PURE EDUCATION ECH 1017: FOUNDATION OF EARLY CHILDHOOD EDUCATION THEORITS BIOGRAPHY & ACTIVITIES LECTURER : MRS. MALINI PREPARED BY : MRS.T. GOMATHY
MARIA MONTESSORI (1870-1952) ❖ The first female physician in Italy. ❖ Sheworked inthe slumsof Rome with poor children with mentally retardedchildren. ❖ In1907, the city of Rome asked Montessori to take charge of a children’s day nursery that was attached to a housing tenement for the poor. ❖ ButMontessorifound inthis“casa de bambini” (children’s house) the opportunity to explore her teaching methods with normal children.
➢Herfirstclass was 50children from 2-5years of age. ➢She designed materials, classrooms and teaching procedure that proved her point to the astonishment of people allover EuropeandAmerica. ➢The Montessori concept is both a philosophy of child development and a plan for guiding growth :believing thateducation begins at birthand the early years are the utmost importance. ➢According to her thought, the natural mental development included several “sensitive period”. It is sensibility which enable a child to come into contact with the external world ina particularly intense manner.
MARIAMONTESSORI PROGRAMS ❖ It is interesting to note that although Montessori devised her program to meet the needs of impoverished children and to help them learn important life skills,Montessori programs today are, for the most part, attended by children from more affluent homes. ❖The Environment ❖The Teacher ❖The Children ❖The Materials ❖The Curriculum
The Environment ➢ Child-sizedequipment and materialsare clearlyorganizedon shelves thatare easilyaccessibleto thechildren. ➢ Thereare distinctareas, each containingmaterialsunique to promotingthe tasks tobe mastered inthatarea. ➢ Theenvironmentisalsosetup to be aestheticallypleasingwithplants, flowers,and attractive furnishings and materials. The Teacher ➢ Childrenwithdifferent age involvedinindividualactivities,because the essence of a Montessoriprogramisitsindividualizednature. ➢ Childreninitiateactivitiesand are freeto engage inwhichever projects theychoose, defining a workspace fortheirselected activity. ➢ Childrenareself-directed,workingindependently. ➢ Younger childrenmaybe learninghowto participateinspecific activities. The Children ➢ Theteacher’s involvementisunobtrusiveand quiet.Heorshemaybe observingfroma distance ordemonstratingto a childhowtousea new material. ➢ Theteacher does notreinforceorpraisechildrenfortheirwork since theactivitiesare intended to be self-rewarding.
The Materials ➢ Materialswere scientificallydesigned, each designed to teach a specific lesson. ➢ Self-correcting sothe childgets immediatefeedback fromthe material aftercorrectly (orincorrectly) completing a task. ➢ Thematerialsare carefullyand attractivelyconstructed, and usually made of naturalmaterialssuch asvarnishedwood. The Curriculum ➢ Differentmaterialsfitintoeach ofthe threedistinctareasofthe curriculum. ➢ 3activities; Dailyliving component which practical activities are emphasized. ➢ Thesecond setof activities and materialsare sensorial—helping children develop,organize,broaden, and refinesensoryperceptions of sight,sound,touch, smell,and taste. ➢ Thethirdaspect of the program involvesconceptual, oracademic, materials. ➢ Thepractical and sensorial skillslearned inthe firsttwo areas have laid the groundworkonwhich writing,reading,and mathematicsis built.
REGGIO EMILIA (1859 – 1952) ❑ The foundation for the Reggio Approach started in Reggio Emilia,Italyat the end Fascist dictatorship and the Second World War. ❑ Early education program that is commanding international attentionasa model environmentforyoung children. ❑This area has a long history and tradition of cooperative work done in all areas of the economy and organization: agriculture, food processing, unions, entrepreneurship, and so forth. ❑ More specifically, teachers worked to develop new ways of teaching,which would supportthe new democratic society.
