Importance of Quality Education

The assignment emphasizes the significance of providing high-quality education to all individuals, ensuring they become powerful and capable persons. A regular census and research are necessary to understand the number of children receiving education and those left behind, allowing for the formulation of new policies and amendments to existing ones.

Running head: CONTEMPORARY PERSPECTIVES OF LEARNING AND DEVELOPMENT
Contemporary Perspectives of Learning and Development
Name of the Student:
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Author’s note:

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CONTEMPORARY PERSPECTIVES OF LEARNING AND DEVELOPMENT
Table of Contents
Key perspectives..............................................................................................................................2
Political and Economical perspectives........................................................................................2
Developmental perspectives........................................................................................................3
Social and cultural perspective....................................................................................................3
Contemporary construction.............................................................................................................7
References........................................................................................................................................9

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CONTEMPORARY PERSPECTIVES OF LEARNING AND DEVELOPMENT
Nowadays, people are caring about providing high-quality education at early childhood.
Not only this, governments as well as parents are thinking about providing all-inclusive
education to children. However, both the governments as well as guardians want that the
education will cater to the needs of the individuals. For this purpose, several laws and
legislations are enforced by the government in the countries.
Key perspectives
Political and Economical perspectives
It is seen that child’s overall learning and development is highly dependent on political as
well as economical perspectives. In this context, it can be stated that in order to foster learning
and development of a child, a country has to be politically safe and secure. In other words,
Gultepe (2016) commented that it is very important for the country to be politically stable so that
every children gets an accessibility to educational institutes like schools. In accordance with the
opinion of Samoilă (2014), a country should be economically stable. In this context, Gultepe
(2016) commented that stable financial condition of the country is capable of causing overall
development of young children. It has been observed that politically safe and secure will cause
economic development in the country. Moreover, Bredekamp (2016) commented that it is very
important for the nation to distribute the natural resources equally otherwise it is not possible to
foster learning and development of younger children (Bredekamp, 2016).

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Developmental perspectives
It is seen that there is a difference between physical and mental functioning of the
individual and older people. In addition to this, there is a difference between social as well as
emotional functioning of children and aged ones. During early childhood, children are mostly
dependent on the secure relationships with rest people including adults, siblings as well as peers.
They are dependent on other individuals emotionally and mentally. In accordance with the
opinion of Spodek and Saracho (2014), in order to ensure the survival, these children become
emotionally, socially and physically dependent on other individuals. It has been observed that
occurrence of several progressive transformation takes place in physical, mental competencies of
the children starting from infancy till initial days of schooling. In addition to this, Spodek and
Saracho (2014) commented that occurrence of several progressive transformations takes place in
cognitive, social along with emotional competencies, beginning from infancy till initial days of
schooling. In this context, it can be stated that development of child is extremely sensitive to
adverse effects from malnutrition, lack of care as well as responsive parenting (Roskos, 2017). In
this context, Wood (2014).commented that if basic needs of the individuals are not fulfilled, it
marks a negative impact on the minds of the children during their adulthood. In accordance with
the opinion of Roskos (2017), it is seen, that if the children faces humiliation or gets
maltreatment from anyone, repercussions are felt in adulthood.
Social and cultural perspective
It has been observed that development of young children is the social procedure. In
accordance with the opinion of Karoly (2016) children tends to learn whatever they see in their
surrounding environment. Nowadays, they tend to learn whatever they see in social media and
broadcast media. In addition to this, James and Prout (2015), they learn both the good values and

