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Education 300 - Foundations of Early Childhood Education
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ECE Curriculum Model Grid
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Comparing ECE Curriculum Models - Student Constructed Comparisons |
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Montessori
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Reggio Emilia
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Banks Street
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| Philosophical Underpinnings |
"Absorbent Mind", prepared environment, organized
Auto-education, children are receptive and capable of learning- they learn by absorbing
Ideological roots: AMI, perennialism because unchanging curriculum, AMS leans more toward essentialism because it is less teacher centered.
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Active Constructivist underpinnnings, socioconstructivism, natural unfolding of knowledge, child originated and teacher framed, teachers are partners, children thought of as powerful and competant |
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| Psychological Assumptions |
Children have a sensitive period: a time when learning is most likely to occur. Children as active learners, each with a different timetable |
Supportive environment, with social interactions considered important, continuous process of observing, documenting, and hypothesizing, no time constraints, children lead the way, learning as a spiraling process rather than linear, continual research and learning process. Immersion in extended learning experiences. |
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| Values |
Respect for and "follow the child"
individuality, beauty and nice materials. |
Collaborative learning, children's initiatives and relationships.
Physical space fosters encounters, communication and relationships. Structures, objects and activities encourage shoices, problems solving and discoveries, |
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| Organization and Structure |
the teacher's role: to encourage and observe learning, prepare and introduce materials and demonstrate correct use, and support students.
Students resolve own problems, self-correcting materials and appropriate use of materials
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Flexible, curriculum based on child's interests, child lead-teacher supported, no director-teachers work, cooperatively, team planning (teachers and parents) |
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| Practical Ramifications |
Auto education: children are teaching themselves
Teachers present materials, children actively manipulate materials and absorb understanding.
Teacher's role includes making sure that each learning activity is orderly and appropriate.
Respect each child and model appropriate behavior. Be sure children are using materials as they are supposed to be used.
Montessori also "trains" the student to walk from place to place in an orderly manner.
Montessori sensori materials are didactic (designed to instruct)
To increase children's ability to think: distinguish, classify, and organize.
multi-age grouping - from birth to 8 years old.
Montessori thought that children should write before reading.
She believed that children were ready to read at age four.
Montessor supports:
1. Integrated Curriculum
2. Active Learning
3. Individualized Instruction
4. Independence
5. Appropriate assessment (by observation)
6. Developmentally appropriate practice
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Emergent curriculum
Children are active constructors of their own knowledge.
--children learn through social interaction.
--children stay with the same teacher and the same peer group for a 3-year cycle.
Curriculum is not planned--it emerges during the process of each activity or project.
Children's reflections are important part of assessment
Children's own sense of time and personal rhythm are considered in planning and carrying out activities and projects.
--teachers make flexible plans based on what they have observed and recorded.
--teachers and children are partners in an on-going process of research and learning.
Physical Space fosters encounters, communication, and relationships. Structures, objects, and activities encourage choices, problem solving, and discoveries.
The children's use of many media is not either art or curriculum but a combination which becomes an inseparable part of the whole process of learning.
Group and individual work is important, projects provide a deeper understanding of subject matter, parents and community, play is encouraged and teacher supported
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| Overview |
Partly constructivist, learning is absorbed rather than constructed.
Overview
Prepared enviroment supports and enables learning
Self directed learning
Sensory materials invite and promote learning
Set circulmium regarding what children should learn
Multiaged
Learn by manipulatives and working with others
Learning takes place through senses
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Teachers are partners with children in a continual process of teaching and learning. |
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High Scope
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Waldorf
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Direct Instruction
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| Philosophical Underpinnings |
Active learning
Having direct an immediate experiences and deriving meaning from them and through reflection. Children act on their innate dersire to explore.
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Rousseau's notion of natural unfolding.
The spirit of childhood supported in a nonmaterialist setting.
Follows the idea that we are beings of body, soul, and spirit
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Transmission, tabula rasa |
| Psychological Assumptions |
Learning is active, teacher is the supporter. Learning is creative and ongoing interactions with people, material, and ideas that promote children's mental, emotional, social, and physical growth.
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Anthroposophy - provide an environment that consciously addresses the different developmental stages of childhood and that meets these stages with the appropriate curriculum and teaching style. The curriculum balances thinking, artistic expression and practical work in order to develop in the students the skills necessary to meet their tasks in life and to foster in each student a high degree of self-reliance, a conscious concern for nature and fellow human beings, and a desire to contribute to the betterment of the world.
Hand, heart, mind - the whole person. Children learn by doing. |
Behaviorism, drilling, environmental controls |
| Values |
Importance focused on family and sharing responsibility. The daily routine provides a consistant envoirnment for learning while the open framework allows flexiblity in the curriculum. |
Nonmaterialistic. Structured curriculum moving from hands, heart to the head.
It is the teacher's role to instill in their students an understanding of and appreciation for their background and place in the world as members of humanity and world citizens.
Academics
- main subjects of study are: history, language arts, science and math.
- these subjects are taught in main blocks for 2-3 hours/day, for 3-5
weeks.
- subjects are revisited several times but each new exposure affords greater depth and new insights into the subject.
Handwork
- kintting, sewing, music, art movement, foreign languages
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not play, knowledge, control, teacher at the center. |
| Organization and Structure |
Daily schedule:
Plan-do-review- express intentions, carry them out, and reflect on what they have done.
Samll-group time- encourages exploration and experimentation with new or familiar materials adults select based on their daily observations of children's interests, experiences, and events.
Large-group time- Children and adults initiate music and movement activities. Like group discussion, cooperative play and projects. |
Student constructed textbooks, teachered centered hands-on lessons.
only manipulative and authentic materials are used
Assessment - the teacher writes a discription of the students' activities, etc. At the year's end the teacher then writes a detailed evaluation of each child at the end of each school year, i.e. there are NO GRADES at the elementary level.
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teacher direction - structured curriculum. behavioral strategies for control |
| Practical Ramifications |
The curriculum comes from the child and where they are at and what they are interested in through the exploration of authentic materials.
Assesment:
Teamwork- built on supportive adult relationships forms a solid base for adults doing work together.
Daily anecdotal notes- imformation gathered by observing and interacting.
Daily Planning- observations of the day, analyze key experiences and plan for the next day.
Child assesment- (COR) Child Observation Record. Data is drawn from the daily anedotal notes and team discussions. Assessment means working in teams to support and build on children's interests and strengths.
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learn through the environment-learn with the senses. building worlds and they are just supplied with the materials and they build on their own, building and taking apart
teacher guides them, communing it being in the world
Love for activity, love to learn
same teacher for 8 years, like a family, teacher knows and understands every child
developmentally, looking at the world, time material with their development, when is a good time to teach each topic? teach it when they are ready.
Weekly words that are based on the material, helps them to have an interest when they are able to create sentences with these words.
they still study all of the subjects, it is thematic to understand the world
Make their own textbooks and work on them everyday throughout the year. Learn the material as they make their lesson books.
use crafts such as knitting to work on many skills, math, problem solving, motor skills
Learn through discsovery. don't put the artist on a pedestal, eveyone has artistic ability
The mind and the hands work together. Problem solving comes from using fingers and putting things together.
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Drill and sKill
Didactic instruction
Top down
Deducive
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| Overview |
Focus on active learning. |
With the same teacher for 8 years
encourages creativity and free thinking
exposed to many different ideas yet never given only one view
Very nurtuing of the child's spirit, integrated curriculum
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("Isn't this a lot like the public schools?") |
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