THE DIFFERENT APPROACHES IN EARLY

CHILDHOOD EDUCATION

Early Childhood Education models Represent a coherent approach to

working with young children, including a philosophical and

theoretical base, goals, curriculum designs, methods, and

evaluation procedures.

There was a great proliferation of early childhood models during the 1906’s and 1970’s.

THESE ARE THE FOLLOWING APPROACHES WITH THE AREAS in:

The Environment The Children The Teachers The Materials The Curriculum

MONTESSORI PROGRAMS:

• This educational method was introduced by Maria Tecla Artemesia Montessori (August 31, 1870 – May 6, 1952).

• She was an Italian physician and educator,

• a noted humanitarian and devout Roman Catholic.

• Best known for the philosophy of education that bears her name.

• Her educational method is in use today in public and private schools throughout the world.

MONTESSORI PROGRAMS:

MONTESSORI PROGRAMS:

The Environment:

• The classrooms are organized.

• There are distinct areas which contains materials to be mastered in that area.

• Its set up is to be aesthetically pleasing, with plants, flowers and attractive furnishings and materials.

MONTESSORI PROGRAMS:

MONTESSORI PROGRAMS:

The Children:

• Different ages involved in individual activities.

• Children are free to engage in which project they choose to.

• Younger children participate in some activities to imitate older classmates.

MONTESSORI PROGRAMS:

MONTESSORI PROGRAMS:

The Teachers:

• Involvement is unobtrusive and quiet.

• S/he maybe observing from an distance or demonstrating to a child how to use a new material.

• The teachers do not reinforce or praise children for their work.

MONTESSORI PROGRAMS:

MONTESSORI PROGRAMS:

The Materials:

• Have special characteristics.

• Are didactic (educational), they are design to teach a specific lesson.

• Are self-correcting.• The simple to complex.• Materials are natural and

mostly are made up of varnished wood.

MONTESSORI PROGRAMS:

MONTESSORI PROGRAMS:

The Curriculum:

• When children first enter a Montessori program, they introduce to the daily living which are focus on self-help and environmental care skills such as buttoning, brushing hair, watering plants, washing windows and sweeping.

MONTESSORI PROGRAMS:

MONTESSORI PROGRAMS:

Second set of activities and sensorial are sensorial,

helping children develop, organize, broaden, and refine sensory perceptions of sight,

sound, smell, and taste.And third aspect of the

program involves conceptual academic materials .

Conceptual learning activities are concrete and actively

involve the child in multisensory ways.

MONTESSORI PROGRAMS:

The Bank Street Approach:It denotes the

developmental interactionist model. It is concerned with the

various aspects of each child’s development as well

as between child and environment such cognitive and affective areas of child

development.Children’s development in the cognitive and

affective domain is not seen separately or

parallel function but rather truly as

interactive one.

The Bank Street Approach:This model builds on the works of variety

of theorists, Piaget and Erikson.

The teachers do not aim to teach children a

lot of new concepts, but rather to help them understand what they

already know. So children’s experiences

are the base of the program so that the

child can build on and expand according to

her or his own unique conceptual level.

Founded by the New York’s Bank Street College of Education.

The Bank Street Approach:

The Environment:

• The classroom is arranged into conventional interest such as music, art, reading, science, and dramatic play for them to be able to familiarize by the materials it contains.

The Bank Street Approach:

Mathematics Area

The Bank Street Approach:

Reading Area

The Bank Street Approach:

ART Area

The Bank Street Approach:

Dramatic Play Area

The Bank Street Approach:

Science

Area

The Bank Street Approach:The Teachers:

• They must have a keen understanding of children’s development, of each child’s individuality, and of how best to structure an environment

that will encourage each child to fulfill his/her potential.

• Help children build a positive motivation.

• Every teacher should have the ability to build up on the experiences of children’s

experiences.

The Bank Street Approach:The Curriculum:

This approach is centered to the child’s

development:

First experience of a child upon entering Bank Street Approach classroom is to help them understand and master their school environment by participating in activities

and chores that contribute to their functioning.

