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Wednesday, July 26, 2023

Memory paging

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Memory_paging

In computer operating systems, memory paging (or swapping on some Unix-like systems) is a memory management scheme by which a computer stores and retrieves data from secondary storage for use in main memory. In this scheme, the operating system retrieves data from secondary storage in same-size blocks called pages. Paging is an important part of virtual memory implementations in modern operating systems, using secondary storage to let programs exceed the size of available physical memory.

For simplicity, main memory is called "RAM" (an acronym of random-access memory) and secondary storage is called "disk" (a shorthand for hard disk drive, drum memory or solid-state drive, etc.), but as with many aspects of computing, the concepts are independent of the technology used.

Depending on the memory model, paged memory functionality is usually hardwired into a CPU/MCU by using a Memory Management Unit (MMU) or Memory Protection Unit (MPU) and separately enabled by privileged system code in the operating system's kernel. In CPUs implementing the x86 instruction set architecture (ISA) for instance, the memory paging is enabled via the CR0 control register.

History

In the 1960s, swapping was an early virtual memory technique. An entire program or entire segment would be "swapped out" (or "rolled out") from RAM to disk or drum, and another one would be swapped in (or rolled in). A swapped-out program would be current but its execution would be suspended while its RAM was in use by another program; a program with a swapped-out segment could continue running until it needed that segment, at which point it would be suspended until the segment was swapped in.

A program might include multiple overlays that occupy the same memory at different times. Overlays are not a method of paging RAM to disk but merely of minimizing the program's RAM use. Subsequent architectures used memory segmentation, and individual program segments became the units exchanged between disk and RAM. A segment was the program's entire code segment or data segment, or sometimes other large data structures. These segments had to be contiguous when resident in RAM, requiring additional computation and movement to remedy fragmentation.

Ferranti's Atlas, and the Atlas Supervisor developed at the University of Manchester, (1962), was the first system to implement memory paging. Subsequent early machines, and their operating systems, supporting paging include the IBM M44/44X and its MOS operating system (1964), the SDS 940 and the Berkeley Timesharing System (1966), a modified IBM System/360 Model 40 and the CP-40 operating system (1967), the IBM System/360 Model 67 and operating systems such as TSS/360 and CP/CMS (1967), the RCA 70/46 and the Time Sharing Operating System (1967), the GE 645 and Multics (1969), and the PDP-10 with added BBN-designed paging hardware and the TENEX operating system (1969).

Those machines, and subsequent machines supporting memory paging, use either a set of page address registers or in-memory page tables to allow the processor to operate on arbitrary pages anywhere in RAM as a seemingly contiguous logical address space. These pages became the units exchanged between disk and RAM.

Page faults

When a process tries to reference a page not currently mapped to a page frame in RAM, the processor treats this invalid memory reference as a page fault and transfers control from the program to the operating system. The operating system must:

  1. Determine whether a stolen page frame still contains an unmodified copy of the page; if so, use that page frame.
  2. Otherwise, obtain an empty page frame in RAM to use as a container for the data, and:
    • Determine whether the page was ever initialized
    • If so determine the location of the data on disk.
    • Load the required data into the available page frame.
  3. Update the page table to refer to the new page frame.
  4. Return control to the program, transparently retrying the instruction that caused the page fault.

When all page frames are in use, the operating system must select a page frame to reuse for the page the program now needs. If the evicted page frame was dynamically allocated by a program to hold data, or if a program modified it since it was read into RAM (in other words, if it has become "dirty"), it must be written out to disk before being freed. If a program later references the evicted page, another page fault occurs and the page must be read back into RAM.

The method the operating system uses to select the page frame to reuse, which is its page replacement algorithm, is important to efficiency. The operating system predicts the page frame least likely to be needed soon, often through the least recently used (LRU) algorithm or an algorithm based on the program's working set. To further increase responsiveness, paging systems may predict which pages will be needed soon, preemptively loading them into RAM before a program references them, and may steal page frames from pages that have been unreferenced for a long time, making them available. Some systems clear new pages to avoid data leaks that compromise security; some set them to installation defined or random values to aid debugging.

Page fetching techniques

Demand paging
When pure demand paging is used, pages are loaded only when they are referenced. A program from a memory mapped file begins execution with none of its pages in RAM. As the program commits page faults, the operating system copies the needed pages from a file, e.g., memory-mapped file, paging file, or a swap partition containing the page data into RAM.

Anticipatory paging
Some systems use only demand paging—waiting until a page is actually requested before loading it into RAM.
Other systems attempt to reduce latency by guessing which pages not in RAM are likely to be needed soon, and pre-loading such pages into RAM, before that page is requested. (This is often in combination with pre-cleaning, which guesses which pages currently in RAM are not likely to be needed soon, and pre-writing them out to storage).
When a page fault occurs, anticipatory paging systems will not only bring in the referenced page, but also other pages that are likely to be referenced soon. A simple anticipatory paging algorithm will bring in the next few consecutive pages even though they are not yet needed (a prediction using locality of reference); this is analogous to a prefetch input queue in a CPU. Swap prefetching will prefetch recently swapped-out pages if there are enough free pages for them.[7]
If a program ends, the operating system may delay freeing its pages, in case the user runs the same program again.

Page replacement techniques

Free page queue, stealing, and reclamation
The free page queue is a list of page frames that are available for assignment. Preventing this queue from being empty minimizes the computing necessary to service a page fault. Some operating systems periodically look for pages that have not been recently referenced and then free the page frame and add it to the free page queue, a process known as "page stealing". Some operating systems support page reclamation; if a program commits a page fault by referencing a page that was stolen, the operating system detects this and restores the page frame without having to read the contents back into RAM.
Pre-cleaning
The operating system may periodically pre-clean dirty pages: write modified pages back to disk even though they might be further modified. This minimizes the amount of cleaning needed to obtain new page frames at the moment a new program starts or a new data file is opened, and improves responsiveness. (Unix operating systems periodically use sync to pre-clean all dirty pages; Windows operating systems use "modified page writer" threads.)

Thrashing

After completing initialization, most programs operate on a small number of code and data pages compared to the total memory the program requires. The pages most frequently accessed are called the working set.

When the working set is a small percentage of the system's total number of pages, virtual memory systems work most efficiently and an insignificant amount of computing is spent resolving page faults. As the working set grows, resolving page faults remains manageable until the growth reaches a critical point. Then faults go up dramatically and the time spent resolving them overwhelms time spent on the computing the program was written to do. This condition is referred to as thrashing. Thrashing occurs on a program that works with huge data structures, as its large working set causes continual page faults that drastically slow down the system. Satisfying page faults may require freeing pages that will soon have to be re-read from disk. "Thrashing" is also used in contexts other than virtual memory systems; for example, to describe cache issues in computing or silly window syndrome in networking.

A worst case might occur on VAX processors. A single MOVL crossing a page boundary could have a source operand using a displacement deferred addressing mode, where the longword containing the operand address crosses a page boundary, and a destination operand using a displacement deferred addressing mode, where the longword containing the operand address crosses a page boundary, and the source and destination could both cross page boundaries. This single instruction references ten pages; if not all are in RAM, each will cause a page fault. As each fault occurs the operating system needs to go through the extensive memory management routines perhaps causing multiple I/Os which might include writing other process pages to disk and reading pages of the active process from disk. If the operating system could not allocate ten pages to this program, then remedying the page fault would discard another page the instruction needs, and any restart of the instruction would fault again.

To decrease excessive paging and resolve thrashing problems, a user can increase the number of pages available per program, either by running fewer programs concurrently or increasing the amount of RAM in the computer.

Sharing

In multi-programming or in a multi-user environment, many users may execute the same program, written so that its code and data are in separate pages. To minimize RAM use, all users share a single copy of the program. Each process's page table is set up so that the pages that address code point to the single shared copy, while the pages that address data point to different physical pages for each process.

