Preschool Programs and Models PDF

Preschool Programs and Models Distinctive Features of Educational Ideologies ROMANTICISM CULTURAL- PROGRESSIVISM TRANSMISSION Metaphor Child as a plant Child as a machine; Child as a philoso...

Preschool Programs and Models Distinctive Features of Educational Ideologies ROMANTICISM CULTURAL- PROGRESSIVISM TRANSMISSION Metaphor Child as a plant Child as a machine; Child as a philosopher Teacher as gardener passive or scientist-poet Teacher as drill-master Teacher as facilitator Ideology Maturation Stimulus-response Cognitive- developmental Learning… Is nurtured by the Is effected through Is a result of the child’s environment for the rewards and interaction with the child to bloom; punishments; repetition; environment Encourages elaboration of correct (equilibration) exploration; stresses response; parroting ; child’s freedom; allows uniformity inner good to unfold Focus Child Society Child Orientation Process Product Process Proponents Freud, Montessori, Pavlov, Skinner, Dewey, Piaget Froebel, Rousseau Thorndike, Watson, Locke  Curriculum Models in ECE High Scope: Cognitively oriented model Established in 1970 by the late David P. Weikart Refers to the organization’s high purpose and far reaching mission – to lift lives through education  High Scope Active learning in small groups “plan-do-review” process Integrates children with special needs Children learn when interacting with the people and materials in their environment. Portfolio assessment: initiative, creative representation, social relations, music and movement, language and literacy, logic and mathematics  High Scope Classroom: Grapevine Nursery School in London Bank Street: Developmental Interaction Model Founded by Lucy Sprague Mitchell in 1916 Originated the play- based approach through the use of learning centers Integrated curriculum rooted in social studies Bank Street  The Schools of Reggio Emilia Separate programs for infants to 3-year olds and 3-6 year olds Integrated and emergent curriculum Project approach Art is the primary medium for learning Materials-rich environment that is aesthetically appealing; a community-based attitude involving the entire city; a family support system; and a commitment to process The Schools of Reggio Emilia  Eight fundamentals of the Reggio Emilia approach (Cadwell, 1997) 1. The child as protagonist (central character) in the educational process 2. The child as collaborator (working in small groups) 3. The child as communicator (through dance, art, painting, sculpting, building, dramatic play, music, and words) supported by teachers 4. The environment as the third teacher (order and beauty)  Eight fundamentals of the Reggio Emilia approach (Cadwell, 1997) 5. The teacher as partner, nurturer and guide 6. The teacher as researcher (work in pairs) 7. The documentation as communication 8. The parents as partners * Two coequal teachers with a class of 25 children are supported by a pedigogista and an atelierista. Reggio Emilia classroom Waldorf Schools Rudolf Steiner (1919) Development of the whole child through “the head, heart, and hands” Play-based Academics are de- emphasized in the early years of schooling Looping (teacher stays with the class for up to eight years)  Other defining features of a Waldorf curriculum (WECAN, 2005) Strong rhythmic elements based on the cycles of life and nature – daily, weekly and seasonal activities Environments that nourish the senses – materials used are natural and real; the surroundings are simple and calming  Other defining features of a Waldorf curriculum (WECAN, 2005) Extensive use of natural materials – wood, cotton, and wool Play as an imitation of life – cooking and baking, cleaning, washing and sewing, gardening and building Enhancement of a sense of reverence and wonder Other defining features of a Waldorf curriculum (WECAN, 2005) Waldorf Schools Waldorf Schools Waldorf Schools  Montessori Schools Adapting school work to the individual rather than molding the child to fit the curriculum Insisting on freedom for children in selection of materials and choice of activities Training of the senses and on practical life issues  Montessori Schools Not play-based No fantasy play; practical life area instead Materials have tactile appeal and are self- correcting Sequential Children work by themselves at their own pace Prepared environment (child-sized) Montessori Schools Montessori Schools Montessori Schools  Your Reflection How are these curriculum models the same? How are they different? *Please write your reflection on yellow paper and submit next meeting. Sources Covar, M. (n.d.). Philosophy and approaches to early childhood education. UP-ECE Seminar Handout. Gordon, A. & Browne, K. (2011). Beginnings and beyond: Foundations in early childhood education 8th edition. USA: Cengage Learning. www.bankstreet.edu www.highscope.org