Two different approaces to learning in the early years

Two various approaces to study in the earlier eonFirstly, some Maria Montessori she was born on 31 August 1870 in Italy. At the end of spend of 1952 she died in the Netherlands. As a child she was educated at al-Qaeda where she was interested in maths and science. (ODonnell) She preferred to the technical, rather than classical stream of didactics. (Isaaca, 2007) For her further studies she was enrolled in boys technical take aim. When her interest turned to cargon for with many problems she was tot aloneyowed to enrol at the University of Rome as the very first Italian female to hit the books medicine. When she was a student she was fly the cooping(a) in the psychiatrics department of the paediatric clinic attached to the University. This is where she came in contact with children and she spy them closely and particularly how they played with food at mealtime. She interpreted the behaviour as developing from an interior urge to be active. (Schulz-Benesch, 1997) She graduated in 1896 with two honours as position of Medicine and Doctor of Surgery degree. (ODonnell, 2007)According to O Donnell (2007), Montessori was interested in childhood mental diseases, therefore she enrolled in ladder in pedagogy and educational theory during 1897 and 1898, she became familiarized with the theories and writing of Locke, Rousseau, Froebel, Pestalozzi and Owen. They all visualized education as a means of creating a vernal ideal society. However, Montessori came to the conclusion that all their antennaes were incomplete in roughly way. Therefore, she developed her hold go on called the Montessori Method in 1909. (Casa-Montessori 1997) Her entree to education was developed based on her observations and her belief in the education of children as to create a better society. She felt the goal of education should non be to fill the children with facts but rather to encourage their own innate wish to learn. She believed if milieu was not properly take a s hitd so the learning becomes difficult and tedious for the children. (Casa-Montessori 1997)Isaacs (2007) Montessori believed that children developed in stages and that individually stage had its own ridiculous qualities and characteristics. As said by O Donnell (2007) Montessori recognised childhood as a special time of life, and she materialised that the discipline could not be rushed, as well as the each stage will depend on what had been learned during the previous stages. Montessori followed Rousseau and believed that a child comes in to the world with the mind like a black slate (tabula rasa). The education begins at birth and pertains end-to-end life. She excessively agreed with Froebels Kindergarten approach that children should be allowed to explore the surround and learn through and through direct get laid and play is an essential part of the educational process. (Slideshargon, 2010)By the 1914 there were hundreds of Montessori schools established in Europe, North and southbound America and Asia. (Isaacs, 2007) The Montessori school environment is arranged according to subject demesne such as cooking, cleaning, gardening, art, c atomic number 18 for animals, library and more(prenominal). At Montessori school children are always free to move around the room kinda of keeping at the table. The children have no limit to how long they stooge work on something they like. chelaren learn through firsthand experience by including practical life experience such as gardening, cutting and more. Montessori disciplineers would void using plastic toys such as dolls and they will give natural material (Montessori, 2009).Today, Montessori directresses worldwide prepare the environment for children with self- commandment Montessori materials providing a variety of activities which help them develop the foundations of healthy education by following their own interests. (O Donnell 2007138)While children were using the materials their reactions were clo sely observed and those materials which interested the children and what they frequently selected are regularly included as part of their prepared environment. (O Donnell 2007) McClay, (1996) argued that the childrens classroom atmosphere should be relaxed where children feel protected, and where they can work together intimately with other staff. Gee argued that the right environment show the way directly to well-behaved and creative children (Gee, 1996). Since 1907 Montessori environment have always met these criteria. She realized that childrens physical health was at risk because of the lack of movement. Therefore, she allowed the children to move about(predicate), choosing activities that they expect to do. She also made sure that work at individual tables with movable chairs made especially to match different heights of the children. (O Donnell 2007)There are three stages of process of learningStage 1 entranceway to a concept by means of a lecture, lesson, something read in a book.Stage 2 processing the selective information, developing an disposition of the concept through work, experimentation and creation.Stage 3 knowing to possessing an commiserateing of, demonstrated by the ability to pass a test with confidence or to teach another. (S.M. Stephenson, 2010) In these three stages, stage two is the most important and the longest stage because with it is importance on developing, working, experimenting and creating this enables the children to genuinely learn and remember what they have learned.Parents today expect their children to read and write at very proterozoic age and Montessori in 1907 demonstrated how children began to first write and then to read automatically at the age of four. She designed a sensory materials like sandpaper letters and moveable alphabet to help children develop. (O Donnell 2007) Montessori approach are also described as a phonic approach it is clear direct teaching the three-period lesson to introduce the links s urrounded by sound and letter to each children individually before they write or read. (O Donnell 2007) Many families use Montessori principles at homes because according to Montessori education takes place where the children are (Montessori, 2009). Montessori Method is a unique sequence of learning designed to meet the ordinary development of the children. The children who learn the essential skills of reading, writing and arithmetic in ordinary way have the advantage of starting their education without hard work, tediousness or discouragement. (Casa-Montessori 1997)Secondly, mellowed/Scope was