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bad values of the society after getting acquainted with diverse channels of social media such as
Facebook, Twitter, etc. As a result, it is becoming difficult for the guardians to teach the good
values to their children (Blackwell, Lauricella and Wartella, 2014). During early childhood, it
has been noticed that children learns new things by imitating from the social media as well as
cultural media. From the perspective of Wijayanti, Nikmah and Pujiastuti (2018), it is seen, that
the children also learn new things by imitating the behavior of the other individuals who are
older than these children. If the individuals exhibit bad behavior, then children learns bad
behavior. If the individuals exhibit positive behavior, then it is seen that the children learns good
behavior. In other words, education of children is highly dependent on the patterns of the
behavior of the individual.
Image of the child
Nowadays, image of the child is gaining importance in the educational sector. The image
of the child needs the transformation in role of educator: from the technician implying
prescribed techniques to create predefined results, to the reflective rich professional (Nutbrown,
and Clough , 2014). He or she should be more attentive for creating possibilities instead of
pursuing the predefined objectives. In addition to this, child is considered as the active learner. It
is seen that children are strong and competent. They are powerful and competent beings. It is
seen that majority of the children are related to adults as well as rest children (Wood, 2014). In
this context, it can be commented that image of the child is considered as one of the guiding
principles of Reggio Emilia. As per this principle of Reggio Emilia, it is seen that individuals are
capable individuals and they are creative by nature. In accordance with the opinion of Blackwell,
Lauricella and Wartella (2014), it has been noticed that children learn new things by sharing the
thinking with guardians, adults along with peers.

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According to Roskos (2017), these individuals are considered as natural researchers.
They always question to other people regarding what these individuals see. It has been observed
that the case study of Gilamn showcases the fact that image of the child is well-connected to all-
inclusive practices within the environment of the early childhood center of Canada. It has been
found every children is capable and every children has potential (Wood, 2014). This is the belief
of Reggio Emilia. The child who has special rights was suffering from different cognitive as well
as motor challenges. It has been observed that this child could not communicate properly with
the peers (Spodek and Saracho, 2014). It has been observed that during painting, the child was
suffering from distress (Samoilă, 2014).
As a result the child has stopped doing painting. In other words, the child had stopped
doing painting out of distress. However, the tutor had offered a solution to the problems of the
respective child. The tutor had clipped the clothespin to the painting tool’s end so that there is no
need to touch the paint. Wijayanti, Nikmah, and Pujiastuti (2018) asserted that this approach of
the tutor had encouraged the disable child to start painting , which was imitated by his peers. An
inclusive classroom community was created by the tutor after he had offered a new solution to
the child having special rights. This shows that tutor has a respect for the child and he believes
that all children are competent beings. Bredekamp (2016)) stated that hundred languages of
individuals is one of the key principles of Reggio Emilia. In order to express themselves,
children use various modes of interaction. In other words, it has been observed that different
mediums are used by children for expressing themselves.
It is seen that more than 90% children belong from poor families. A demonstration on
age-appropriate drawings as well as fine motor skills has been given by these individuals who
are coming from poor families. It has been observed that researchers had given them different

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collage papers which are differently colored, textures as well as sizes in the big transparent
plastic container. The children got the instructions from the researchers that they can can play
with as many papers as they desired. Time given for exploration was thirty minutes only. After
collecting data, it has been noticed by researchers that children had given three kinds of
responses at the time of communicating with collage papers (Kljajič, 2016). It has been observed
that the children physical knowledge responses while they were interacting with collage papers.
These responses were related to touching, tearing as well as looking through papers (Mak et al.,
2017). They had given mental relationship responses while they were interacting with collage
papers (Grade, 2014).
Combining the materials, covering the materials as well as folding materials are the kind
of the responses that the children were giving when they are communicating with collage papers.
In addition to this researchers had observed that the children were giving symbolic representation
responses like writing, etc. It is seen that creating images and pretend play are also included in
symbolic representation responses given by the children (Lindenskov et al., 2015). It has been
noticed that many young children started experimenting with materials. It is seen that many
young children was experimenting with things in order to understand the properties of the
materials they were experimenting with. On the other hand, older children started playing with
them and also began creating items more quickly. In this context, it can be stated that as a
consequence of exploration, occurrence of relationships as well as representations takes place.
These are related to pretend play, creation of numbers as well as letters. These are also related
with verbal play scripts as well as stories. Moreover, it has been noticed that this study has
proved how intimate exploration has resulted in best quality artwork in schools. Not only are
this, role play, writing and drawing the different modes of the expression that the children

