Introduction. Infancy and education: The ups and downs of a neglected relationship |
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| Authors: | Brian Hopkins |
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| Institution: | 1. Dept. Educational Sciences, Faculty of Human Movement Sciences, Free University, Amsterdam, the Netherlands
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| Abstract: | This introductory paper considers the historical changes that have taken place in society’s views of infacy and education. Since the 18th century these views have alternated between Lockean and Rousseaun visions of childhood and child care, particularly in the United States. The post-Darwinian revolution gave Rousseau’s vision its biological roots although they were nearly uprooted by the intrusion of Watson’s behaviourism. Today, in both Europe and America, Rousseau’s child has been restored as an object of scientific interest and as a subject of parental education. However, Watson’s influence lingers on in misguided and potentially harmful attempts to train «super-babies». While much is now known about infant developement, this knowledge is not matched by an understanding of human parenting. Papousek’s concept of intuitive parenting offers important insights into understanding the role of parents as educators during infancy. On this basis, education during infacy is defined as the psychology of intuitively-assisted development. The paper concludes with a brief overview of the contents of this special issue. |
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