Primary education or elemtary education is typically the first stage of formal education, coming after preschool/kindergart and before secondary school. Primary education takes place in primary schools, elemtary schools, or first schools and middle schools, depding on the location.
The International Standard Classification of Education considers primary education as a single-phase where programmes are typically designed to provide fundamtal reading, writing, and mathematics skills and establish a solid foundation for learning. This is ISCED Level 1: Primary education or first stage of basic education.
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The ISCED definition in 1997 posited that primary education normally started betwe the ages of 5 – 8 and was designed to give a sound basic education in reading, writing, and mathematics along with an elemtary understanding of other subjects. By 2011 the philosophy had changed, the elemtary understanding of other subjects had be dropped in favour of to establish a solid foundation for learning.
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The ages cited cover a rapidly developing phase of child developmt. This is studied in the discipline of developmtal psychology, which attempts to describe how childr learn.
The philosophy of education—teaching and learning—has, over the millnia, occupied many great minds. It attempts to say what childr should be taught.
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In agrarian cultures, agriculture, husbandry, bartering, and building skills can be passed on from adults to childr or master to apprtice. Societies agree on the need for their childr to learn and absorb their cultural traditions and beliefs. They attempt to do this informally in the family or by gathering the childr together and employing a tutor to handle the task. This worked well for the landowners, but the childr of the landless would be employed from the age of sev as servants. In one source from the turn of the 15th ctury, a Frch count advised that nobles' huntsm should choose a boy servant as young as sev or eight and that ...this boy should be beat until he has a proper dread of failing to carry out his masters orders. The documt listed chores that the boy would perform daily and that the boy would sleep in a loft above the knels to attd to the hounds' needs.
Religious communities became providers of education and defined the curriculum. Learning to recite passages from their holy text is a priority. For their society to advance, the oral tradition must be superseded by writt texts; some studts must write down the passages. Monasteries studts needed to read out what is writt in the religious language and not just the vernacular. This led to formal education in madrassas and schools. Martin Luther declared that salvation depds on each person's own reading of the Scriptures.
Trading and managemt create a demand for accountancy. Basic skills thus included literacy and numeracy. This was the core of Elemtary Education.
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In mid 17th ctury America, Massachusetts became the first colony to mandate schooling for this purpose. Beginning in 1690, childr there and in adjact colonies learned to read from the New gland Primer, known colloquially as The Little Bible of New gland.
During Greek and Roman times, boys were educated by their mothers until the age of sev, th according to the culture of their location and times, would start formal education. In Sparta until twelve, it would be at a military academy building up physical fitness and combat skills, but also reading, writing and arithmetic
While in Aths the emphasis would be on understanding the laws of the polis, reading, writing, arithmetic and music with gymnastics and athletics,
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And learning the moral stories of Homer. Girls received all their education at home. In Rome the primary school was called the ludus; the curriculum developed over the cturies featuring the learning of both Latin and Greek. In AD 94, Quintilian published the systematic educational work, Institutio Oratoria.
He distinguished betwe teaching and learning, and that a child aged betwe 7 and 14 learned by sse experice, learns to form ideas, develops language and memory. He recommded that teachers should motivate their pupils by making the teaching interesting, rather than by corporal punishmt.
As the Roman influce waned, the great cathedral schools were established to provide a source of choristers and clergy. Kings School, Canterbury dates from 597. The Council of Rome in 853 specified that each parish should provide elemtary education: religious ritual but also reading and writing Latin.
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The purpose of education was to explain salvation, not social change. The church had a monopoly on education; the feudal lords concurred and allowed their sons to be educated at the few church schools. The economy in most of Europe was agrarian and the childr of serfs started work as soon as they were able. It was accepted as a truth by Christians that man was created by God in the image of Adam with his share of original sin and that a boy was born sinful. Therefore, only the teachings of the church and the sacramts could redeem him.
The parishes provided elemtary education- but had no requiremt to provide it to every child. The need was to produce priests, and in a stable kingdom such as that of Charlemagne, administrators with elemtary writing skills in Latin and the arithmetic needed to collect taxes and administer them. Alcuin (735–804) developed teaching material that was based on the catechetical method- repeating and memorizing questions and answers, although oft understanding the information was not important. These skills were also needed in the great abbeys such as Cluny. There was a divergce betwe the needs of town and monasteries and we see the developmt of the parish, chantry, monastic, and cathedral schools. With the try of wom into church life, convts were established, and with them convt schools. Girls tered at the age of eight and were taught Latin grammar, religious doctrine, and music, and the wom's arts of spinning, weaving, tapestry, painting, and embroidery.
Bede tered the monastic school at Jarrow at the age of sev and became a writer and historian. Chantry schools were the result of charitable donations and educated the poor. Beginning in 804, parishes were obliged to have a school, and cathedrals had to establish schools after the Lateran Council of 1179. Elemtary education was mainly to teach sufficit Latin for the trivium and the quadrivium that formed the basis of the secondary curriculum.
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It was believed that by studying the works of the greats, ancits who had governed empires, one became fit to succeed in any field. Raissance boys from the age of five learned Latin grammar using the same books as the Roman child. There were the grammars of Donatus and Priscian followed by Caesar's Commtaries and th St Jerome's Latin Vulgate.
Wealthy boys were educated by tutors. Others were educated in schools attached to the parishes, cathedrals, or abbeys. From the 13th ctury, wealthy merchants dowed money for priests to establish as a school to teach grammar. These early grammar schools were to teach basic, or elemtary grammar, to boys. No age limit was specified. Early examples in gland included Lancaster Royal Grammar School, Royal Latin School, Buckingham, and Stockport Grammar School. The Reformation and the Dissolution of the Monasteries (1548) disrupted the funding of many schools. The schools petitioned the King, Edward VI, for an dowmt. Examples of schools receiving dowmts are King Edward VI Grammar School, Louth, King Edward VI Grammar School, Norwich and King Edward VI School, Stratford-upon-Avon, where William Shakespeare was thought to be a pupil from the age of 7 to 14.
Though the Grammar schools were set up to deliver elemtary education, they did require their trants to have certain skills on admission. In particular, they expected them to be able to read and write in the vernacular. There was a need for something more basic.
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This was addressed by Dame schools, th charity schools, oft set up by the churches (C of E schools), Bell's British Schools and Joseph Lancaster's National Schools.
Certain movemts in education had relevance in all of Europe and its diverging colonies. The Americans were interested in the thoughts of Pestalozzi, Joseph Lancaster, Ow
Elemtary schools in gland and Wales were publicly funded schools which provided a basic standard of education for childr aged from six to 14 betwe 1870 and 1944. These were set up to able childr to receive manual training and elemtary instruction, and provided a restricted curriculum with the emphasis on reading, writing and arithmetic (the three Rs). The schools operated on a monitorial system, whereby one teacher supervised a large class with the assistance of a team of monitors, who were quite oft older pupils. Elemtary school teachers were paid based on studts' results. Their pupils were expected to achieve precise standards in reading, writing and arithmetic: such as reading a short paragraph in a newspaper, writing from dictation, and working out sums and fractions.
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To achieve this, a dual education system