Different programs might also use the same libraries. To save space, only one copy of the shared library is loaded into physical memory. Programs which use the same library have virtual addresses that map to the same pages (which contain the library's code and data). When programs want to modify the library's code, they use copy-on-write, so memory is only allocated when needed.

Shared memory is an efficient means of communication between programs. Programs can share pages in memory, and then write and read to exchange data.

Implementations

Ferranti Atlas

The first computer to support paging was the supercomputer Atlas, jointly developed by Ferranti, the University of Manchester and Plessey in 1963. The machine had an associative (content-addressable) memory with one entry for each 512 word page. The Supervisor handled non-equivalence interruptions and managed the transfer of pages between core and drum in order to provide a one-level store to programs.

Microsoft Windows

Windows 3.x and Windows 9x

Paging has been a feature of Microsoft Windows since Windows 3.0 in 1990. Windows 3.x creates a hidden file named 386SPART.PAR or WIN386.SWP for use as a swap file. It is generally found in the root directory, but it may appear elsewhere (typically in the WINDOWS directory). Its size depends on how much swap space the system has (a setting selected by the user under Control Panel → Enhanced under "Virtual Memory"). If the user moves or deletes this file, a blue screen will appear the next time Windows is started, with the error message "The permanent swap file is corrupt". The user will be prompted to choose whether or not to delete the file (even if it does not exist).

Windows 95, Windows 98 and Windows Me use a similar file, and the settings for it are located under Control Panel → System → Performance tab → Virtual Memory. Windows automatically sets the size of the page file to start at 1.5× the size of physical memory, and expand up to 3× physical memory if necessary. If a user runs memory-intensive applications on a system with low physical memory, it is preferable to manually set these sizes to a value higher than default.

Windows NT

The file used for paging in the Windows NT family is pagefile.sys. The default location of the page file is in the root directory of the partition where Windows is installed. Windows can be configured to use free space on any available drives for page files. It is required, however, for the boot partition (i.e., the drive containing the Windows directory) to have a page file on it if the system is configured to write either kernel or full memory dumps after a Blue Screen of Death. Windows uses the paging file as temporary storage for the memory dump. When the system is rebooted, Windows copies the memory dump from the page file to a separate file and frees the space that was used in the page file.

Fragmentation

In the default configuration of Windows, the page file is allowed to expand beyond its initial allocation when necessary. If this happens gradually, it can become heavily fragmented which can potentially cause performance problems. The common advice given to avoid this is to set a single "locked" page file size so that Windows will not expand it. However, the page file only expands when it has been filled, which, in its default configuration, is 150% of the total amount of physical memory. Thus the total demand for page file-backed virtual memory must exceed 250% of the computer's physical memory before the page file will expand.

The fragmentation of the page file that occurs when it expands is temporary. As soon as the expanded regions are no longer in use (at the next reboot, if not sooner) the additional disk space allocations are freed and the page file is back to its original state.

Locking a page file size can be problematic if a Windows application requests more memory than the total size of physical memory and the page file, leading to failed requests to allocate memory that may cause applications and system processes to fail. Also, the page file is rarely read or written in sequential order, so the performance advantage of having a completely sequential page file is minimal. However, a large page file generally allows the use of memory-heavy applications, with no penalties besides using more disk space. While a fragmented page file may not be an issue by itself, fragmentation of a variable size page file will over time create several fragmented blocks on the drive, causing other files to become fragmented. For this reason, a fixed-size contiguous page file is better, providing that the size allocated is large enough to accommodate the needs of all applications.

The required disk space may be easily allocated on systems with more recent specifications (i.e. a system with 3  GB of memory having a 6  GB fixed-size page file on a 750  GB disk drive, or a system with 6  GB of memory and a 16  GB fixed-size page file and 2  TB of disk space). In both examples, the system uses about 0.8% of the disk space with the page file pre-extended to its maximum.

Defragmenting the page file is also occasionally recommended to improve performance when a Windows system is chronically using much more memory than its total physical memory. This view ignores the fact that, aside from the temporary results of expansion, the page file does not become fragmented over time. In general, performance concerns related to page file access are much more effectively dealt with by adding more physical memory.

Unix and Unix-like systems

Unix systems, and other Unix-like operating systems, use the term "swap" to describe the act of substituting disk space for RAM when physical RAM is full. In some of those systems, it is common to dedicate an entire partition of a hard disk to swapping. These partitions are called swap partitions. Many systems have an entire hard drive dedicated to swapping, separate from the data drive(s), containing only a swap partition. A hard drive dedicated to swapping is called a "swap drive" or a "scratch drive" or a "scratch disk". Some of those systems only support swapping to a swap partition; others also support swapping to files.

Linux

The Linux kernel supports a virtually unlimited number of swap backends (devices or files), and also supports assignment of backend priorities. When the kernel swaps pages out of physical memory, it uses the highest-priority backend with available free space. If multiple swap backends are assigned the same priority, they are used in a round-robin fashion (which is somewhat similar to RAID 0 storage layouts), providing improved performance as long as the underlying devices can be efficiently accessed in parallel.

Swap files and partitions

From the end-user perspective, swap files in versions 2.6.x and later of the Linux kernel are virtually as fast as swap partitions; the limitation is that swap files should be contiguously allocated on their underlying file systems. To increase performance of swap files, the kernel keeps a map of where they are placed on underlying devices and accesses them directly, thus bypassing the cache and avoiding filesystem overhead. When residing on HDDs, which are rotational magnetic media devices, one benefit of using swap partitions is the ability to place them on contiguous HDD areas that provide higher data throughput or faster seek time. However, the administrative flexibility of swap files can outweigh certain advantages of swap partitions. For example, a swap file can be placed on any mounted file system, can be set to any desired size, and can be added or changed as needed. Swap partitions are not as flexible; they cannot be enlarged without using partitioning or volume management tools, which introduce various complexities and potential downtimes.

Swappiness

Swappiness is a Linux kernel parameter that controls the relative weight given to swapping out of runtime memory, as opposed to dropping pages from the system page cache, whenever a memory allocation request cannot be met from free memory. Swappiness can be set to a value from 0 to 200. A low value causes the kernel to prefer to evict pages from the page cache while a higher value causes the kernel to prefer to swap out "cold" memory pages. The default value is 60; setting it higher can cause high latency if cold pages need to be swapped back in (when interacting with a program that had been idle for example), while setting it lower (even 0) may cause high latency when files that had been evicted from the cache need to be read again, but will make interactive programs more responsive as they will be less likely to need to swap back cold pages. Swapping can also slow down HDDs further because it involves a lot of random writes, while SSDs do not have this problem. Certainly the default values work well in most workloads, but desktops and interactive systems for any expected task may want to lower the setting while batch processing and less interactive systems may want to increase it.

Swap death

When the system memory is highly insufficient for the current tasks and a large portion of memory activity goes through a slow swap, the system can become practically unable to execute any task, even if the CPU is idle. When every process is waiting on the swap, the system is considered to be in swap death.

Swap death can happen due to incorrectly configured memory overcommitment.

The original description of the "swapping to death" problem relates to the X server. If code or data used by the X server to respond to a keystroke is not in main memory, then if the user enters a keystroke, the server will take one or more page faults, requiring those pages to read from swap before the keystroke can be processed, slowing the response to it. If those pages don't remain in memory, they will have to be faulted in again to handle the next keystroke, making the system practically unresponsive even if it's actually executing other tasks normally.

macOS

macOS uses multiple swap files. The default (and Apple-recommended) installation places them on the root partition, though it is possible to place them instead on a separate partition or device.

AmigaOS 4

AmigaOS 4.0 introduced a new system for allocating RAM and defragmenting physical memory. It still uses flat shared address space that cannot be defragmented. It is based on slab allocation method and paging memory that allows swapping. Paging was implemented in AmigaOS 4.1 but may lock up system if all physical memory is used up. Swap memory could be activated and deactivated any moment allowing the user to choose to use only physical RAM.

