Influences in Early Education Practice
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Influences in Early Education Practice
Different educators came up with different child theories, each with independent ideas explaining how children grow and develop within specified childhood environments. These educational theorists include Highscope, Maria Montessori, Reggio Emilia, Fredrick Froebel and many others. The theorists have led to a great impact on learning and teaching as regards young children. These educational theories can also be referred to as learning, instructional or pedagogical theories.
The Montessori and Reggio Emilia use similar methods and approaches of teaching and learning in nurturing children, either alternative or child-centred approaches. These two theorists use education styles that purposes in educating the child wholly and aids in creating responsible citizens ready to interact and exist harmoniously with others in society. Montessori schools use a general and unique curriculum comprising of science, math, language, music, practical skills, geography and cultural studies (Vella, 2019). When learning these particular topics, children are guided by sensory and movement activities. Contrary, Reggio Emilia does not rely on a given curriculum; instead, the classroom serves the function of allowing lessons that are guided and based on the interest and response of children.
Both Reggio Emilia and Montessori uses self-directed approaches and children experiences. Children depend on their senses for exploring redirecting towards their educational and learning experiences (Vella, 2019). Montessori gives children the pleasure and freedom to choose activities that suit them, freedom of employing movement and of working independently. Children enjoy the privilege of pacing themselves. They select the kinds of projects to perform, whom to play with, whether to be quiet or not or even when they wish to have food or snack. Therefore the teacher acts as a guide and a facilitator. In Reggio Emilia design, children learn through collaborative approaches, and any child can steer learning in a classroom. The many languages used help children show curiosity in lesson learning through asking questions, answering, and further questioning, making use of the environment as a teacher, and strictly following the guidance of the teacher.
The Montessori classroom design is fully equipped with specific spaces and learning materials placed by facilitators to take in children choices, group and individual working stations (Vella, 2019). Children rely on tables or the floor instead of desks. The furniture is children appropriate, and the shelves are situated at the level of children so they can reach materials easily by themselves. Within the classroom, children move about when making choices; thus, movement is key to Montessori learning. Cleanliness and order are crucial concerning the Montessori classroom model and environment. Montessori classroom accommodates children of all ages independent of themselves, and they can play within the class individually, in groups either small or large, pairs, on floors, tables, inside or outside the classroom. In Reggio Emilia schools, classroom and school models are very important to methodology. Children learn in groups of different sizes, and teachers play the role of setting up spaces for such groups. Learning is dictated by the hands-on investigation, and teachers are expected to pay attention to aspects, for instance, colour and texture to motivate and inspire children interest. Documentation is a valued part and aspect of Reggio Emilia classroom design in that, children’s writing, artwork and objects that are collected from field outings are displayed in the classroom.
Montessori classrooms use self-corrective learning equipment and tools; therefore, children can correct any incorrect attempts to solving puzzles or games and may opt to start the game again. These particular classrooms use age-appropriate materials specifically appropriate to Montessori model learning. The learning toys enable children in the mastery of complicated aspects. With the Reggio Emilia, children learn through direct interaction from the environment, which helps reflect the nature of culture children live in. Reggio Emilia classrooms serve as an extension towards the children world and children driving force towards learning depends on their interest (Vella, 2019). Both Montessori and Reggio Maria schools do not assess children through grading and texting; instead, portfolio and documentation are used in recording children levels of participation and success. A collaboration of teachers and parents is highly upheld with the two schools. Additionally, in Reggio Emilia and Montessori schools, teachers show much commitment and sacrifice towards their learning practice. Just like in Montessori, Reggio Emilia emphasizes beauty which enhances concentration and high retention of what the children have learnt. Besides, Reggio Emilia uses the third teacher environment approach to learning.
Highscope learning approach entails children constructing their individual understanding through experimentation and exploration. Teachers offer their support to children by providing materials to equip them with key experiences. Highscope approach is closely related to a constructivist theory which believes that individuals through interacting physically and mentally with other people and the environment. During the interactions, errors may occur and are taken as an important aspect in the process of learning. Both Montessori and Highscope, which is constructivism methods entails learning through manipulation or by doing, but they have significant and notable differences (Lino et al., 2018). For example, with Montessori, the self-correcting and didactic materials are designed in a way to evade errors. Children basically learn through repetition rather than the trial and error method. Pretend play is used though its role perceived differently in these two instructional methods. Emphasis on the creative exploration of children is encouraged in Highscope resulting in pretend to play whereas, in Montessori, the emphasis is strictly on practical life task relating closely with the ideal world. Highscope approach stresses that children learning is through active interactions and involvement with materials, events, ideas and people.
In the Highscope approach, children can freely share their intelligence or thinking with peers and teachers. This approach allows grouping and children can share experiences within the classroom, with each group either short or large accorded specific times for learning as well as time for independent to engage in independent play (Lino et al., 2018). Social interactions encouraged helps children develop and nurture children learning. Teachers help resolve conflicts and problems with children as soon as they arise. It is the role and duty of a teacher to listen to a child when he or she talks, and answer open headed and direct questions to encourage the expression of thoughts and creativity among children. Again, the teacher should make a daily observation and record whatever activities children engage in. Later, they complete a Child Observational Record in the course of the year from the observations made daily. Montessori emphasizes cleanliness just like in Highscope design where time for cleaning is set aside, and through this, children acquire and possess a feeling of control and responsibility (Lino et al., 2018). There are representative labels that enable children to place and return learning tools to their respective places; therefore, equipping learners with skills such as organizational. Both Highscope and Montessori classroom materials and tools are placed in such a way children can easily access.
Fredrick Froebel made a great contribution to the theory of education; he believed that play and self-activity were essential elements of child education. The role of the teacher was to motivate and encourage children to express themselves through play both in individual and group activities, instead of indoctrinating or drilling children. According to Froebel, education ought to purpose at developing an all-round child to make good citizen out of them. The goal of education is the full realization of the pure, inviolable, faithful and holy life (Vella, 2016). Froebel compared children to a growing plant and emphasized that just as a plant needs to be watered and well taken care of, the same way applies to children. They should be protected like growing tender plants. Fredrick was poorly up brought, and this made him encourage caregivers and educators to foster good and commendable upbringing of children, physically, emotionally and psychologically. He is known as the father of kindergarten, which is the accepted and well known best method towards child development (Reinhold et al., 2017). The play was regarded as an important activity same way with work and put into consideration the education of children as creative instincts. Froebel advocated for free discipline and activity in school and led to the realization of education as having social significance. Developing and discovering children individuality was all that Froebel thirsted for. He began the creative principle in modern systems of education using arts and crafts, for instance, the use of clay for modelling. According to Froebel, acquiring knowledge does not mean the end towards education rather the ways and means to finalize. He acknowledged the significance of self-activity, play, creative work, social interaction and learning by manipulation in education.
References
Best, R. (2016). Exploring the spiritual in the pedagogy of Friedrich Froebel. International Journal of Children’s Spirituality, 21(3-4), 272-282.
Lino, D. M., & Parente, C. (2018). Play and Learning in Early Childhood Education: The Contribution of High Scope, Reggio Emilia, and Montessori Pedagogical Approaches. In Early Childhood Education From an Intercultural and Bilingual Perspective (pp. 147- 163). IGI Global.
Reinhold, S., Downton, A., & Livy, S. (2017). Revisiting Friedrich Froebel and His Gifts for Kindergarten: What Are the Benefits for Primary Mathematics Education?. Mathematics Education Research Group of Australasia.
Vella, A. M. (2019). Teaching and learning during the early years: the Montessori method and the Reggio-Emilia approach (Master’s thesis, University of Malta).