AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
S. Nolen-Hoeksema, B. L. Fredrickson, G. R. Loftus and W. A.
Wagenaar (2012) report that, even with regard to the child's
autonomy and independence on the parent (caregiver), there are
significant differences between children of about 1 year of age
which are still dependent adult care, but a two-year-old or three-
year-old child can already take a meal plate or bring a toy out of
the shelf. This all, reduces the child's dependence on the
caregiver in general and on the family caregiver particularly; the
presence of parents is no longer so urgent for a child. S. Nolen-
Hoeksema, B. L. Fredrickson, G. R. Loftus and W. A. Wagenaar
(2012) further argue that, a child of three years of age, when
children usually feel well enough in the absence of their parents,
is already able to spend time with other children or adults. It
follows from the above mentioned that, there is no clear opinion
on the separation of the mother (nearest person) from the child at
an early age, among psychological and pedagogical experts.
2.1 The role of an educator (parent, caregiver) in educating a
child up to three years of age
Demanding requirements have always been (and continue to be)
present in education of children of an early age. In the past, the
educating of children was influenced, to some extent, by factors
other than the present, due to the ongoing changes affecting
current families. In the past, the mother, but also in the case of
multi-generation cohabitation, grandparents were involved in the
educating of children. At present, due to the decline of multi-
generational cohabitation, as well as an increase in the early
return of the mother back to work, perspectives on educating
children up to three years of age have changed. J. Derková
(2018) states that, being a good parent in today's chaotic and
rapidly changing world is difficult. Many are wondering how
they can, and whether they can, convey their values to children,
if the world is changing so quickly. Certainly there are
unchanging, permanent, humanly valid values that need not be
imposed on children, because it is better to educate them by
example.
Although it is not the subject of this study to write about the
relatively rapid changes that take place in contemporary families,
it is not possible to neglect them in the context of early
childhood education, as they also influence the development of
the child's personality, in conjunction with other aspects.
Changes in current families, such as the increase in divorce rates,
the increase in out-of-wedlock children, the increase in single
mothers, changes in parental roles, the increased work
involvement of mothers and the filling of parents' off-work and
family time, are the subject of many scientific studies in
sociology, psychology and education. New phenomena, such as
the change in the acceptance of the father's role in the family, the
father's maternity and parental leave, and the education of
children from the perspective of a gay couple, are also being
researched. The above-described changes in the functioning of
the family, such as the father's maternity and parental leave,
should be key in scientific research constituting new knowledge
regarding the educating of children, as well as the (male)
caregiver's influence on the child's development up to three years
of age.
Despite the above-mentioned changes concerning the current
families, and with regard to the aspects described above
concerning the development of children up to the age of three,
certain rules in education do not change. We note that this is a
sensitive period of early childhood development, in which the
optimum impact of education, taking into account the specific
needs of the child at this age, is of immense importance. J.
Langmeier and D. Krejčířová (2006) state that, of course,
sufficient environment stimulation, as well as clarity and stable
structuring, are a prerequisite for the rapid and complex
development of the child at an early age. There should be a
person who guarantees the continuity of gentle, loving and
sensitive care. This is a guarantee of a sense of safety, a
prerequisite for a healthy psychological development in the years
to come. The development of the child, according to the authors,
is optimal, where the mother or several persons familiar to it are
concerned. The danger lies in the frequent substitution of the
social environment, separation from the family, the care of
several less known people and the exposure of the child to any
kind of unfavorable condition.
From the point of view of important milestones in connection
with the early age of the child, we consider it important to devote
to the period of rebellion (defiance), the so-called. self-assertion
period. The period of defiance usually occurs between the 2nd
and 3rd year of life of the child, sometimes beyond the age of
three, and continues into the next development period. The
aforementioned period refers to many parents (caregivers) as
quite demanding, as children tend to react by self-asserting their
own will, displaying defiance to their parents, aggression, in
„normal/standard“ situations.
P. Říčan (2014) emphasizes that,
this period is the period of "rage in the sake of rage" when the
child acts stubbornly, i.e., it self-asserts its will, not because it
has a ceertain need, or something bothers it. It is just for the sake
of it. D. Miell and S. Ding (2005, in S. Ding, K. Littleton, 2005)
state that, in this development period the self-awareness of the
little child is most pronounced. Expressions of self-awareness in
the young child can be seen in the displays of rage and
aggression, which are most common in Western societies, from
18 months to 3 years of age, when the infant is already
displaying an increasing awareness of the self, through the use of
the words ‘me’ and, particularly in this context, ‘mine’. J.
Překopová (2014) states that, the period of defiance is of
paramount importance in the awareness and manifestation of
conflicting emotions, as well as in their own boundaries, and the
boundaries of others. The author further states that, the evolving
ego becomes detrimental whenever we stop the anger, divert
attention from it, and comfort the child as if it were a baby. The
ability of a two-to three-year-old child to experience defiance,
that is to say, the boundaries and the power of itself and power
of another, that is, to experience the relationship between ME
and YOU, should not be punished.
P. Říčan (2014) states that, if
it is not necessary, the parent should give up any attempt to force
the child to do what he / she refuses to do. The author further
states that, the solution to the crisis is the adoption of order, i.e.,
in sharp collisions with the environment, the child will
eventually realize that the constraints his parents give him/her
are part of a solid educational guide, that protects him/her from
the dangers of the outside environment and also from the
dangers coming from within, i. e., from the unbridled
spontaneity of its own interior.
2.2 Education in a family vs. out-of-home environment of a
child at an early age
A number of expert discussions are currently being conducted on
the educating of children, under the age of three, in family and
non-family settings. Pedagogy or psychology experts can not
agree on when it is appropriate or "safe" to care for a child of
this age outside the family environment via its placement in the
facility. Obviously, at an early age of a child, i.e, a child from
birth to three years of age, optimum care is provided by the
parents, first necessarily by the mother, and immediately
followed by the father. However, given the current economic
situation in current families in Slovakia, it is not always possible
for one of the parents to care for a child in their home
environment. Mostly mothers are "forced" to return to work,
because of the family's financial situation, or to keep their jobs.
Experts in the field of developmental psychology and pedagogy
confirm, and scientific studies show, that the early return of a
mother to work is not favorable for the child. J. Langmeier and
D. Krejčířová (2006) argue that, placing a child in an institution,
(hospital, infant institution) under the age of 1, brings an
increased risk for the child at this age, which is difficult to
compensate for/by the nursing staff's focused care. The
placement of a child at this age in the nursery should be seen as a
less appropriate alternative to family educating, although some
children adapt to the nursery quite well. A child of about one
year can not yet establish a relationship with other children, they
become only "objects" of momentary interest to it, and they
cannot satisfy their needs. The authors further argue that, the fact
that a child is about to be actively interested in interacting with
other children, from about two years of age, and that he / she
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