Performance

The backing store for a virtual memory operating system is typically many orders of magnitude slower than RAM. Additionally, using mechanical storage devices introduces delay, several milliseconds for a hard disk. Therefore, it is desirable to reduce or eliminate swapping, where practical. Some operating systems offer settings to influence the kernel's decisions.

  • Linux offers the /proc/sys/vm/swappiness parameter, which changes the balance between swapping out runtime memory, as opposed to dropping pages from the system page cache.
  • Windows 2000, XP, and Vista offer the DisablePagingExecutive registry setting, which controls whether kernel-mode code and data can be eligible for paging out.
  • Mainframe computers frequently used head-per-track disk drives or drums for page and swap storage to eliminate seek time, and several technologies to have multiple concurrent requests to the same device in order to reduce rotational latency.
  • Flash memory has a finite number of erase-write cycles (see limitations of flash memory), and the smallest amount of data that can be erased at once might be very large (128 KiB for an Intel X25-M SSD ), seldom coinciding with pagesize. Therefore, flash memory may wear out quickly if used as swap space under tight memory conditions. On the attractive side, flash memory is practically delayless compared to hard disks, and not volatile as RAM chips. Schemes like ReadyBoost and Intel Turbo Memory are made to exploit these characteristics.

Many Unix-like operating systems (for example AIX, Linux, and Solaris) allow using multiple storage devices for swap space in parallel, to increase performance.

Swap space size

In some older virtual memory operating systems, space in swap backing store is reserved when programs allocate memory for runtime data. Operating system vendors typically issue guidelines about how much swap space should be allocated.

Addressing limits on 32-bit hardware

Paging is one way of allowing the size of the addresses used by a process, which is the process's "virtual address space" or "logical address space", to be different from the amount of main memory actually installed on a particular computer, which is the physical address space.

Main memory smaller than virtual memory

In most systems, the size of a process's virtual address space is much larger than the available main memory. For example:

  • The address bus that connects the CPU to main memory may be limited. The i386SX CPU's 32-bit internal addresses can address 4 GB, but it has only 24 pins connected to the address bus, limiting installed physical memory to 16 MB. There may be other hardware restrictions on the maximum amount of RAM that can be installed.
  • The maximum memory might not be installed because of cost, because the model's standard configuration omits it, or because the buyer did not believe it would be advantageous.
  • Sometimes not all internal addresses can be used for memory anyway, because the hardware architecture may reserve large regions for I/O or other features.

Main memory the same size as virtual memory

A computer with true n-bit addressing may have 2n addressable units of RAM installed. An example is a 32-bit x86 processor with 4 GB and without Physical Address Extension (PAE). In this case, the processor is able to address all the RAM installed and no more.

However, even in this case, paging can be used to create a virtual memory of over 4 GB. For instance, many programs may be running concurrently. Together, they may require more than 4 GB, but not all of it will have to be in RAM at once. A paging system makes efficient decisions on which memory to relegate to secondary storage, leading to the best use of the installed RAM.

Although the processor in this example cannot address RAM beyond 4 GB, the operating system may provide services to programs that envision a larger memory, such as files that can grow beyond the limit of installed RAM. The operating system lets a program manipulate data in the file arbitrarily, using paging to bring parts of the file into RAM when necessary.

Main memory larger than virtual address space

A few computers have a main memory larger than the virtual address space of a process, such as the Magic-1, some PDP-11 machines, and some systems using 32-bit x86 processors with Physical Address Extension. This nullifies a significant advantage of paging, since a single process cannot use more main memory than the amount of its virtual address space. Such systems often use paging techniques to obtain secondary benefits:

  • The "extra memory" can be used in the page cache to cache frequently used files and metadata, such as directory information, from secondary storage.
  • If the processor and operating system support multiple virtual address spaces, the "extra memory" can be used to run more processes. Paging allows the cumulative total of virtual address spaces to exceed physical main memory.
  • A process can store data in memory-mapped files on memory-backed file systems, such as the tmpfs file system or file systems on a RAM drive, and map files into and out of the address space as needed.
  • A set of processes may still depend upon the enhanced security features page-based isolation may bring to a multitasking environment.

The size of the cumulative total of virtual address spaces is still limited by the amount of secondary storage available.

Democratic education

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Democratic_education

A discussion class at Shimer College, a democratic college in Chicago

Democratic education is a type of formal education that is organized democratically, so that students can manage their own learning and participate in the governance of their school. Democratic education is often specifically emancipatory, with the students' voices being equal to the teacher's.

The history of democratic education spans from at least the 17th century. While it is associated with a number of individuals, there has been no central figure, establishment, or nation that advocated democratic education.

History

Locke's Thoughts, 1693

Enlightenment era

In 1693, John Locke published Some Thoughts Concerning Education. In describing the teaching of children, he declares,

None of the things they are to learn, should ever be made a burthen to them, or impos'd on them as a task. Whatever is so propos'd, presently becomes irksome; the mind takes an aversion to it, though before it were a thing of delight or indifferency. Let a child but be order'd to whip his top at a certain time every day, whether he has or has not a mind to it; let this be but requir'd of him as a duty, wherein he must spend so many hours morning and afternoon, and see whether he will not soon be weary of any play at this rate.

Jean-Jacques Rousseau's book of advice on education, Émile, was first published in 1762. Émile, the imaginary pupil he uses for illustration, was only to learn what he could appreciate as useful. He was to enjoy his lessons, and learn to rely on his own judgement and experience. "The tutor must not lay down precepts, he must let them be discovered," wrote Rousseau, and urged him not make Émile learn science, but let him discover it. He also said that we should not substitute books for personal experience because this does not teach us to reason; it teaches us to use other people's reasoning; it teaches us to believe a great deal but never to know anything.

19th century

While Locke and Rousseau were concerned only with the education of the children of the wealthy, in the 19th century Leo Tolstoy set up a school for peasant children. This was on his own estate at Yasnaya Polyana, Russia, in the late 19th century. He tells us that the school evolved freely from principles introduced by teachers and pupils; that in spite of the preponderating influence of the teacher, the pupil had always had the right not to come to school, or, having come, not to listen to the teacher, and that the teacher had the right not to admit a pupil, and was able to use all the influence he could muster to win over the community, where the children were always in the majority.

20th and 21st century

Dom Sierot

In 1912, Janusz Korczak founded Dom Sierot, the Jewish orphanage in Warsaw, which was run on democratic lines. In 1940 Dom Sierot was forced to move to the Warsaw Ghetto and in 1942 Korczak accompanied all his charges to the gas-chambers of the Treblinka extermination camp.

Influential democratic schools

A Democratic school is a certain kind of alternative free school with a radical emphasis on students democracy and freedom to learn.

Main building of the Summerhill School

The oldest democratic school is Summerhill, in Suffolk, England, founded in 1921. The first democratic school in the United States was the Antioch School in Yellow Springs, Ohio. It was founded in 1921 through Antioch College.

Sudbury Valley School, founded in Framingham, Massachusetts in 1968, has full democratic governance: The School Meeting manages all aspects of the school, including staff hiring and facilities. A "Sudbury school" is now a general class of school modeled after this original.

The term Democratic Education originates from The Democratic School of Hadera, the first school in the world called a democratic school. It was founded in Israel in 1987 by Yaacov Hecht. It is a public school. The term has been embraced by alternative/open schools all over the world, predominantly following the foundation of IDEC – the International Democratic Education Conference, which was first convened at the democratic school in Hadera.

