ABSTRACT
A perspective which views the child and its psychological development as a centre of interest is avoiding important areas which have great relevance for early education programmes. This chapter turns to the influences early education programmes may have on a wider basis and considers the human and environmental factors from its surroundings which will affect the operation of a pre-school group. Early education programmes commence with a head start over established schools. There is no statutory obligation for parents to take, or send, under-fives to nursery classes or playgroups. The chapter suggests that through the influence of children regularly meeting together to play and develop in an environment for group learning, the parents themselves are affected by the process, especially when their role as educators is emphasized. The growth of early education programmes provides an opportunity for merging which has not occurred before in the history of education.
