AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
facing a time
deficit.
Education and
actively spent
time with a
child are often
minimized to a
basic day-to-
day interaction.
Educational
potential of
rolemodels, that
are not always
positive.
child-time only.
They responsibly
perform targeted
educational
activities.
They are also
proactive and
willing to prepare
for their work
outside their
working hours.
show sincere joy at
each child's success.
They are astonished
and do not
understand why a
child will perform a
particular activity
and develop it just in
the facility, whereas
at home it refused to
do it, or to
understand and
apply specific
elements in
education.
4 Conclusion
From the theories presented above and from the results of our
research, it follows that, in the educating of children under the
age of three, the educator (parent, caregiver, educator) should,
based on the biological and psychological needs of the child at
this age, aim to provide a sufficiently stimulating environment in
the field of motor development, i.e., to provide enough space for
movement in the interior, but also exterior, together with the area
of emotional development, i.e., to fulfill the need for security,
safety, and love. In the area of social development of a child, it is
best to establish relationships with the primary/closest caregivers
and later to gradually expand the network of relationships with
peers and others. In view of the cognitive development of a child
at this age, it is necessary to provide adequate stimulation, i.e.,
enough incentives from the outside. Intellectual stimuli are
important. Given the sensitivity of the period in the initial
development of speech skills, it is necessary to provide enough
stimuli in the area of speech development, with the correct
speech pattern, constant communication with the child, via
reading, etc. At a later stage in the early childhood period, it is
important to support the child in independence, i.e., teach it self-
help skills activities, e.g. for personal hygiene, dining, dressing
and the like. In early childhood education, parents (caregivers)
should not forget to support the "base formation" for further
development of the child's moral values at a later age. From the
point of view of moral development (e.g. L. Kohlberg, 1976, Š.
Ferková In: Prevendárová J. et al., 2017), it is not harmful if the
parents support a child's moral behavior and they also show, by
their own actions, what is expected, allowed and what is
prohibited, etc. Parents enable the child to orient itself in the
basic rules of behavior. It is important to note that, every child is
in essence unique. Therefore, the approach to early childhood
education should be unique. We are of the opinion that there is
no single, coherent 'guide' for educating a child at this age. What
is clear however, is the need to provide enough incentives in
different areas of early childhood development. These should be
in synergy with providing enough love, acceptance, security,
safety from the parent (caregiver), because they predetermine
the child's future behavior, further development, its ability to
learn, create "healthy" relationships with other people, and
integrate into society with full acceptance of the child's
developmental potential.
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Primary Paper Section: A
Secondary Paper Section: AM
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