Free schools movement

In the 1960s, hundreds of "free schools" opened, many based on Summerhill. However A.S. Neill, the founder of Summerhill, distanced himself from American Summerhill schools for not successfully implementing the philosophy of "Freedom, not license." Free school movement (including many schools based on Summerhill) became a broad movement in the 1960s and 1970s, but was largely renounced by the 1980s. Progressive education and Dewey's ideals did influence them, but only indirectly for the most part.[23]

Networks

Networks supporting democratic education include:

  • The Alternative Education Resource Organization launched in 1989 to create a "student-driven, learner-centered approaches to education."
  • The annual International Democratic Education Conference, first held in 1993.
  • The Australasian Democratic Education Community, which held its first conference in 2002.
  • The European Democratic Education Community was founded in 2008, at the first European Democratic Education Conference.
  • The Réseau des écoles démocratiques au Québec, or RÉDAQ, was founded in 2012 in order to sponsor the creation of democratic schools in the province of Québec, Canada.
  • The Alliance for Self-Directed Education launched in 2016 to make Self-Directed Education a normal and accessible option for all families.
  • Democracy Matters, launched in 2009, is a UK alliance of organisations promoting education for citizenship, participation and practical politics

IDEC 2005 named two core beliefs: self-determination and democratic governance. EUDEC has both of these beliefs, and mutual respect is also in their belief statement. IDEN supports schools that self-identify as democratic.

Defining principles

Democratic schools are very diverse but they can all be defined by having two key principles. In other words, it can be said that all democratic schools have these two characteristics in common:

1. Democratic governance: Meetings in which all members of the school community can participate

2. Autonomy for the students to manage their own learning process

Democratic governance

Democratic governance implies the active participation of the entire school community, including the children, in the various collective decision-making processes that define the school. This democratic management can be done in several ways. Most democratic schools make decisions based on a majority vote, while some schools seek to reach consensus and a small selection of democratic schools use Sociocracy for their governance.

Student autonomy

The level of student autonomy and the means of creating it varies widely from school to school. Democratic schools can have different pedagogy, as there are many ways to guarantee and develop student autonomy in the learning process. There are several approaches and pedagogical devices that can be implemented in line with the principles of democratic education.

Variety

Democratic education, similar to democratic government, comes in many different forms. These are some of the areas in which democratic schools differ.

Curriculum

Democratic schools are characterized by involving students in the decision-making process that affects what and how they learn. Democratic schools generally have no mandatory curriculum, considering forced learning to be undemocratic. Some democratic schools officially offer voluntary courses, and many help interested students to prepare for national examinations so they gain qualifications for further study or future employment.

Administrative structure

Democratic schools often have meetings open to all students and staff, where everyone present has a voice and sometimes an equal vote. Some include parents. These school meetings can cover anything from small matters to the appointment or dismissal of staff and the creation or annulment of rules, or to general expenditure and the structure of the school day. At some schools all students are expected to attend these meetings, at others they are voluntary.

Student autonomy

Pedagogical devices that are put into practice in various democratic schools to guarantee and develop students' autonomy in their learning process include:

  • Project-Based Learning: Students learn through an investigation process structured around complex and authentic issues. Students choose the theme, question or objective to direct and create their project until they reach a final output. In this way, they are the protagonists of their own learning process. Projects can be carried out individually or in groups.
  • Committees: Teams formed to help in the organization of the school space, in the completion of routine tasks for the health and maintenance of the community. These groups are usually formed during school meetings, according to the needs of the school community.
  • Study group: Are formed from themes proposed by students and/or educators. They may be questions or topics that they would like to explore. Each group usually has a facilitator or tutor who guides the study process.
  • Self-assessment: The student evaluates their own learning process, based on criteria defined together with the educator/tutor.
  • Mentoring: Each student has a mentor, who can work with each student individually or in groups. The mentoring sessions deal with the goals and aspirations of the student and issues that not only focus on academic performance, but also on the relationship with their peers, educators and family.
  • Study guide: A document planned by the educator to be used by the student inside or outside the school space. It aims to assist students in autonomous study, thus favoring the understanding of concepts, resolution of situations, readings, theoretical and practical deepening, among other aspects of the teaching process and learning.
  • Unschooling/Self-directed Education: Unschooling is an informal learning that advocates learner-chosen activities as a primary means for learning. Unschoolers learn through their natural life experiences including play, household responsibilities, personal interests and curiosity, internships and work experience, travel, books, elective classes, family, mentors, and social interaction. Self-directed education is education that derives from the self-chosen activities and life experiences of the learner, whether or not those activities were chosen deliberately for the purpose of education.

Other

Finance: Some democratic learning environments are parent-funded, some charity-funded. Schools may have a sliding scale based on family income. Publicly funded democratic schools exist in Canada.

Age range: Age mixing is a deliberate policy in some democratic schools. It may include very young children, even babies. Some democratic schools only enroll older students.

Location: Democratic education is not limited to any particular setting. Settings for democratic learning communities include in an office building, on city streets, and in a rural area.

Theory

While types of democratic education are as numerous as types of democracy, a general definition of democratic education is "an education that democratizes learning itself." The goals of democratic education vary according to the participants, the location, and access to resources.

There is no unified body of literature, spanning multiple disciplines, on democratic education. However, there are theories of democratic education from the following perspectives:

Cognitive theory

During the practice theory movement, there was renewed interest in child development. Jean Piaget's theory of universal steps in comprehension and general patterns in the acquisition of knowledge was challenged by experiences at democratic schools. "No two kids ever take the same path. Few are remotely similar. Each child is so unique, so exceptional."

Jean Lave was one of the first and most prominent social anthropologists to discuss cognition within the context of cultural settings presenting a firm argument against the functionalist psychology that many educationalists refer to implicitly. For Lave, learning is a process undergone by an actor within a specific context. The skills or knowledge learned in one process are not generalizable nor reliably transferred to other areas of human action. Her primary focus was on mathematics in context and mathematics education.

The broader implications reached by Lave and others who specialize in situated learning are that beyond the argument that certain knowledge is necessary to be a member of society (a Durkheimian argument), knowledge learned in the context of a school is not reliably transferable to other contexts of practice.

John Locke argues that children are capable of reasoning at a young age: "It will perhaps be wonder'd, that I mention reasoning with children; and yet I cannot but think that the true way of dealing with them. They understand it as early as they do language; and, if I misobserve not, they love to be treated as rational creatures, sooner than is imagin'd," Rousseau disagreed: "Use force with children and reasoning with men."

Humans are innately curious, and democratic education supports the belief that the drive to learn is sufficiently strong to motivate children to become effective adults.

Criticism based on cognitive theory

The human brain is not fully developed until adulthood (around the age of 25). A disadvantage of teenagers being responsible for their own education is that "young brains have both fast-growing synapses and sections that remain unconnected. This leaves teens easily influenced by their environment and more prone to impulsive behavior".

Ethics

Democracy can be valued on ethical grounds.

Cultural theory

Democratic education is consistent with the cultural theory that "learning in school must be continuous with life outside of school" and that children should become active participants in the control and organization of their community.

Research on hunter-gatherer societies indicates that free play and exploration were effective transmitters of the societies' culture to children.

According to George Dennison, democratic environments are social regulators: Our desire to cultivate friendships, engender respect, and maintain what George Dennison terms 'natural authority' encourages us to act in socially acceptable ways (i.e. culturally informed practices of fairness, honesty, congeniality, etc.).

Criticism based on cultural theory

Children are influenced by many curricula beyond the school curriculum: TV curricula, advertisers' curricula, curricula of religious communities, Girl Scouts and Boy Scouts, encyclopedias etc. and therefore "one of the most significant tasks any school can undertake is to try to develop in youngsters an awareness of these other curricula and an ability to criticize them…it is utter nonsense to think that by turning children loose in an unplanned and unstructured environment they can be freed in any significant way. Rather, they are thereby abandoned to the blind forces of the hucksters, whose primary concern is neither the children, nor the truth, nor the decent future of ... society."

Émile Durkheim argues that the transition from primitive to modern societies occurred in part as elders made a conscious decision to transmit what were deemed the most essential elements of their culture to the following generations. He concludes that modern societies are so complex—much more complex than primitive hunter-gatherer societies—and the roles that individuals must fill in society are so varied, that formal mass-education is necessary to instill social solidarity and what he terms 'secular morality'.

