The Concept Of Early Childhood Education, As We Recognize It Today, Took Root In France During The 19th Century. At The Heart Of This Transformation Was pauline Kergomard, An Educator Whose Contributions Were Instrumental In Establishing The Foundations Of Nursery Schools.
As Of September, france Implemented Global Access Too Early Education For All Children Aged Three, Following The Passage Of Legislation In July 2019 That Lowered the compulsory Education Age From Six To Three. This Landmark decision Culminated A Prolonged Evolution That began In the Early 19th Century With The Establishment Of “Asylum Rooms,” the Forerunners Of Today’s nursery Schools. While numerous Experts Contributed To This Field, Pauline kergomard (1838-1925) Remains A Central Figure In The Birth Of These Early Learning Institutions.
The Genesis Of Asylum Rooms
Table of Contents
- 1. The Genesis Of Asylum Rooms
- 2. The Formalization Of The Nursery School In 1881
- 3. The Nursery School’s Core Mission: Awakening Young Minds
- 4. The Lasting Impact of Kergomard’s Vision
- 5. Frequently Asked Questions About Pauline Kergomard and Nursery Schools
- 6. How can educators effectively integrate play-based learning to foster both cognitive and social-emotional advancement in three to six-year-olds?
- 7. Prioritizing Early Childhood Education for Three to Six-Year-Olds: Effective Strategies for Educators
- 8. Understanding the Critical period in Development
- 9. Play-Based learning: The Cornerstone of Early Education
- 10. Fostering Social-Emotional Development
- 11. Implementing Effective Literacy Practices
- 12. Nurturing Mathematical thinking
- 13. The role of Observation and Assessment
The “Asylum Rooms,” Designed For Young Children, Emerged Around the Transition Between The 18th And 19th Centuries. Their Origins Are Closely Intertwined With The Industrial Revolution And Its Social Consequences. It Is Not Coincidental That They First Appeared In The United Kingdom, The World’s First Nation To Experience Rapid Industrial Growth Starting in The 18th Century.
Initially, These Infant Schools In Britain Were Not Primarily Focused On Formal Education. Rather, They provided Care For The Children Of Working-Class Families While Their Parents Were Employed In Factories. The primary Purpose Of These Schools Was Social – To Protect Vulnerable Children From The Perils Of The Streets and To Deter Juvenile Delinquency.
As The Industrial Revolution Expanded Across Continental Europe, Similar Initiatives Began To Proliferate. In France, Philanthropic Organizations Took The Lead, Establishing The First Asylum Rooms In Paris In the 1820s, Which Subsequently Spread Throughout The Country.
By The Mid-1830s, The Government Assumed Oversight Of these institutions. In 1837, A Royal Decree Formalized The Role And Mission Of Asylum Rooms Nationally.
The Decree Stipulated That These Establishments Should Be:
“Charitable Institutions Where Children Of Both Sexes Could Be Admitted, Untill The Age Of Six, To Receive The Care And initial Education Appropriate For Their Age.”
The Formalization Of The Nursery School In 1881
In 1879, Pauline Kergomard, A Dedicated educator from A Prominent Family, Was Appointed As The General Delegate For The Inspection Of Asylum rooms. Her Role Encompassed Ensuring The Proper Functioning Of These Institutions, Which At The Time Served Approximately 700,000 Children Aged Three To Six.
In The late 1870s, The Newly Established republican Government Recognized The Need For asylum Rooms To Offer More Than Just Shelter From The Streets. A Growing Number Of Educators, Including Kergomard, Criticized The Existing Pedagogy, Which Was Frequently enough Considered Regimented And Ineffective.
via Wikimedia
New Educational Principles Emerged, Culminating In The Decree Of August 2, 1881, which Officially Transformed Asylum Rooms Into “Nursery Schools,” A Change Pauline Kergomard And Other Pioneers Had Advocated for. This Was Not Merely A Semantic Shift But A Fundamental Transformation.
