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Տող 3.
 
=== Պատմություն ===
Նախնական կրթության և խնամքի պատմությունը լայն ընդգրկում ունի ՝մշտապես լինելով մարդկության պատմության էական մաս ը։ Ժամանակի ընթացքում այս խնդիրների լուծման մեթոդները զարգացել են ՝իրենց բազմազանոությամբ արտացոլելով տարբեր մշակույթներին բնորոշ ընտանեկան և համայնքային կառուցվածքը, ինչպես նաև կանանց և տղամարդկանց վերագրվող սոցիալական և տնտեսական դերերը։ Մինչև 20-րդ դարը, այս մոտեցումները ոչ պաշտոնական էին՝ հիմնականում ընդգրկելով ընտանիքը և համայնքի անդամներին։ 20-րդ դարը նշանավորվեց շարունակական փոփոխություններով, այդ թվում կանանց իրավունքների շարժումներ, որոնք էլ նպաստում էին կանանց կրթական ցենզի բարձրացմանն ու աշխատաշուկայում ընդգրկվածությանը։ 19-րդ դարում Եվրոպայի մեծ մասում, ինչպես նաև Հյուսիսային Ամերիկայում, Բրազիլիայում, Չինաստանում, Հնդկաստանում, Ճամայկայում և Մեքսիկայում ստեղծվեցին առաջին մանկապարտեզնրըմանկապարտեզները և ցերեկային խնամքի կենտրոնները։
 
== Խաղն իբրև ուսուցման միջոց ==
Նախնական կրթությունը հաճախ կենտրոնանում է խաղի վրա իբրև ուսուցման միջոց ՝ հիմնվելով Ժան Պիաժեի հետազոտության և փիլիսոփայության վրա։ Ըստ նրա, խաղը բավարարում է երեխաների ֆիզիզկական, մտավոր, լեզվական, զգայական և սոցիալական պահանջները։ Խաղի միջոցով զարգանում են երեխայի իմացական հմտությունները։ Խաղը համագործակցության առաջին փորձն է երեխաների համար, որի միջոցով նրանք սովորում են շփվել միմյանց հետ։
Համաձայն Թասոնի, որոշ խաղեր զարգացնում են առանձին հմտություններ, մինչդեռ կան խաղեր, որոնք նպաստում են
 
Tassoni suggests that "some play opportunities will develop specific individual areas of development, but many will develop several areas." Thus, it is important that practitioners promote children's development through play by using various types of play on a daily basis. Allowing children to help get snacks ready helps develop math skills (one-to-one ratio, patterns, etc.), leadership, and communication. Key guidelines for creating a play-based learning environment include providing a safe space, correct supervision, and culturally aware, trained teachers who are knowledgeable about the Early Years Foundation.
 
Davy states that the British Children's Act of 1989 links to play-work as the act works with play workers and sets the standards for the setting such as security, quality and staff ratios. Learning through play has been seen regularly in practice as the most versatile way a child can learn. Margaret McMillan (1860-1931) suggested that children should be given free school meals, fruit and milk, and plenty of exercise to keep them physically and emotionally healthy. Rudolf Steiner (1861-1925) believed that play time allows children to talk, socially interact, use their imagination and intellectual skills. Maria Montessori (1870-1952) believed that children learn through movement and their senses and after doing an activity using their senses. The benefits of being active for young children include physical benefits (healthy weight, bone strength, cardiovascular fitness), stress relief, improved social skills and improved sleep. When young students have group play time it also helps them to be more empathetic towards each other.
 
In a more contemporary approach, organizations such as the National Association of the Education of Young Children (NAEYC) promote child-guided learning experiences, individualized learning, and developmentally appropriate learning as tenets of early childhood education. A study by the Ohio State University also analyzed the effects of implementing board games in elementary classrooms. This study found that implementing board games in the classroom "helped students develop social skills that transferred to other areas." Specific outcomes included students being more helpful, cooperative and thoughtful with other students. Negative outcomes included children feeling excluded and showing frustration with game rules.
 
Piaget provides an explanation for why learning through play is such a crucial aspect of learning as a child. However, due to the advancement of technology, the art of play has started to dissolve and has transformed into "playing" through technology. Greenfield, quoted by the author, Stuart Wolpert, in the article "''Is Technology Producing a Decline in Critical Thinking and Analysis?",'' states, "No media is good for everything. If we want to develop a variety of skills, we need a balanced media diet. Each medium has costs and benefits in terms of what skills each develops." Technology is beginning to invade the art of play and a balance needs to be found.
 
Many oppose the theory of learning through play because they think children are not gaining new knowledge. In reality, play is the first way children learn to make sense of the world at a young age. Research suggests that the way children play and interact with concepts at a young age could help explain the differences in social and cognitive interactions later. When learning what behavior to associate with a set action can help lead children on to a more capable future. As children watch adults interact around them, they pick up on their slight nuances, from facial expressions to their tone of voice. They are exploring different roles, learning how things work, and learning to communicate and work with others. These things cannot be taught by a standard curriculum, but have to be developed through the method of play. Many preschools understand the importance of play and have designed their curriculum around that to allow children to have more freedom. Once these basics are learned at a young age, it sets children up for success throughout their schooling and their life.<sup>[''citation needed'']</sup>
 
Many<sup>[''who?'']</sup> say that those who succeed in kindergarten know when and how to control their impulses. They can follow through when a task is difficult and listen to directions for a few minutes. These skills are linked to self-control, which is within the social and emotional development that is learned over time through play among other things.<sup>[</sup>
 
he history of early childhood care and education (ECCE) refers to the development of care and education of children from birth through -րդt years old throughout history. ECCE has a global scope, and caring for and educating young children has always been an integral part of human societies. Arrangements for fulfilling these societal roles have evolved over time and remain varied across cultures, often reflecting family and community structures as well as the social and economic roles of women and men. Historically, such arrangements have largely been informal, involving family, household and community members. After a 20th-century characterized by constant change, including a monumental campaign urging for greater women's rights, women were motivated to pursue a college education and join the workforce. Nevertheless, mothers still face the same challenges as the generations that preceded them on how to care for young children while away at work. The formalization of these arrangements emerged in the nineteenth century with the establishment of kindergartens for educational purposes and day nurseries for care in much of Europe and North America, Brazil, China, India, Jamaica and Mexic
== Արտաքին հղումներ ==
* Neaum, S. (2013). Child development for early years students and practitioners. 2nd Edition. London: Sage Publications.
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