Political theory

There are a variety of political components to democratic education. One author identifies those elements as inclusivity and rights, equal participation in decision-making, and equal encouragement for success. The Institute for Democratic Education's principles of democratic education identifies several political principles,

Effect on quality of education

The type of political socialization that takes place in democratic schools is strongly related to deliberative democracy theory. Claus Offe and Ulrich Preuss, two theorists of the political culture of deliberative democracies argue that in its cultural production deliberative democracy requires "an open-ended and continuous learning process in which the roles of both 'teacher' and 'curriculum' are missing. In other words, what is to be learned is a matter that we must settle in the process of learning itself."

The political culture of a deliberative democracy and its institutions, they argue, would facilitate more "dialogical forms of making one's voice heard" which would "be achieved within a framework of liberty, within which paternalism is replaced by autonomously adopted self-paternalism, and technocratic elitism by the competent and self-conscious judgment of citizens."

As a curricular, administrative and social operation within schools, democratic education is essentially concerned with equipping people to make "real choices about fundamental aspects of their lives" and happens within and for democracy. It can be "a process where teachers and students work collaboratively to reconstruct curriculum to include everyone." In at least one conception, democratic education teaches students "to participate in consciously reproducing their society, and conscious social reproduction." This role necessitates democratic education happening in a variety of settings and being taught by a variety of people, including "parents, teachers, public officials, and ordinary citizens." Because of this "democratic education begins not only with children who are to be taught but also with citizens who are to be their teachers."

Preparation for life in a democracy

The "strongest, political rationale" for democratic education is that it teaches "the virtues of democratic deliberation for the sake of future citizenship." This type of education is often alluded to in the deliberative democracy literature as fulfilling the necessary and fundamental social and institutional changes necessary to develop a democracy that involves intensive participation in group decision making, negotiation, and social life of consequence.

Civic education

The concept of the hidden curriculum includes the belief that anything taught in an authoritarian setting is implicitly teaching authoritarianism. Thus civic education, if taught in a compulsory setting, undermines its own lessons in democracy. A common belief in democratic schools is that democracy must be experienced to be learned. This argument conforms to the cognition-in-context research by Lave.

Another common belief, which supports the practice of compulsory classes in civic education, is that passing on democratic values requires an imposed structure.

Arguments about how to transmit democracy, and how much and how early to treat children democratically, are made in various literatures concerning student voice, youth participation and other elements of youth empowerment.

Standard progressive visions of education as collaboration tend to downplay the workings of power in society. If learners are to "develop a democracy," some scholars have argued, they must be provided the tools for transforming the non-democratic aspects of a society. Democracy in this sense involves not just "participation in decision making," a vision ascribed especially to Dewey, but the ability to confront power with solidarity.

Economic theory

Core features of democratic education align with the emerging consensus on 21st century business and management priorities. Such features include increased collaboration, decentralized organization, and radical creativity.

Curriculum theory

While democratic schools don't have an official curriculum, what each student actually does might be considered their own curriculum. Dewey was an early advocate of inquiry education, in which student questions and interests shaped curriculum, a sharp contrast to the "factory model" that began to predominate education during the 20th century as standardization became a guiding principle of many educational practices. Although there was a resurgence of inquiry education in the 1980s and 1990s the standards movement of the 21st century and the attendant school reform movement have squashed most attempts at authentic inquiry-oriented democratic education practices. The standards movement has reified standardized tests in literacy and writing, neglecting science inquiry, the arts, and critical literacy.

Democratic schools may not consider only reading, writing and arithmetic to be the real basics for being a successful adult. A.S. Neill said "To hell with arithmetic." Nonetheless, there is a common belief that people will eventually learn "the basics" when they develop internal motivation. Furthermore, an educator implementing inquiry projects will look at the "next steps" in a student's learning and incorporate basic subject matter as needed. This is easier to accomplish in elementary school settings than in secondary school settings, as elementary teachers typically teach all subjects and have large blocks of time that allow for in-depth projects that integrate curriculum from different knowledge domains.

Allen Koshewa conducted research that highlighted the tensions between democratic education and the role of teacher control, showing that children in a fifth grade classroom tried to usurp democratic practices by using undue influence to sway others, much as representative democracies often fail to focus on the common good or protect minority interests. He found that class meetings, service education, saturation in the arts, and an emphasis on interpersonal caring helped overcome some of these challenges. Despite the challenges of inquiry education, classrooms that allow students to make choices about curriculum propel students to not only learn about democracy but also to experience it.

In practice

Play

A striking feature of democratic schools is the ubiquity of play. Students of all ages—but especially the younger ones—often spend most of their time either in free play, or playing games (electronic or otherwise). All attempts to limit, control or direct play must be democratically approved before being implemented. Play is seen as activity every bit as worthy as academic pursuits, often even more valuable. Play is considered essential for learning, particularly in fostering creativity.

Reading, writing and arithmetic

Interest in learning to read happens at a wide variety of ages. Progressive educators emphasise students' choice in reading selections, as well as topics for writing. In addition, Stephen Krashen and other proponents of democratic education emphasise the role of libraries in promoting democratic education. Others, such as children's author Judy Blume, have spoken out against censorship as antagonistic to democratic education, while the school reform movement, which gained traction under the federal initiative 'No Child Left Behind' and later under 'Race to the Top' and the Common Core Standards movement, emphasise strict control over curriculum.

Research into democratic education

  • A study of 12 schools in the United Kingdom by a former school inspector indicates that democratic schooling produces greater motivation to learn and self-esteem among students.
  • A study done in Israel indicates that the decline in interest in science that occurs regularly in conventional schools did not occur in democratic schools.
  • Three studies done on students of Sudbury schools in the United States of America indicate that students "have been highly successful in their higher education (for those who chose that route) and careers. They have gone on to all walks of life that are valued in our society and report that they feel advantaged because of the sense of personal responsibility, self-control, continued interest in learning, and democratic values they acquired at Sudbury Valley."
  • Sands School in the United Kingdom was inspected in 2013 by Ofsted was found to be 'Good' overall with a number of 'Outstanding' features. No area of the provision was found to be less than "good' and all of the Statutory regulations (the school "Standards") were met in full. This is the same outcome as the previous inspection in 2010. Ofsted observed that taking part in decision-making process developed "exceptional qualities of thoughtfulness and the ability to offer balanced arguments". Good pupil achievements were found to be a "consequence of the democratic structures". Personal development was deemed to be "outstanding" because of the exceptional impact of the democratic principles. The inspector was particularly impressed with pupils' behaviour, noting that "lessons took place in an atmosphere of mutual respect" and that "visitors were greeted with interest and impeccable manners".
  • Alia College in Melbourne, Australia was in the top 5 Year 9 NAPLAN for Australian schools in Reading, Writing, Grammar and Punctuation abilities.
  • Albany Free School, in Albany, United States has treated students with ADHD far better than surrounding schools, giving them enough play time to render medication unnecessary.

Education in a democratic society

As English aristocracy was giving way to democracy, Matthew Arnold investigated popular education in France and other countries to determine what form of education suited a democratic age. Arnold wrote that "the spirit of democracy" is part of "human nature itself", which engages in "the effort to affirm one's own essence...to develop one's own existence fully and freely."

During the industrial age, John Dewey argued that children should not all be given the same pre-determined curriculum. In Democracy and Education he develops a philosophy of education based on democracy. He argues that while children should be active participants in the creation of their education, and while children must experience democracy to learn democracy, they need adult guidance to develop into responsible adults.

Amy Gutmann argues in Democratic Education that in a democratic society, there is a role for everyone in the education of children. These roles are best agreed upon through deliberative democracy.

The journal Democracy and Education investigates "the conceptual foundations, social policies, institutional structures, and teaching/learning practices associated with democratic education." By "democratic education" they mean "educating youth...for active participation in a democratic society."