The Term “Schools” Emphasized The Importance Of Providing Early Education And Instruction. Additionally, These Schools Were Designated As “Maternal,” Reflecting The Conventional Role Of Women As Caregivers For Young Children.
The Nursery School Bridged the Gap Between Home And School, Ensuring that All Children, Regardless Of Their Socioeconomic Background, Had Access To Early Learning Opportunities.
The Nursery School’s Core Mission: Awakening Young Minds
The Decree Of August 2, 1881, Outlined The Objectives Of Nursery Schools.The Strict, Militaristic Discipline Of The Past Was Abandoned. The Focus Shifted To Stimulating Children’s Intellect Through Play And Exploration, While Still Encouraging Physical Activity.
Kergomard Believed the Primary Role Of Nursery School Teachers Was To Awaken Children’s Curiosity About The World Around Them, Utilizing Play As A Key Tool For Learning. She Famously Stated, “The Game Is The Work Of The Child; it is indeed His Job, It Is His Life.”
This Awakening Also Involved The “Lesson Of Things,” A Method kergomard Explored Extensively In Her Work, Maternal Education In The school (1886).She Argued That affective Learning – Connecting With Objects and Experiences On An Emotional Level – Was More Effective Than Abstract Science, Especially For Young children.
“The Solitude of The Hen For Her Chicks,That Of The Cat Who Nurses her Young,Strikes Them Or else Than The Number of Legs Of The First And The Retractable Claws Of The Second.”
Kergomard Emphasized The Importance Of Taking Children Outside The Classroom – And Even Beyond The School Walls – To Observe the Objects Used In These lessons.
“The School House, that Of The Director, That Of The Children, The Workshop Where Their Fathers, their Gardens, The Main road, The Surrounding Countryside Will Provide The best Museum, I Would Almost Say The Only One That The Nursery School Must have.”
Throughout Her Tenure As An Inspector Of Nursery Schools, Until her retirement in 1917, Pauline Kergomard Championed A Pedagogy Tailored To The Unique Needs And Characteristics Of Young Children. She Laid The Foundation For The Modern Nursery School System, Which Continues To Prioritize Individualized Learning And Stimulation Of Young Minds.
The Lasting Impact of Kergomard’s Vision
Pauline Kergomard’s emphasis on play-based learning and individualized attention continues to influence early childhood education. Modern nursery schools across France, and increasingly around the globe, strive to create environments where children can explore, discover, and develop at their own pace.
Recent studies1 show that high-quality early childhood education has long-lasting benefits, including improved academic outcomes, increased earning potential, and reduced rates of social inequality. Kergomard’s vision anticipated these findings, recognizing the crucial role of early experiences in shaping a child’s future.
| Feature | Asylum Rooms (Pre-1881) | Nursery Schools (Post-1881) |
|---|---|---|
| Primary Focus | Social Welfare & Supervision | Early Education & Development |
| Educational Approach | Regimented, memorization-Based | Play-Based, Inquiry-Driven |
| Teacher Role | Caregiver/supervisor | Facilitator/Educator |
Frequently Asked Questions About Pauline Kergomard and Nursery Schools
Who was Pauline Kergomard?
Pauline Kergomard was a French educator who played a pivotal role in transforming “asylum rooms” into the modern nursery school system. She advocated for play-based learning and individualized attention for young children.
What were “asylum rooms”?
“Asylum rooms” were early childcare facilities established in the 19th century to provide care for the children of working-class families, originally intended more as social welfare institutions than formal educational settings.
How did Kergomard change early childhood education?
Pauline Kergomard championed the idea that nursery schools should focus on awakening children’s curiosity and stimulating their intellect through play and exploration, rather than rote memorization.
What is the “lesson of things”?
The “lesson of things” was a pedagogical approach advocated by Kergomard that involved using real-world objects and experiences to engage children’s senses and foster understanding.
Why is play-based learning important?