developed in 1960s by Dr. David P Weikart in America. He canvas at the University of Michigan in the last 1950s and he was also an ex-marine. (Holt, 2007) He started the organization to continue look and program activities in the beginning as an administrator with the Ypsilanti Public informs (HIGHSCOPE, 2010). High Scope stands for High the individual level of compassment for all chil dren in their care. Scope the range of experience they offer to children to champion them to achieve (Holt, 2007).HighScope is not a part of the public schools or any governmental organization. HighScope preschool programs are congenial with the Guidelines for Appropriate Practice published by the National Association for the Education of Young Children (NAEYC). (HIGHSCOPE,2010)According to Holt (2007), Weikart notice that children from lower class society especially African American children from main(a) school shown the lower achievers and also the stranded test showed him that they had the lowest IQ scores. However, he also noticed that children from predominantly white area scored higher even though they were the same age group. He then discovered that children who lived in the take areas were achieving low scores as a rest of lack of opportunity rather than their intelligence. (Holt,2007)Therefore, in 1962 the Perry Pre- School Project began. This was a vital project becau se children were randomly selected to either attend the HighScope project or to stay in their local community. From this project they were able to control group for comparison to see if being in a preschool setting made any difference to the children (Holt, 2007). Highscope.UK (2010) suggests that the High Scopes curriculum was based on Piagets theories of development. HighScope is about cognitive development approach where children are promote to solve problems and think independently. (Walsh Petty, 2007) Weikart strongly felt that, children relegate at their own speed and their classroom life should accommodate childrens interests and the activities. (Highscope.UK, 2010)According to Holt (2007) HighScope curriculum is active learning and they believe that children learn from key experience gained from their own discovery and the world around them. The key experiences are organized around these topics creative representation, language and literacy, initiative and social relations , movement, music, classification, number, space and time (Hohman and Weikart, 1995). Similar to Montessori Approach, HighScope use a unique classroom environment in which the environments help out activities and the adult became supporter and observer of the children it is also providing children with opportunities to develop their strengths. The key experiences classify the kinds of knowledge young children are gaining as they interact with florilegium of materials, people, ideas, and events and from this children gain learning skills (Highscope.UK, 2010)Holt (2007) experienced that parents have a key routine in childrens learning, therefore home visits were set up, so teachers can suggest ideas about children development and learning. As a result, this became a unwashed process and this gave parents an opportunity to share information about their childs interest to the teachers. (Holt, 2007)The results from the project showed that children made huge tone of voice in improvin g their IQ scores when they were entering into mainstream school. Weikart said poor children could move on from the pre-school to elementary school better able to engage in traditional education(Weikart,200455)As a consequence from between 1962 and 1967 they decided to follow the children who attended the project and their education beyond to determine the benefits of HighScope throughout their life. The information about one hundred and twenty three students were collected annually from the age of three to eleven and then at the age of fourteen, fifteen, nineteen, twenty-seven and finally forty. (Holt, 2007) After each data was collected, staff analyzed the information staff wrote a complete official report. The findings of the program effects through age 40 and the areas of education, scotch performance, crime prevention, family relationship and health. (L. J. Schweinhart, 2005)The HighScope approach follows five basic principles that support the practice. This helps the practit ioner when they are using the approach with the children. The five principles are spry learning, Adult and child interaction, Daily Routine, Learning environment and, Assessment (Holt, 2007).Active learning is when children learn by being active and by engaging with other people, materials, events and ideas that immediate and purposeful to them. Each aspect of the HighScope Approach supports active learning. (Highscope.UK, 2010)Adult and child interaction is adults working with children and providing them a true(p) environment for the active learning to take place. They also work together to support with childrens learning. (Holt, 2007) Children achieve more when they feel happy and determine therefore HighScope practitioners bring trust to their relationships with children and they respect and value each childs ad hominem and cultural identity. (Highscope.UK, 2010)Daily Routine permits a structure within which children to choice and to follow their interests. This gives the c hildren the sense of shelter they need to make choices and to take risks. Firstly, the Plan-Do-Review sequence is unique to the HighScope curriculum. It includes a time which children plan what they want to do then it is a work time for children to carry out their plans or they can start rising activities that interest them. Then it is a period for reviewing with adult and other children what theyve done and learned. Small-group time is based on childrens interest and skills. Secondly, small group activities where children meet with adults and during this time children and adult experiment with materials, try out new skills, and solve problems. Thirdly, large-group time this is when up to 20 children and 2 adults come together for group and music activities, interactional storytelling, and other shared experiences are shared with the children. (HIGHSCOPE, 2010)Learning Environment support activities and resources that give confidence to children to check up on and imagination an d gives them plenty of space to move around and give the children opportunity to develop their co-ordination control and take their confident. (Holt, 2007)Assessment gives out multiple purposes which are It looks at meaningful