Yaacov Hecht claims that the Democratic Education, being an education that prepares for life in a democratic culture, it is the missing piece in the intricate puzzle which is the democratic state.

Training programs

Israel's Institute for Democratic Education and Kibbutzim College in Tel Aviv collaborate to offer a Bachelor of Education (B. Ed.) degree with a Specialization Certificate in Democratic Education. Student teaching placements are in both regular schools and democratic schools.

Legal issues

United Nations

United Nations agreements both support and place restrictions on education options, including democratic education:

Article 26(3) of the United Nations Universal Declaration of Human Rights states that "Parents have a prior right to choose the kind of education that shall be given to their children." While this in itself may allow parents the right to choose democratic education, Articles 28 and 29 of the United Nations Convention on the Rights of the Child place requirements on educational programs: Primary education is compulsory, all aspects of each student must be developed to their full potential, and education must include the development of respect for things such as national values and the natural environment, in a spirit of friendship among all peoples.

Furthermore, while Article 12(1) of the Convention mandates that children be able to have input on all matters that affect them, their input will have limited weight, "due weight in accordance with the age and maturity of the child."

Summerhill

In 1999, Summerhill received a 'notice of complaint' over its policy of non-compulsory lessons, a procedure which would usually have led to closure; Summerhill contested the notice and went before a special educational tribunal. Summerhill was represented by a noted human rights lawyer, Geoffrey Robertson QC. The government's case soon collapsed, and a settlement was offered. This offer was discussed and agreed at a formal school meeting which had been hastily convened in the courtroom from a quorum of pupils and teachers who were present in court. The settlement guaranteed that future inspections of Summerhill would be consistent with Summerhill's educational philosophy.

Theorists

  • Joseph Agassi – Israeli philosopher, proponent of democracy
  • Michael Apple – social scientist, educational theorist
  • Matthew Arnold – English poet, cultural critic, wrote about education in an age of democracy
  • Sreyashi Jhumki Basu – American researcher, science educator, author of Democratic Science Teaching
  • Pierre Bourdieu – French anthropologist, social theorist
  • George Dennison – American writer, author
  • John Dewey – American social scientist, progressive education theorist
  • Émile Durkheim – French sociologist, functionalist education theorist
  • Michel Foucault – French postmodern philosopher
  • Peter Gray – American psychologist, studied relationship between education and play
  • Daniel Greenberg – "principal philosopher" among the founders of the Sudbury Valley School
  • Amy Gutmann – American political scientist, diplomat, president of the University of Pennsylvania
  • Yaacov Hecht – Israeli educator, founder of the Democratic School of Hadera, and founder of IDEC
  • John Holt – American critic of conventional education, proponent of un-schooling
  • Ivan Illich – Austrian philosopher, priest, author of Deschooling Society
  • Lawrence Kohlberg – American professor, psychologist, wrote about moral and democratic education
  • Homer Lane – American-English educator, founder of the Ford Republic (1907–12) and the Little Commonwealth (1913–17)
  • Deborah Meier – founder of democratic schools in New York and Boston, writer, leader of the small schools movement
  • A. S. Neill – Scottish educator and author, founder of the Summerhill School
  • Claus Offe – German political sociologist, theorist of deliberative democratic culture
  • Karl Popper – Austrian-British philosopher of science
  • Bertrand Russell – British philosopher, author of On Education and founder of Beacon House School

Early childhood education

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Early_childhood_education
 

A test written by a four-year-old child in 1972, in the former Soviet Union. The lines are not ideal, but the teacher (all red writing) gave the best grade (5) anyway.
"Gift" developed by Friedrich Froebel
MaGeography in Montessori Early Childhood at QAIS

Early childhood education (ECE), also known as nursery education, is a branch of education theory that relates to the teaching of children (formally and informally) from birth up to the age of eight. Traditionally, this is up to the equivalent of third grade. ECE is described as an important period in child development.

ECE emerged as a field of study during the Enlightenment, particularly in European countries with high literacy rates. It continued to grow through the nineteenth century as universal primary education became a norm in the Western world. In recent years, early childhood education has become a prevalent public policy issue, as funding for preschool and pre-K is debated by municipal, state, and federal lawmakers. Governing entities are also debating the central focus of early childhood education with debate on developmental appropriate play versus strong academic preparation curriculum in reading, writing, and math. The global priority placed on early childhood education is underscored with targets of the United Nations Sustainable Development Goal 4. As of 2023, however, "only around 4 in 10 children aged 3 and 4 attend early childhood education" around the world. Furthermore, levels of participation vary by widely by region with, "around 2 in 3 children in Latin American and the Caribbean attending ECE compared to just under half of children in South Asia and only 1 in 4 in sub-Saharan Africa".

ECE is also a professional designation earned through a post-secondary education program. For example, in Ontario, Canada, the designations ECE (Early Childhood Educator) and RECE (Registered Early Childhood Educator) may only be used by registered members of the College of Early Childhood Educators, which is made up of accredited child care professionals who are held accountable to the College's standards of practice.

Research shows that early-childhood education has substantial positive short- and long-term effects on the children who attend such education, and that the costs are dwarfed by societal gains of the education programs.

Theories of child development

The Developmental Interaction Approach is based on the theories of Jean Piaget, Erik Erikson, John Dewey, and Lucy Sprague Mitchell. The approach focuses on learning through discovery. Jean Jacques Rousseau recommended that teachers should exploit individual children's interests to make sure each child obtains the information most essential to his personal and individual development. The five developmental domains of childhood development include: To meet those developmental domains, a child has a set of needs that must be met for learning. Maslow's hierarchy of needs showcases the different levels of needs that must be met the chart to the right showcases these needs.

  • Physical: the way in which a child develops biological and physical functions, including eyesight and motor skills
  • Social: the way in which a child interacts with others Children develop an understanding of their responsibilities and rights as members of families and communities, as well as an ability to relate to and work with others.
  • Maslow's Hierarchy of Needs
    Emotional: the way in which a child creates emotional connections and develops self-confidence. Emotional connections develop when children relate to other people and share feelings.
  • Language: the way in which a child communicates, including how they present their feelings and emotions, both to other people and to themselves. At 3 months, children employ different cries for different needs. At 6 months they can recognize and imitate the basic sounds of spoken language. In the first 3 years, children need to be exposed to communication with others in order to pick up language. "Normal" language development is measured by the rate of vocabulary acquisition.
  • Cognitive skills: the way in which a child organizes information. Cognitive skills include problem solving, creativity, imagination and memory. They embody the way in which children make sense of the world. Piaget believed that children exhibit prominent differences in their thought patterns as they move through the stages of cognitive development: sensorimotor period, the pre-operational period, and the operational period.

Froebel's play theory

Friedrich Froebel was a German Educator that believed in the idea of children learning through play. Specifically, he said, "play is the highest expression of human development in childhood, for it alone is the free expression of what is in the child’s soul." Froebel believed that teachers should act as a facilitators and supporters for the students's play, rather than an authoritative, disciplinary figure. He created educational open-ended toys that he called "gifts" and "occupations" that were designed to encourage self expression and initiation.

Maria Montessori's theory

Maria Montessori was an Italian physician that, based on her observations of young children in classrooms, developed a method of education that focused on independence. In Montessori education, a typical classroom is made up of students of different ages and curriculum is based on the students' developmental stage, which Montessori called the four planes of development.

Montessori's Four Planes of Development:

  • The first plane (birth to age 6): During this stage, children soak up information about the world around them quickly, which is why Montessori refers to it as the "absorbent mind". Physical independence, such as completing tasks independently, is a main focus of the child at this time and children's individual personalities begin to form and develop.
  • The second plane (Ages 6–12): During this stage, children also focus on independence, but intellectual rather than physical. Montessori classrooms use what is called "cosmic education" during this stage, which emphasizes children building on their understanding of the world, their place in it, and how everything is interdependent. Children in this plane also begin to develop abstract and moral thinking.
  • The third plane (Ages 12–18): During this stage, adolescents shift to focus on emotional independence and on the self. Moral values, critical thinking, and self-identity are explored and strengthened.
  • The fourth plane (Ages 18–24): During this last stage, focus shifts to financial independence. Young adults in this plane begin to solidify their personal beliefs, identity, and role in the world.

