Approaches and Theories of Pedagogy in Kindergarten Education Dr. Radhika Kapur Abstract

Approaches and Theories of Pedagogy in Kindergarten Education
Dr. Radhika Kapur
Abstract
In this research paper, there has been emphasis laid upon the approaches and theories of pedagogy in kindergarten education. Other areas that have been considered are developmental milestones and good manners and decorum. In kindergarten education, pedagogy is considered to be a crucial aspect; the reason being that the foundation of an individual’s learning begins with kindergarten education. It is vital to understand the theories, approaches of pedagogy, developmental milestones and good manners and decorum, besides these concepts, in the field of kindergarten education, there are other areas such as development of curriculum and the instructional methods, extra-curricular activities, and early childhood education standards.
Keywords: Pedagogy, Methods, Approaches, Theories, Child Development, Developmental Milestones, Good Manners, Decorum
Introduction
The term ‘early childhood’ refers to the phase prior the age of compulsory schooling, which is different from one country to another; in United Kingdom, it is five years, in United States of America, it is six years, in France, Italy and Germany and seven years in Sweden and Netherlands. According to the researchers, the meaning of ‘early childhood’ refers to taking into consideration a multiplicity of concepts, since early education which may begin at five, six or seven years may be included or excluded. For the purpose of determining the nature of the approaches and theories to early childhood education, it is vital to understand the variations. In the former case, cognitive learning which includes, reading, writing and arithmetic forms the central point of the discussions, whereas in the latter, earlier knowledge subject matters, connected to social, cognitive and emotional development, as considered in a universal or comprehensive manner, are at the centre of all the learning matters (Chartier & Geneix, 2006).