Scribd
Upload
677 views

The Different Approaches in Early Childhood Education

The document discusses several early childhood education models including Montessori, Bank Street, Waldorf, and High Scope. The Montessori approach emphasizes an organized, aesthetically pleasing environment with distinct learning areas, child-led activities, and self-correcting didactic materials. The Bank Street approach focuses on children's development through conventional interest areas and helping children build on their experiences. The Waldorf approach considers the whole child through experiential and sensory-based learning, practical activities, and lively classroom environments. The High Scope method is based on Piaget's theory of active learning through meaningful experiences in a stimulating yet orderly environment with clearly defined work areas and a plan-do-review curriculum structure.

Uploaded by

jade tagab
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
677 views

The Different Approaches in Early Childhood Education

The document discusses several early childhood education models including Montessori, Bank Street, Waldorf, and High Scope. The Montessori approach emphasizes an organized, aesthetically pleasing environment with distinct learning areas, child-led activities, and self-correcting didactic materials. The Bank Street approach focuses on children's development through conventional interest areas and helping children build on their experiences. The Waldorf approach considers the whole child through experiential and sensory-based learning, practical activities, and lively classroom environments. The High Scope method is based on Piaget's theory of active learning through meaningful experiences in a stimulating yet orderly environment with clearly defined work areas and a plan-do-review curriculum structure.

Uploaded by

jade tagab
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 36

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:
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
MONTESSORI PROGRAMS:
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
MONTESSORI PROGRAMS:
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
MONTESSORI PROGRAMS:
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
MONTESSORI PROGRAMS:
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
MONTESSORI PROGRAMS:
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
MONTESSORI PROGRAMS:
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.
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
The Bank Street Approach:
This model builds on the works of variety of
theorists, Piaget and Erikson.
Founded by the New York’s Bank Street College of
Education.
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
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
ART
Area

The Bank Street


The Bank Street Approach:

Dramatic Play
The Bank Street Approach:
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
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
ST RUCT UR E
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 Breakfast
9:00-10:00 Free Play
20 minutes Story Telling
10:20-11:20 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
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-Circle
Is the heart of the cognitively-oriented
curriculum, activities which considers learning
opportunities such as:
o Large group time for stories
o Music
o Games
o Outside Time
o 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:
8. Time 1. Active
Learning

7. Spatial 2, Using
Relationships Language

6. Number 3. Representing
Concepts Experiences
and
Ideas

5. 4. Classification
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.

You might also like