Vygotsky’s socio-cultural learning theory

Russian psychologist Lev Vygotsky proposed a "socio-cultural learning theory" that emphasized the impact of social and cultural experiences on individual thinking and the development of mental processes. Vygotsky's theory emerged in the 1930s and is still discussed today as a means of improving and reforming educational practices. In Vygotsky's theories of learning, he also postulated the theory of the zone of proximal development. This theory ties in with children building off prior knowledge and gaining new knowledge related to skills they already have. In the theory it describes how new knowledge or skills are taken in if they are not fully learned but are starting to emerge. A teacher or older friend lends support to a child learning a skill, be it building a block castle, tying a shoe, or writing one's name. As the child becomes more capable of the steps of the activity, the adult or older child withdraws supports gradually, until the child is competent completing the process on his/her own. This is done within that activity's zone—the distance between where the child is, and where he potentially will be. In each zone of proximal development, they build on skills and grow by learning more skills in their proximal development range. They build on the skills by being guided by teachers and parents. They must build from where they are in their zone of proximal development.

Vygotsky argued that since cognition occurs within a social context, our social experiences shape our ways of thinking about and interpreting the world. People such as parents, grandparents, and teachers play the roles of what Vygotsky described as knowledgeable and competent adults. Although Vygotsky predated social constructivists, he is commonly classified as one. Social constructivists believe that an individual's cognitive system is a resditional learning time. Vygotsky advocated that teachers facilitate rather than direct student learning. Teachers should provide a learning environment where students can explore and develop their learning without direct instruction. His approach calls for teachers to incorporate students’ needs and interests. It is important to do this because students' levels of interest and abilities will vary and there needs to be differentiation.

However, teachers can enhance understandings and learning for students. Vygotsky states that by sharing meanings that are relevant to the children's environment, adults promote cognitive development as well. Their teachings can influence thought processes and perspectives of students when they are in new and similar environments. Since Vygotsky promotes more facilitation in children's learning, he suggests that knowledgeable people (and adults in particular), can also enhance knowledges through cooperative meaning-making with students in their learning, this can be done through the zone of proximal development by guiding children's learning or thinking skills . Vygotsky's approach encourages guided participation and student exploration with support. Teachers can help students achieve their cognitive development levels through consistent and regular interactions of collaborative knowledge-making learning processes.

Piaget’s constructivist theory

Jean Piaget's constructivist theory gained influence in the 1970s and '80s. Although Piaget himself was primarily interested in a descriptive psychology of cognitive development, he also laid the groundwork for a constructivist theory of learning. Piaget believed that learning comes from within: children construct their own knowledge of the world through experience and subsequent reflection. He said that "if logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." Within Piaget's framework, teachers should guide children in acquiring their own knowledge rather than simply transferring knowledge.

According to Piaget's theory, when young children encounter new information, they attempt to accommodate and assimilate it into their existing understanding of the world. Accommodation involves adapting mental schemas and representations to make them consistent with reality. Assimilation involves fitting new information into their pre-existing schemas. Through these two processes, young children learn by equilibrating their mental representations with reality. They also learn from mistakes.

A Piagetian approach emphasizes experiential education; in school, experiences become more hands-on and concrete as students explore through trial and error. Thus, crucial components of early childhood education include exploration, manipulating objects, and experiencing new environments. Subsequent reflection on these experiences is equally important.

Piaget's concept of reflective abstraction was particularly influential in mathematical education. Through reflective abstraction, children construct more advanced cognitive structures out of the simpler ones they already possess. This allows children to develop mathematical constructs that cannot be learned through equilibration – making sense of experiences through assimilation and accommodation – alone.

According to Piagetian theory, language and symbolic representation is preceded by the development of corresponding mental representations. Research shows that the level of reflective abstraction achieved by young children was found to limit the degree to which they could represent physical quantities with written numerals. Piaget held that children can invent their own procedures for the four arithmetical operations, without being taught any conventional rules.

Piaget's theory implies that computers can be a great educational tool for young children when used to support the design and construction of their projects. McCarrick and Xiaoming found that computer play is consistent with this theory. However, Plowman and Stephen found that the effectiveness of computers is limited in the preschool environment; their results indicate that computers are only effective when directed by the teacher. This suggests, according to the constructivist theory, that the role of preschool teachers is critical in successfully adopting computers as they existed in 2003.

Kolb's experiential learning theory

David Kolb's experiential learning theory, which was influenced by John Dewey, Kurt Lewin and Jean Piaget, argues that children need to experience things to learn: "The process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming experience." The experimental learning theory is distinctive in that children are seen and taught as individuals. As a child explores and observes, teachers ask the child probing questions. The child can then adapt prior knowledge to learning new information.

Kolb breaks down this learning cycle into four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Children observe new situations, think about the situation, make meaning of the situation, then test that meaning in the world around them.

Practical implications of early childhood education

In recent decades, studies have shown that early childhood education is critical in preparing children to enter and succeed in the (grade school) classroom, diminishing their risk of social-emotional mental health problems and increasing their self-sufficiency later in their lives. In other words, the child needs to be taught to rationalize everything and to be open to interpretations and critical thinking. There is no subject to be considered taboo, starting with the most basic knowledge of the world that they live in, and ending with deeper areas, such as morality, religion and science. Visual stimulus and response time as early as 3 months can be an indicator of verbal and performance IQ at age 4 years. When parents value ECE and its importance their children generally have a higher rate of attendance. This allows children the opportunity to build and nurture trusting relationships with educators and social relationships with peers.

By providing education in a child's most formative years, ECE also has the capacity to pre-emptively begin closing the educational achievement gap between low and high-income students before formal schooling begins. Children of low socioeconomic status (SES) often begin school already behind their higher SES peers; on average, by the time they are three, children with high SES have three times the number of words in their vocabularies as children with low SES. Participation in ECE, however, has been proven to increase high school graduation rates, improve performance on standardized tests, and reduce both grade repetition and the number of children placed in special education.

A study was conducted by the Aga Khan Development Network's Madrasa Early Childhood Programme on the impact that early childhood education had on students’ performance in grade school. Looking specifically at students who attended the Madrasa Early Childhood schools (virtually all of whom came from economically disadvantaged backgrounds), the study found that they had consistently ranked in the top 20% in grade 1 classes. The study also concluded that any formal early childhood education contributed to higher levels of cognitive development in language, mathematics, and non-verbal reasoning skills.

Especially since the first wave of results from the Perry Preschool Project were published, there has been widespread consensus that the quality of early childhood education programs correlate with gains in low-income children's IQs and test scores, decreased grade retention, and lower special education rates.

Several studies have reported that children enrolled in ECE increase their IQ scores by 4–11 points by age five, while a Milwaukee study reported a 25-point gain. In addition, students who had been enrolled in the Abecedarian Project, an often-cited ECE study, scored significantly higher on reading and math tests by age fifteen than comparable students who had not participated in early childhood programs. In addition, 36% of students in the Abecedarian Preschool Study treatment group would later enroll in four-year colleges compared to 14% of those in the control group.

In 2017, researchers reported that children who participate in ECE graduate high school at significantly greater rates than those who do not. Additionally, those who participate in ECE require special education and must repeat a grade at significantly lower rates than their peers who did not receive ECE. The NIH asserts that ECE leads to higher test scores for students from preschool through age 21, improved grades in math and reading, and stronger odds that students will keep going to school and attend college.

