "investors" with confidence that, even if not themselves, their future generations would reap the benefits. The first schools I attended, until standard 7, were constructed mostly through the efforts of the community the school serviced. After the Bantu Education Act was implemented in 1953, education for people in the homelands was financed through direct taxes paid by residents of the homelands, instead of general state spending. When there was a class short, the parents would pool their resources and build it”

“Despite having limited financial resources, the community took pride in working together and accomplishing what they could. Consequently, I don't remember people from the community intentionally damaging school property. This is because they would also be harming something that they helped build, and would have to fix it again. Additionally, they were related to someone who would be affected by the damage. The community strongly disapproved of acts of vandalism or any other inappropriate behaviour within the school premises, and they consistently enforced strict consequences once the offender was recognized.”

“Sazi is fortunate to be born of parents that are comparable enough to be able to see the impact of both nature and nurture. Even better is that no longer can allegations about women’s progress in life be attributed to society and ‘the patriarchy’ holding them back. Since 1994 there has been a concerted focus on directing taxpayer-funded programs to the upliftment of women; from educational programs at school, admission and funding of tertiary programs for women to employment and business funding that explicitly exclude boys and men. This ought to mean comparable men and women ought to achieve the same outcomes since there are essentially no differences between men and women. Lawmakers have implemented programs aimed at empowering and uplifting girls and women. These initiatives have actively sought to address the claimed long-standing societal and patriarchal barriers that have hindered their progress. So based on this, the difference in the sex of parents no longer favours men thus making comparing outcomes possible.”

“It may seem unrealistic to expect that teachers should love their students, but the more I delve into the research on teaching, the more it seems to converge on the importance of love--not the type between parents and their children, surely, but love in the sense that Martin Luther King Jr., Gandhi, and Nelson Mandela meant it, a faith we choose to have in the inherent worth and dignity of another human being.”

“What if upon entering the classroom, children find teachers listening attentively for their questions and stories, demonstrating a willingness to engage them in "playing out" their ideas using classroom materials while their propensity to ask questions is at its peak? What if well-educated teachers are guiding children to observe, discuss, imagine, and debate possibilities in the company of their equally eager peers? Our youngest children could,be in such conservatories of educational excellence in our public stools, preparing for their future in school and beyond.”

“The first 8 years of a child's life are crucial for their development. During this time, the experiences they have and the things they are exposed to play a significant role in shaping their identity and have a long-term impact on their brain. For those who seek to shape children for their own gain, it is crucial that they isolate them as early as possible from the parents.”

“I certainly don't think it's inevitable that we don't love children who don't carry our own DNA. If that were true we wouldn't have millions of successful adoptions to consider. I do think that it's harder to love a child when you come into that child's life after the unrequited passion of infancy and early childhood has passed.”

“From early childhood, I was interested in understanding how the world worked, and assumed I would be some kind of physical scientist or chemist. But the truth was, I didn't know there was another kind of world, the inner world, that was just as interesting, if not more relevant, than what was going on in the outside world.”

“From early childhood I had always dreamed of becoming an explorer. Somehow I had acquired the impression that an explorer was someone who lived in the jungle with natives and lots of wild animals, and I couldn’t imagine anything better than that! Unlike other little boys, most of whom changed their minds about what they want to be several times as they grew older, I never wavered from this ambition.”

“In early childhood, children develop a set of symbols that 'stand for' things they see in the world around them... Children are happy with symbolic drawing until about the age of eight or nine... when children develop a passion for realism. Our schools do not provide drawing instruction. Children try on their own to discover the secrets of realistic drawing, but nearly always fail and, sadly, give up on trying.”

“There can be no doubt that the young of today have to be protected against certain poisonous effects inherent in present-day civilization. Five social diseases surround them, even in early childhood. There is the decline in fitness due to modern methods of locomotion; the decline in initiative due to the widespread disease of spectatoritis; the decline in care and skill due to the weakened tradition of craftsmanship; the decline in self-discipline due to the ever-present availability of tranquilizers and stimulants, and the decline in compassion, which William Temple called "spiritual death.”

“If you look across a host of measures at adoption studies, fraternal v. identical twin studies, twins-raised-apart studies, the history of early childhood intervention research, naturally-occurring experiments, differences between societies, changes over history, and so forth, you tend to come up with nature and nurture as being about equally important: maybe fifty-fifty. The glass is roughly half-full and half-empty.”

“Unfortunately, our [american] workplace rules are stuck in the seventies, when, out of a block of 10 houses, in more than half of them the husband went to work and the wife stayed home. Now on that same block almost eight of the wives work. That's one reason why I want equal pay for equal work, and why affordable day care, early childhood education, and universal pre-K are so important to me.”

“I have the students for six hours a day. The community has them for 18 hours, plus prenatal and early childhood. I don't believe the schools create (the achievement gap), but our responsibility is not to add to it. We won't eliminate the gap until the community makes education a priority, but the schools can't wait for the community to do its part.”

“Young children learn in a different manner from that of older children and adults, yet we can teach them many things if we adapt our materials and mode of instruction to their level of ability. But we miseducate young children when we assume that their learning abilities are comparable to those of older children and that they can be taught with materials and with the same instructional procedures appropriate to school-age children.”

“Certainly, young children can begin to practice making letters and numbers and solving problems, but this should be done without workbooks. Young children need to learn initiative, autonomy, industry, and competence before they learn that answers can be right or wrong.”

“The conviction that the best way to prepare children for a harsh, rapidly changing world is to introduce formal instruction at anearly age is wrong. There is simply no evidence to support it, and considerable evidence against it. Starting children early academically has not worked in the past and is not working now.”

“With two sons born eighteen months apart, I operated mainly on automatic pilot through the ceaseless activity of their early childhood. I remember opening the refrigerator late one night and finding a roll of aluminum foil next to a pair of small red tennies. Certain that I was responsible for the refrigerated shoes, I quickly closed the door and ran upstairs to make sure I had put the babies in their cribs instead of the linen closet.”

“We have good reason to believe that memories of early childhood do not persist in consciousness because of the absence or fragmentary character of language covering this period. Words serve as fixatives for mental images. . . . Even at the end of the second year of life when word tags exist for a number of objects in the child's life, these words are discrete and do not yet bind together the parts of an experience or organize them in a way that can produce a coherent memory.”

“In my early childhood, I was a performer by nature. I used to do puppet shows as a kid and entertain kids in classes and the teachers would make it a point that I was the entertainer of the class, but only after high school and in college that I started doing theater and acting classes, because I thought it would be fun.”