Later, learning is extended beyond the classroom to the community to expand

the children’s understanding of meaningful elements that affects their

lives.

The Waldorf Education:

Developed by Rudolf Steiner in 1919, Waldorf Education is based on a profound

understanding of human development that addresses the needs of the growing

child. Waldorf teachers strive to transform education into an art that educates the

whole child—the heart and the hands, as well as the head.

The Waldorf Education:

The Environment:

• The first thing you may notice in entering in a Waldorf School is the care given to the building. The walls are usually painted in lively colors and are adorned with student artwork.

• Evidence of student activity is everywhere to be found and every desk holds a uniquely created main lesson book.

OUTSIDE STRUCTURE

INSIDE SET-UP

The Waldorf Education:

The Children:Children learning relate what they learn to their own experience, they are interested and alive, and what they learn becomes their own. Waldorf schools are designed to foster this kind of learning.“

The Teachers:

Teachers in Waldorf schools are dedicated to generating an inner enthusiasm for learning within every child... allowing motivation to arise from within and helping engender the capacity for joyful lifelong learning.

The Waldorf Education:The Curriculum:

The Waldorf approach to early childhood education is largely experiential, imitative

and sensory-based. The emphasis is on providing worthwhile practical activities for children to imitate, allowing them to learn

through examples.

8:30-9:00 Breakfast9:00-10:00 Free Play

20 minutes Story Telling10:20-11:20 Outside

11:15-11:45 Small Group(Do projects or any activities)

The Cognitive-Oriented Curriculum of the High Scope Method:

In line with Piaget theory, this model is based on the premise that children are active learners

who construct their own knowledge from meaningful

experiences.

The Cognitive-Oriented Curriculum:

The Environment:

• Designed to be stimulating but orderly where children can

dependently choose interesting materials.

• Divided into clearly defined work areas.

• Rooms are: housekeeping, block, art, quiet, large group,

construction, music and movement, sand and water and

animal and plants.

The Cognitive-Oriented Curriculum:

The Schedule:

• Planning time-Children decide what activities they

would like to participate in during the work time and a teacher helps him

record the child plans.• Recall time-

In small groups where children review their work –time activities.

The Cognitive-Oriented Curriculum:

The Schedule:

• Plan-Do-Review-CircleIs the heart of the cognitively-

oriented curriculum, activities which considers learning opportunities such

as:o Large group time for stories

o Musico Games

o Outside Timeo Small group time• Cleaning time

The Cognitive-Oriented Curriculum:

The Curriculum:

It is focus on extending the cognitively- oriented curriculums through a set of eight concepts

based on the characteristics and learning capabilities of

preoperational children. (Piaget)

The Cognitive-Oriented Curriculum:

The Curriculum:

1. Active Learning

4. Classification

3. Representing Experiences and Ideas

2, Using Language

7. Spatial Relationshi

ps

8. Time

6. Number Concepts

5. Seriation

The Reggio Emilia Approach: It was started by Loris Malaguzzi, who was a teacher himself, and the parents

of the villages around Reggio Emilia in Italy after World War II.

PHILOSOPHY:

• Children must have some control over the direction of their learning;

• Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing;

• Children have a relationship with other children and with material items in the world that children must be allowed to explore and

• Children must have endless ways and opportunities to express themselves.

The Reggio Emilia Approach:

The Environment:

• Is aestethically pleasing, comfortable environment and are central of learning.

• There are places which allows children to work with few children, a larger group, or teacher alone.

• They have an atelier- a special studio or workshop use in documenting the child’s work, transcript of their discussions, photographs of their activities, and representations of their projects.

The Reggio Emilia Approach:

The Teachers:

• To co-explore the learning experience with the children.

• To provoke ideas, problem solving, and conflict resolution.

• To take ideas from the children and return them for further exploration.

• To organize the classroom t be accessible and interesting to the child.

• To document children’s progress.

The Reggio Emilia Approach:

The Curriculum:

The central Concept of its curriculum is the ‘Project’. Because through the project, the child will be able to explore a concept or topic, able to deal in small groups .

Project are usually done in artwork and when they do art, they learn to draw and formulate their own concept.