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express when they are given some instructions. Storytelling as well as physical body movements
is also included in modes of expression.
Contemporary construction
Social construction connects to the idea that emergence of ‘realities’ takes place after the
individuals communicate among themselves. It has been observed that emergence of ‘realities’
takes place after individuals communicate with their surrounding environment. In this regard, it
can be stated that ‘reality’ is constructed within the society. It has been observed that there are
three kinds of groups existing in the current society. According to Gultepe (2016), these groups
are high-income groups, middle-income groups and low-income groups. From the perspective of
high income groups are those individuals who earn more money to sustain their livelihood. As
opined by Wijayanti, Nikmah and Pujiastuti (2018) middle income groups are those individuals
who earn standard income to sustain their livelihood.
Financial stability is below standard in Lower income groups. Apart from this there is
another group who does not have fixed income. In some Western countries it has been observed
that the younger children are sent to school at an early age in order to become a prospective child
labor for the nation. In this regard it can be stated that instead of giving importance on Childs
learning and development society wants child to become a labor in future. It has been observed
that is out look of the society is creating an obstacle in the learning and development of younger
children. Since children of a country is future of the nation. It is a human rights of every children
to accessibility of education. It has been observed that if children get accessibility to education
then it possible to cause socio economic development of the nation (Wood, 2014).

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CONTEMPORARY PERSPECTIVES OF LEARNING AND DEVELOPMENT
Different nation have different policies. In other words educational policies vary from
one nation to another nation In case of developing nations it is seen that children of below
poverty level and poor families are forced to choose the profession of child labor. Not only has
this had the number of school dropouts become higher in developing countries. Apart from this
scarcity of employment results in immoral trafficking of human. In order to restrict all these
adverse consequences, governments of different countries undertake different policies from time
to time, and make sure that each and every individual receives high quality education without
facing any short of discrepancy. In this context it can be stated that the main purpose is to make
every individual as a competent powerful as well as capable person (Kljajič, 2016). In this regard
it can be stated that there is a need for conducting census and research in order to get a clear view
of how many children received education and how many are left. A regular statistics should be
maintained for framing the new policies and making amendments in the existing ones.

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CONTEMPORARY PERSPECTIVES OF LEARNING AND DEVELOPMENT
References
Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology
use in early childhood education. Computers & Education, 77, 82-90.
Bredekamp, S. (2016). Effective practices in early childhood education: Building a foundation.
Boston: Pearson.
Grade, F. (2014). THE UNIVERSITY AND ELEMENTARY SCHOOL. Creating Visions for
University School Partnerships, 167.
Gultepe, N. (2016). High School Science Teachers' Views on Science Process
Skills. International Journal of Environmental and Science Education, 11(5), 779-800.
James, A., & Prout, A. (Eds.). (2015). Constructing and reconstructing childhood:
Contemporary issues in the sociological study of childhood. Abingdon: Routledge.
Karoly, L. A. (2016). The economic returns to early childhood education. The Future of
Children, 26(2), 37-55.
Kljajič, A. (2016). Influence of Parents and Childcare Workers on Child's Skills and Abilities in
the Field of Art. Croatian Journal of Education: Hrvatski časopis za odgoj i
obrazovanje, 18(Sp. Ed. 2), 157-173.
Lindenskov, L., Tonnesen, P. B., Weng, P., & Østergaard, C. H. (2015, February). Theories to be
combined and contrasted: Does the context make a difference? Early intervention
programmes as case. In CERME 9-Ninth Congress of the European Society for Research
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Mak, B. S., Cheung, A. C., Guo, X., Abrami, P. C., & Wade, A. (2017). Examining the impact of
the ABRACADABRA (ABRA) web-based literacy program on primary school students
in Hong Kong. Education and Information Technologies, 22(6), 2671-2691.
Nutbrown, C., & Clough, P. (2014). Early childhood education: History, philosophy and
experience. California: Sage.
Roskos, K. A. (Ed.). (2017). Play and literacy in early childhood: Research from multiple
perspectives. Abingdon: Routledge.
Samoilă, M. E. (2014). Semantic Relationships in Adult Education. Romanian
Conceptualisations. Procedia-Social and Behavioral Sciences, 142, 542-547.
Spodek, B., & Saracho, O. N. (2014). Handbook of research on the education of young children.
Abingdon: Routledge.
Wijayanti, K., Nikmah, A., & Pujiastuti, E. (2018). Problem solving ability of seventh grade
students viewed from geometric thinking levels in search solve create share learning
model. Unnes Journal of Mathematics Education, 7(1), 8-16.
Wood, E. A. (2014). Free choice and free play in early childhood education: Troubling the
discourse. International Journal of Early Years Education, 22(1), 4-18.