educational outcomes, it gather information and provide truthful information that can be used for individual child planning. Assessment can be used to assess children to see how they are developing and to determine how the programs children attend contribute to the childrens development. (HIGHSCOPE, 2010)The conclusion from the HighScope research is that children across cultural and from different socio-economic backgrounds benefit from the HighScope Approach. This approach is seen as an investment in a childs approaching life and as an investment in the future welfare of society. (Highscope.UK, 2010)The Montessori and the HighScope approach both are direction on teaching the children of the future. There are hundreds of Montessori schools established worldw ide (Isaacs, 2007). The mission of HighScope UK is to bring the HighScope Approach to adults working with children from birth to adolescence through the provision of high quality support and nationally and internationally accredited training. (Highscope.Uk, 2010) The HighScope approach and Montessori approach are play based for this reason learning environment is important to both approaches. The environments are arranged according to subject area therefore children can play freely. (Montessori, 2009) HighScope believes the outdoor space as equal to the indoor learning environment. (Holt, 2007)From both approaches children decide how they want to learn. HighScope Believe that children gain confidence, initiative and have sex of lifelong learning when involved in well supported activities of their own choosing (Bell, 20045) At Montessori school children are given the material and they can work independently or with their friends. (Isaacs 2007) However, in a Montessori school the tea chers role is to observe in order to connect the child with the suitable materials (Goffin Wilson ,2001). Whereas the HighScope is shared control is essential to how adults and children interact. (HIGHSCOPE, 2010) In HighScope, childrens creative exploration is encouraged which leads to pretend play, while in Montessori, practical life work was relates to the real world. Montessori assessments are by portfolio and the teachers observer and keep record of children. They verify if the system is working or not by achievement and behaviour of the children, their happiness, maturity, kindness, and of learning and level of work. (Montessori, 2009) On the other hand, HighScope use Plan-do-review were children are encouraged to plan the methods they are going to work with then carry out their plan and review with their teacher.In 2003 government published Every Child Matters influenced by the HighScope and followed by EYFS from September 2008, is to help young children achieve the five out come which are to staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic upbeat by setting the standards by ensuring that every child makes progress and that no child gets left behind. Providing for equality of opportunity is by ensuring that every child is included and not disadvantaged because of ethnicity, culture, religion, family background, learning difficulties or disabilities, sexuality and ability. Creating the framework for partnership working with parents and professionals and all the settings that the children attend. Improving quality and consistency in the early family sector through a worldwide set of standards which apply to all settings. Laying a secure foundation for future learning through learning and development that is planned around the individual require and interests of the child. EYFS is compulsory to all early year settings. (The EYFS Statutory Framework,2008).The EYFS principles Approach are A Uniqu e Child recognising that every child is a competent learner from birth. To focus around development inclusion preventive and health and well-being.Positive Relationships loving and secure relationships with parents and/or a key person.Enabling environments to supporting and extending childrens development and learning and focus on observation, assessment and planning. Learning and Development recognises that children develop and learn in different ways and at different rates. (The EYFS Statutory Framework,2008).There are six areas covered by the early learning goals and educational programmes which arePersonal, Social and Emotional Development Communication, Language and Literacy Problem Solving, Reasoning and Numeracy friendship and Understanding of the World Physical Development Creative Development. All these goals are equally important and they all depend on each other to support to child development. (The EYFS Statutory Framework, 2008)The EYFS use sensory materials to teac h children in setting this method was influenced by the Montessori approach because this approach values childrens imaginative interpretation and teachers descry that materials in the Montessori environment, such as sand trays, chalkboards, and language cards encourage childrens independence. (Montesori,1995) Montessori also believed that children environment should be comfortable therefore they should have child-sized chairs and table. This was inspired by the early years setting. Montessori Method was based on personal development rather than skills. From self discovery and social development children learn to respect the work of others in the environment as they consistently encounter situations (Montessori).Whereas the EYFS and the HighScope approaches were high structured and planned for children to get ready for school and world of work. According to Nursery World (2010) children will be assessed with new readiness for school at the age of five, linked to the EYFS profile. Wh ereas, the EYFS and the Montessori approach ensured that every child was include in their approach. However, the HighScope approach lonesome(prenominal) looked at the lower class society especially African American children. (Holt, 2007) EYFS, HighScope and Montessori approach are all play based curium. Children are given the opportunity to take care of themselves, each other, and the environment. (S.M. Stephenson, 2010) However, on the EYFS teaches what can be assessed rather what is worth learning. For example children cannot be assessed if they are happy or not by doing a particular activity. Like the EYFS the HighScope classroom has a regular routine. This is ensuing certainty to help children understand what will happen next and encourage them to have control in their classroom. From these approaches we notice that HighScope and Montessori approach influenced in the EYFS.