The work of human development theorists is important to early childhood education if their concepts are translated into practise and methods. There was a great number of early childhood education programs developed in the 1960s and 1970s when educators and researchers were encouraged to develop alternative approaches for Head Start programs. Most programs were designed to examine different ways of helping children at later academic failure improve their school performance.
However, it is helpful to examine how some specific models have taken views of particular theorists and transformed these into program application. In this topic, we will examine several models to illustrate how particular views of child development can be implemented in practice. After completing this topic, you should be able to discuss the models available in early childhood education. Early Childhood Education Models * Montessori Programs * The Bank Street Approach * The Cognitively Oriented Curriculum * The Reggio Emilia Approach * The Bereiter-Engelmann Model Fig. 6. Topic contents 6. 2 Montessori Program Maria Montessori’s program was based on some carefully considered ideas about how young children grow. Montessori devised her program to meet the needs of impoverished children and to help them learn important life skills. It is designed as a three-year sequence for children ages three to six. However, today’s a wide range of Montessori’s program can be found.
The Term Paper on Early Childhood Education: Raising Children the Right Way
In early Childhood Education; teaching a child to read and write at early ages can have positive results when showing them educational videos and programs. Early Childhood Education is a field that will never lose significance. It sheds light on the best parenting styles and other significant issues related to raising children. It also gives us a glimpse of how young children perceive the world ...
Some adhere quite rigidly to the original techniques, whereas others follow an approach that has been adapted to better fit the current social context. 6. 3. 1 The Environment It is aesthetically pleasing, with plants, flowers, and attractive furniture and materials. * There’s a sense of order inherent in the classroom. * Child-sized equipment and materials are clearly organized on shelves that are easily accessible to the children. * Distinct areas are available in the classroom, each containing materials unique to promoting the tasks to be mastered in that area. 6. 3. 2 The Children * Children of different ages involved in individual activities. * Children initiate activities and are free to engage in any projects they choose. * Children are self-directed, working independently or sometimes by two’s. Younger children maybe learning by observing and imitating their older classmates. 6. 3. 3 The Teachers * Little adult control. * Teacher’s involvement is minimal and quiet. * The teacher may be observing from a distance or demonstrating a child how to use a new material. * Teacher does not reinforce or praise children for their work.
Activities are self-rewarding and intrinsically motivating. 6. 3. 4 The Materials * The materials are didactic (instructive) each designed to teach a specific lesson. * It is self-correcting so the child gets immediate feedback from the material after correctly (incorrectly) completing a task. It is designed from the simple to the more complex for children to challenge progressively to more difficult concepts. * It is carefully and attractive constructed. * Made of natural materials such as varnished wood. 6. 3. 5 The Curriculum * When children first enter a Montessori program, they are introduced to the daily living component, in which practical activities are emphasized. * The second set of materials and activities are sensorial; helping children develop, organize, broaden and refine sensory perceptions of sight, sound, touch, smell and taste.
The third aspect of the program involves conceptual or academic materials. * Montessori programs are reality based rather than promoting fantasy, where there will not be a dramatic play area, a creative art corner, or other activities that invite children to freely use their imagination. 6. 3 The Bank Street Approach This program is concerned with all aspects of children’s development, but also that it places emphasis on interactions, both between the child and environment and between cognitive and affective areas of the child’s development.
The Essay on The Advantages of Fewer Children per Teacher
As world populations continue to grow exponentially, teachers are facing a new problem in classrooms- the large number of children. With more children, it is more difficult to teach new subjects in a short amount of time. Teachers have little time to help individual students struggling because the rest of the class is already excelling on the subject and wants to learn something new. Not only do ...
The program does not aim to teach children a lot of new concepts, but rather to help them understand what they already know in more depth. Children’s own experiences are the base of the Bank Street program and thus, the curriculum must remain open and flexible so each child can build on and expend according to her or his own unique conceptual level. 6. 4. 6 The Environment * The classroom is arranged into conventional interest areas such as music, art, reading, science and dramatic play. * Many of the materials are handmade, by both teachers and children. Teacher materials are encouraged because they are designed to meet unique and specific needs of the children in the class. * Children made materials may include books as part of the reading centre. 6. 4. 7 The Curriculum * The curriculum and functioning of the classroom is integrated.
To promote learning, curriculum is based on a unifying theme, which serves to help children focus on specific concepts and provides a sense of integration. * Children early experiences are designed to help them understand and master their school environment. * Later learning is extended beyond the classroom to the community. 6. 4. 8 The Teachers Teachers 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 fulfil his or her potential.
Teacher’s role is to recognize nuances in the children through their sensitivity and make changes as appropriate. * Teachers match the types and variety of materials and experiences they provide to children’s changing needs. 6. 4 The Cognitively Oriented Curriculum The Cognitively-Oriented model is based on the premise that children are active learners who construct their own knowledge from meaningful experiences.