Play-based learning allows children to explore their interests, develop social-emotional skills, and build a strong foundation for future academic success by fostering creativity and problem-solving abilities.
What do you think is the most significant aspect of Kergomard’s legacy for modern education? How could we further improve early childhood education to better serve the needs of today’s children?
share your thoughts in the comments below!
Prioritizing Early Childhood Education for Three to Six-Year-Olds: Effective Strategies for Educators
Understanding the Critical period in Development
The period between three and six years old represents a phenomenal window of opportunity for learning and development. This isn’t just about academic planning; it’s about building the foundational skills – social-emotional, cognitive, physical, and creative – that will shape a child’s future success.Early learning experiences significantly impact brain architecture,establishing neural pathways crucial for lifelong learning. Focusing on preschool education and kindergarten readiness during these years is paramount.
Play-Based learning: The Cornerstone of Early Education
Forget rigid instruction. The most effective strategies for three to six-year-olds centre around play. Play isn’t just fun; it’s how children explore, experiment, and make sense of the world.
Dramatic Play: Encourages social skills, language development, and problem-solving. Provide props like dress-up clothes, kitchen sets, and building materials.
Constructive Play: Using blocks, LEGOs, or art supplies fosters creativity, spatial reasoning, and fine motor skills.
Games with Rules: Introduce simple games to teach turn-taking, following directions, and handling both winning and losing.
Outdoor Play: Essential for gross motor development,sensory exploration,and fostering a connection with nature.
Integrating child-led learning within these play scenarios allows children to pursue their interests and learn at their own pace.
Early childhood social-emotional learning is arguably as important as academic skills. Children need to learn how to identify and manage their emotions, build relationships, and resolve conflicts.
Modeling: Educators should model positive social-emotional behaviors – empathy, respect, and self-regulation.
Emotion Vocabulary: Explicitly teach children words to describe their feelings. (“You seem frustrated. Is everything okay?”)
Conflict Resolution Strategies: teach children how to use “I” statements, listen to others, and find compromises.
Mindfulness Activities: Simple breathing exercises or guided meditations can help children calm down and focus.
These skills contribute to emotional intelligence and build a strong foundation for future social interactions.
Implementing Effective Literacy Practices
Early literacy skills aren’t about forcing children to read before they’re ready.It’s about nurturing a love of language and building foundational skills.
- Read alouds: Daily read-alouds expose children to new vocabulary,sentence structures,and storytelling techniques. Choose diverse books that reflect different cultures and experiences.
- Phonological Awareness Activities: Rhyming games, syllable counting, and identifying begining sounds help children develop an understanding of the sounds of language.
- Print Awareness: Point out letters, words, and punctuation in everyday environments.
- Writing Opportunities: Provide opportunities for children to experiment with writing – drawing, scribbling, and attempting to write letters.
Focus on emergent literacy – the skills children develop before they can read and write conventionally.
Nurturing Mathematical thinking
mathematics isn’t just about numbers; it’s about problem-solving, logical thinking, and spatial reasoning.
Counting Activities: Incorporate counting into everyday routines – counting snacks, toys, or steps.
Shape Recognition: identify shapes in the environment and provide opportunities for children to create shapes with manipulatives.
Patterning: Introduce simple patterns and encourage children to extend them.
Measurement Activities: Compare sizes, weights, and volumes using non-standard units (e.g., blocks, cups).
These activities build a strong foundation for early math skills and foster a positive attitude towards mathematics.
The role of Observation and Assessment
Effective educators are keen observers. Regularly observing children at play provides valuable insights into their strengths, needs, and interests.
anecdotal Records: Briefly document specific observations of children’s behavior.
Work Samples: Collect examples of children’s work – drawings, writing samples, and building creations.
Checklists and Rating Scales: use standardized tools to assess children’s development in different areas.
Portfolio Assessment: Compile a collection of work samples and observations to provide a extensive picture of a child’s progress.
This formative assessment informs instructional decisions and