Nathaniel Hendren and Ben Sprung-Keyser, two Harvard economists, found high Marginal Values of Public Funds (MVPFs) for investments in programs supporting the health and early education of children, particularly those that reach children from low-income families. The average MVPF for these types of initiatives is over 5, while the MVPFs for programs for adults generally range from 0.5 to 2.

Beyond benefitting societal good, ECE also significantly impacts the socioeconomic outcomes of individuals. For example, by age 26, students who had been enrolled in Chicago Child-Parent Centers were less likely to be arrested, abuse drugs, and receive food stamps; they were more likely to have high school diplomas, health insurance and full-time employment. Studies also show that ECE heightens social engagement, bolsters lifelong health, reduces the incidence of teen pregnancy, supports mental health, decreases the risk of heart disease, and lengthens lifespans.

The World Bank's 2019 World Development Report on The Changing Nature of Work identifies early childhood development programs as one of the most effective ways governments can equip children with the skills they will need to succeed in future labor markets.

According to a 2020 study in the Journal of Political Economy by Clemson University economist Jorge Luis García, Nobel laureate James J. Heckman and University of Southern California economists Duncan Ermini Leaf and María José Prados, every dollar spent on a high-quality early-childhood programs led to a return of $7.3 over the long-term.

The Perry Preschool Project

The Perry Preschool Project, which was conducted in the 1960s in Ypsilanti, Michigan, is the oldest social experiment in the field of early childhood education and has heavily influenced policy in the United States and across the globe. The experiment enrolled 128 three- and four-year-old African-American children with cognitive disadvantage from low-income families, who were then randomly assigned to treatment and control groups. The intervention for children in the treatment group included active learning preschool sessions on weekdays for 2.5 hours per day. The intervention also included weekly visits by the teachers to the homes of the children for about 1.5 hours per visit to improve parent-child interactions at home.

Initial evaluations of the Perry intervention showed that the preschool program failed to significantly boost an IQ measure. However, later evaluations that followed up the participants for more than fifty years have demonstrated the long-term economic benefits of the program, even after accounting for the small sample size of the experiment, flaws in its randomization procedure, and sample attrition. There is substantial evidence of large treatment effects on the criminal convictions of male participants, especially for violent crime, and their earnings in middle adulthood. Research points to improvements in non-cognitive skills, executive functioning, childhood home environment, and parental attachment as potential sources of the observed long-term impacts of the program. The intervention's many benefits also include improvements in late-midlife health for both male and female participants. Perry promoted educational attainment through two avenues: total years of education attained and rates of progression to a given level of education. This pattern is particularly evident for females. Treated females received less special education, progressed more quickly through grades, earned higher GPAs, and attained higher levels of education than their control group counterparts.

Research also demonstrates spillover effects of the Perry program on the children and siblings of the original participants. A study concludes, "The children of treated participants have fewer school suspensions, higher levels of education and employment, and lower levels of participation in crime, compared with the children of untreated participants. Impacts are especially pronounced for the children of male participants. These treatment effects are associated with improved childhood home environments." The study also documents beneficial impacts on the male siblings of the original participants. Evidence from the Perry Preschool Project is noteworthy because it advocates for public spending on early childhood programs as an economic investment in a society's future, rather than in the interest of social justice.

International agreements

The first World Conference on Early Childhood Care and Education took place in Moscow from 27 to 29 September 2010, jointly organized by UNESCO and the city of Moscow. The overarching goals of the conference are to:

  • Reaffirm ECCE as a right of all children and as the basis for development
  • Take stock of the progress of Member States towards achieving the EFA Goal 1
  • Identify binding constraints toward making the intended equitable expansion of access to quality ECCE services
  • Establish, more concretely, benchmarks and targets for the EFA Goal 1 toward 2015 and beyond
  • Identify key enablers that should facilitate Member States to reach the established targets
  • Promote global exchange of good practices

Under Goal 4 of the Sustainable Development Goals, which the UN General Assembly unanimously approved in 2015, countries committed to "ensure inclusive and equitable quality education’ including early childhood." Two targets related to goal 4 are "by 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education." The ‘Framework for Action’ adopted by UNESCO member states later in 2015 outlines how to translate this last target into practice, and encourages states to provide "at least one year of free and compulsory pre-primary education of good quality." The Sustainable Development Goals, however, are not binding international law.

It has been argued that "International law provides no effective protection of the right to pre-primary education." Just two global treaties explicitly reference education prior to primary school. The Convention on the Elimination of All Forms of Discrimination against Women requires states to ensure equality for girls "in pre-school." And in the Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families, states agree that access to "public pre-school educational institutions" shall not be denied due to the parents’ or child's "irregular situation with respect to stay."

Less explicitly, the Convention on the Rights of Persons with Disabilities requires that "States Parties shall ensure an inclusive education system at all levels."

In 2022, Human Rights Watch adopted a policy calling on states to make at least one year of free and compulsory, inclusive, quality pre-primary education available and accessible for all children. In doing so they advocated making one year of pre-primary education to be included as part of the minimum core of the right to education. They further called on all states to adopt a detailed plan of action for the progressive implementation of further years of pre-primary education, within a reasonable number of years to be fixed in the plan.

According to UNESCO, a preschool curriculum is one that delivers educational content through daily activities and furthers a child's physical, cognitive, and social development. Generally, preschool curricula are only recognized by governments if they are based on academic research and reviewed by peers.

Preschool for Child Rights have pioneered into preschool curricular areas and is contributing into child rights through their preschool curriculum.

Percentage of children aged 36 to 59 months who are developmentally on track, 2009–2017

Curricula in early childhood care and education

Curricula in early childhood care and education (ECCE) is the driving force behind any ECCE programme. It is ‘an integral part of the engine that, together with the energy and motivation of staff, provides the momentum that makes programmes live’. It follows therefore that the quality of a programme is greatly influenced by the quality of its curriculum. In early childhood, these may be programs for children or parents, including health and nutrition interventions and prenatal programs, as well as center-based programs for children.

Barriers and challenges

Children's learning potential and outcomes are negatively affected by exposure to violence, abuse and child labour. Thus, protecting young children from violence and exploitation is part of broad educational concerns. Due to difficulties and sensitivities around the issue of measuring and monitoring child protection violations and gaps in defining, collecting and analysing appropriate indicators, data coverage in this area is scant. However, proxy indicators can be used to assess the situation. For example, ratification of relevant international conventions indicates countries’ commitment to child protection. By April 2014, 194 countries had ratified the CRC3; and 179 had ratified the 1999 International Labour Organization's Convention (No. 182) concerning the elimination of the worst forms of child labour. However, many of these ratifications are yet to be given full effect through actual implementation of concrete measures. Globally, 150 million children aged 5–14 are estimated to be engaged in child labour. In conflict-affected poor countries, children are twice as likely to die before their fifth birthday compared to those in other poor countries. In industrialized countries, 4 per cent of children are physically abused each year and 10 per cent are neglected or psychologically abused.

In both developed and developing countries, children of the poor and the disadvantaged remain the least served. This exclusion persists against the evidence that the added value of early childhood care and education services are higher for them than for their more affluent counterparts, even when such services are of modest quality. While the problem is more intractable in developing countries, the developed world still does not equitably provide quality early childhood care and education services for all its children. In many European countries, children, mostly from low-income and immigrant families, do not have access to good quality early childhood care and education.

Orphan education

A lack of education during the early childhood years for orphans is a worldwide concern. Orphans are at higher risk of "missing out on schooling, living in households with less food security, and suffering from anxiety and depression." Education during these years has the potential to improve a child's "food and nutrition, health care, social welfare, and protection." This crisis is especially prevalent in Sub-Saharan Africa which has been heavily impacted by the aids epidemic. UNICEF reports that "13.3 million children (0–17 years) worldwide have lost one or both parents to AIDS. Nearly 12 million of these children live in sub-Saharan Africa." Government policies such as the Free Basic Education Policy have worked to provide education for orphan children in this area, but the quality and inclusiveness of this policy has brought criticism.

Inequality (mathematics)

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