Learners in Montessori are exposed to many complex concepts at an early age through the use of the specially-designed Montessori materials. ), Bambini : The Italian approach to infant-toddler care (pp. It can be concluded that Reggio Emilia approach and Te Whariki practices take place through responsive relationships with people, places and things in the local and wider community of early childhood sector (Mc Naughton This essay will discuss the features of Reggio Emilia and Montessori curriculum approaches in Early Childhood Education in terms to fit with principles, strands and philosophy of Te Whariki and my personal teaching philosophy and practice. In Lella Gandini & Carolyn Edwards (Eds. The object provide links to the contribution strand through the division of resources and they develop child’s vocabulary and concepts about their uses as well as objects provide concrete experiences for children linking to the exploration strand as they develop spatial understanding about the size and shape (MoE,1996).Unlike Te Whariki, Reggio Emilia curriculum approach does not represent as a national curriculum framework. (2009). Priestley and Minty, 2013). Curriculum topics are derived from talking with children and their families, as well as from things that are known to be interesting to children (puddles, dinosaurs, and so on). This may result from the difference in types of activities in which children engage.
It should be play oriented and child-centered, encouraging children to develop their natural love of learning. C. Gandini,l. ...A REFLECTION ON THE REPORTS As mentioned earlier in this essay, Te Whaariki has been the official curriculum for all early childhood centres in New Zealand, and Montessori is no exception. Those types of learning materials are still used in the present Montessori education.
Paper presented at the 8th Early Childhood Convention, Palmerston North, NZ. She valued academic education to children in early year because she believed that young children are capable of acquiring language, perfect movement and other information and skills (Montessori Association of New Zealand Inc, n. d. ). ,&Williams,G. What is K-12 The ultimate goal is to improve student learning, but there are other reasons to employ curriculum design as well.For example, designing a curriculum for middle school students with both elementary and high school curricula in mind helps to make sure … Edwards. Teachers design each curriculum with a specific educational purpose in mind. Wellington: Learning Media Limited. Montessori teachers believe that children gain knowledge and skills by making mistakes and repetition of practice, and they value self-correcting (May, 1997). Also, Te Whaariki and Montessori both value child-centre activities, and regards teachers as supporters who extend children’s learning.Get your custom Year over year, Singapore Math consistently ranks at the top in international math testing and it utilizes highly effective teaching approach. Get Your Custom Essay onWe use cookies to give you the best experience possible. (2nd Ed). Purpose of Curriculum Design . (Ed). These hands-on learning materials enable the learner to literally see and explore abstract concepts. (1998) The hundred languages of children : The Regguio Emilia approach – Advanced Reflections. U. S. A : Merill Prentis Hall. In Reggio Emilia curriculum approach, the role of the teacher is assumed as a … For instance, if a child is making a tower using counters in a mathematics area, he or she may be corrected that counters should be used only for counting.This interaction helps children to explore the experiences, learn and exchange their ideas, talking with peers and other experts (Penrose,1998). The way Montessori teachers support children is based on observations (May, 1997).They observe each child’s interests and developmental progress. Essays
According to Mac Naughton & Williams (2004) the approach taken by both Te Whariki and Reggio Emilia approach reflect the social learning theory of Vygotsky who described that children learn through interaction, modelling and support from others in order to obtain new skills and information.It is also common in both approaches, to encourage children to develop their self-esteem and become confident and competent learners. Reggio Emilia approach emphasizes the significance of the environment which is often considered as the “third teacher” (Nutall, 2003). She also discussed the necessity of structured learning materials and environment, therefore, she designed special learning materials and equipment which would be appropriate for each stage of sensitive periods and stimulate children’s learning (May, 1997).
First steps towards teaching the Reggio Way. MacNaughton,G. It looks into the holistic development of the child physical, intellectual, emotional, social and language development (MoE, 1996). Models in For instance, infants learn about order in the first sensitive period (Lillard, 1972).
1998. p. 180).
This occurs when active learning happens in conjunction with working with others (e. g. aving opportunities for work to be discussed, questioned, and explored). Although New Zealand Montessori uses Te Whaariki as early childhood framework and provide service by interweaving its own philosophy into Te Whaariki curriculum (Montessori Association of New Zealand Inc, n. d. ), some of the concept of Montessori education differs from Te Whaariki expectation. Real learning takes place when they check, evaluate, and then possibly add to each other’s work. Little formal instruction is provided, and children spend most of the day doing individual activities and tasks. These practices should be developmentally appropriate and align with state early learning guidelines or standards.