❑ Educational system founded by Loris Malaguzzi developed from a structured of education based on relationship and partnership, the schools are intricately connected with their surrounding communityparents&leaders. ❑ Education emerges from an environment that invites children’s explorations through actual experiences, inquiry,and dialogue in the classroomand inthecommunity. ❑ The goal is not to teach, but to inspire the children witha belief in themselves-to makethemawareoftheirownpotential. ❑ Adults play a centralrole in activating the competencies and creative energyofthechild.
❑ The adult nurturesreadinessbydelicately seizingmomentsof inquiry and interestinorderto elaborateand interpretthe thinkingthatis already occurringwithinthechild. ❑Theenvironmentsthatsurroundthechildisnotjustbeautiful place tovisit,itisa primaryresourcewithinfinitepotentialfor learning. ❑Theenvironmentprovides childrenwithotherwaysto discover and definethemselves.
➢Is a method of teaching in which an in-depth study of a particular topic is conducted by a child or a group of children. ➢Is incorporated into the curriculum but does not always constitute the entire curriculum. ➢Helps young children meet the Illinois Early Learning and Development Standards. PROJECT APPROACH
➢Engage with research materials including authentic objects, books, magazines, newspapers, music and websites. ➢Suggest alternative and creative ways to approach the project. ➢Gather information or depictions from given sources ➢Use information and communication technologies as a creative tool to generate simple solutions, modifications or data representations. ➢Reflect on whether they are satisfied with the outcome of the project. WHY ITS IMPORTANT…
➢Collaboration: Relationships formed during collaboration is a huge part of PBL. Not only do students learn how to work better in groups—providing their own input, listening to others, and resolving conflicts when they arise—they build positive relationships with teachers, which reinforces how great learning is. Students also form relationships with community members when working on projects, gaining insight for careers and beyond. ➢Problem Solving: Students learn how to solve problems that are important to them, including real community issues, more effectively—even learning from failure and possibly starting over. ➢Creativity: Students apply creative thinking skills to innovate new product designs and possibilities for projects. ➢In-Depth Understanding: Students build on their research skills and deepen their learning of applied content beyond facts or memorization. ➢Self-Confidence: Students find their voice and learn to take pride in their work, boosting their agency and purpose. ➢Critical Thinking: Students learn to look at problems with a critical thinking lens, asking questions and coming up with possible solutions for their project. ➢Perseverance: When working on a project, students learn to manage obstacles more effectively, often learning from failure and making adjustments until they’re satisfied with their work. ➢Project Management: Students learn how to manage projects and assignments more efficiently. ➢Curiosity: Students get to explore their curiosities, ask questions and form a new love for learning. ➢Empowerment: Students take ownership over their projects, reflecting on and celebrating their progress and accomplishments. BENEFITS OF PROJECT APPROACH…
PROJECT APPROACH EXAMPLES
PROJECT APPROACH EXAMPLE
❑Play approach refers to a holistic approach to learning and development. ❑Through play, children learn valuable skills that support their social, physical and cognitive development. ❑Through engaging with others, objects and symbols, children learn to make sense of the world around them. PLAY APPROACH
❑Play Approach programs are designed to help your child learn by exploring their own interests. Where the activities are child-centric in a teacher-supported learning environment. ❑In this non-traditional learning environment, play drives discovery. Through individual exploration, children learn creative ways of thinking that enable them to solve problems. ❑Play based learning rooms are usually separated into sections such as an imaginative play area, reading area, object or blocks area, natural and textural play areas. By interacting with different play settings, children start to think, read, draw, write and talk at their own pace. WHY ITS IMPORTANT…
BENEFITS OF PLAY APPROACH… ❑Develops Social and Emotional Skills. ❑Improves Language and Literacy Skills. ❑Fosters Imagination and Creativity. ❑Expands Fine and Gross Motor Skills. ❑Reinforces Confidence and Positive Attitudes Towards Learning.
PLAY APPROACH EXAMPLES
PLAY APPROACH EXAMPLES
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