The importance of early childhood

It is acknowledged worldwide that the people of a country are its greatest asset. The human resources of a country and their holistic profile is responsible for the growth, development and the wealth of a nation. No wonder, every country pays its best attention to the development of its human resources right from their life’s beginning. Early childhood and its care are a very important dimension in a country’s managerial concerns. Alongside, the investment the country makes on the educational inputs of the young children defines its vision and mission. Says Nelson Mandela “History will judge us by the difference we make in the everyday lives of our children.” As a reflection of this intent, the recent policy of education at its draft level has focused on the theme of “Early childhood care and education.”

Early childhood

Researches have clearly indicated that the development profile of an individual starts from the foetal level. The attention to the organic development of the foetus includes not only its physical growth but also its emotional growth. In other words, the maternal care during the days of the conception of a baby plays a vital role in the future growth profile of the baby. Apart from the nutrients the foetus would need, the emotions of the mother also impact the wellbeing of the baby. The psychologists therefore state that the emotions of the mother have to be taken care of during pregnancy. Many of the emotions of the mother impact the foetus and researches indicate that the foetus responds meaningfully to those emotional inputs either in a positive or a negative way. Stimuli-Response systems are seen at the prenatal level itself. Therefore, it is important to take care of the growth profile of the foetus in terms of the nutrition they will get during that period of a peaceful journey towards a life in this planet.

Here is an extract from Jan Nijhuis from the Journal on Foetal behaviour “It has often been asserted that human foetuses are exposed to environmental stimuli that have a lasting effect. The effects thereof are often negative: medication, viral infections or a malnourished mother might have a harmful effect on the foetus. But environmental stimuli might also have positive influences, as anecdotes tell. For example, during her pregnancy, King Heinrich IV of Germany’s mother had a musician come every morning to play in close proximity to her. At that time, people believed that the foetus could hear the music and that music would have an influence on the person’s later character by preventing him or her from becoming bad humoured. According to historians, this worked for Heinrich IV: he was good humoured all his life.”

Dr. Barbara Kisilevsky, a Queen’s University professor of nursing along with a team of psychologists at Queen’s and obstetricians in Hangzhou, China, found that foetuses are capable of learning in the womb and can remember and recognize their mother’s voice before they are even born. Their research findings are published in the international journal Psychological Science.

Brain development

The development of the brain in the child is very significant and critical at the formative years. The home should provide an excellent, happy and positive environment for the child so that the learning is positive, constructive and fearless. Any inputs of fear, stress or negative sentiments not only impairs learning, but creates trauma in the mind of the child.

Having carried out extensive research regarding the trauma associated with birth and the first few weeks of the baby’s life, Dr. Terry M. Levy writes in his article “Effects of Attachment Trauma”: “Severe childhood trauma is correlated with a wide variety of symptoms which include difficulties with sense of self, modulating affect and relating to others. Attachment trauma often produces symptoms in the following DSM IV categories: Disruptive Behaviour Disorders (Oppositional Defiant Disorder, Conduct Disorder, Attention-Deficit Hyperactivity Disorder). Separation Anxiety Disorder, Reactive Attachment Disorder of Infancy and Early Childhood, Post-Traumatic Stress Disorder and Depression. Dissociative and characterological symptoms may emerge as the child develops. Behavioural acting-out includes aggression, destruction of property, lying, stealing and self-destructive behaviours. Extreme oppositional and defiant behaviours are common.”

Early childhood care involves building an atmosphere of comfort, security, safety and acceptance. The positive relationship of the parents with the child ensures all the above and the child responds accordingly with a growth profile which is absolutely healthy and secure. The researches relating to mirror neurons in the brain have also focused on building such a positive relationship between the parents and the child and a healthy environment at home.

Play and learn

The early years of the child are indeed exploratory. The urge in the child to seek experiences, to touch and feel the world around triggers the curiosity. Curiosity manifests into play and in turn play provides learning experiences. “Play is the work of the Childhood” says the eminent educational philosopher Piaget. Facilitation to play and enabling learning through play has to be the focus of any formal or informal curriculum at this stage. The communication, the expression, the articulation of the child’s intents and the designs get carved into actions which are sometimes creative, innovative or suggestive for the curiosity. Thus, every child becomes an artist in his or her own way. Pablo Picasso is in full concurrence with this idea and says “Every child is an artist. The problem is to remain an artist once they grow up.”

In the process of a genuine developmental process which is exclusive to the child, parents, schools and the society interferes to “mentor” through an articulated pre-ordained curriculum ‘to shape’ the child. The focus of such ‘shaping’ is to make the child more as one useful to the society rather than one who is a unique member of the society. Learning comes through instructions, behaviour is conditioned, thoughts directed to a goal and thus an active learner in the child becomes a passive student in the system. It is therefore important that the schools and educators should take concrete steps to ‘liberate’ the child from the chains of structures that would make him or her as a follower than a leader. Albert Einstein wonders “It is in fact, nothing short of a miracle that the modern methods of instruction have not entirely strangled the holy curiosity of inquiry.”

The saying “The Child is the Father of the Man” has a deep inner meaning. We need to understand and celebrate the child so that we empower the child to realize his or her own vision and dream. As Paul Coelho puts it “A child can teach an adult three things – to be happy for no reason; to always be curious; to fight tirelessly for something.”

Ben Jessen, the author of the book “Brain based learning,” says, “Many educators unknowingly inhibit the brain’s learning ability by teaching in an ultra-linear, structured, and predictable fashion. The result is bored or frustrated learners who then perpetuate the underachievement cycle.”

The focus of the New Education Policy on the Early Childhood Care and Education, is therefore in context.

Early childhood and its care are a very important dimension in a country’s managerial concerns. Alongside, the investment the country makes on the educational inputs of the young children defines its vision and mission. Says Nelson Mandela “History will judge us by the difference we make in the everyday lives of our children.

In the process of a genuine developmental process which is exclusive to the child, parents, schools and the society interferes to “mentor” through an articulated pre-ordained curriculum ‘to shape’ the child. The focus of such ‘shaping’ is to make the child more as one useful to the society rather than one who is a unique member of the society.

G.Balasubramanian, Editor-in-chief of The Progressive School Magazine is a leading educator in the field of school education, curriculum designer, author, HR trainer and educational administrator. Widely traveled, he has authored several books for schools, educational administrators and is a premier teacher-trainer both across the country and abroad. He has authored books like Mindscaping Education, Case Studies in Classrooms, Quality Spectrum – A School’s Bandwidth and Safety in Schools – Issues & Concerns.