MONTESSORI PROGRAM A Developmentally Appropriate program is based on theories of child development, understanding the individual needs, strengths and weaknesses of the child obtained by observation of the child and the child’s interests, cultural and socioeconomic background as defined by the society, family and community he comes from, and by assessing what is individually appropriate for each child. The Montessori Approach to education succeeds because it is based on developmentally appropriate practices to help the wholesome growth of the child. The curriculum is based on keen observation of the child and his interaction and experimentation with an environment specially constructed and prepared for his optimal development. Dr Maria Montessori is a pioneer in the development of a learning and teaching philosophy that could be defined as revolutionary. At a time when the accepted traditional methods of teaching were more adult directed, the Montessori Method focused on child directed learning.
Good communication skills form a critical element of early childhood education. Communication consists of two main styles: Verbal and non-verbal. These styles of communication form the foundation of effective teaching and learning within the early childhood forum. A good early childhood educator will enhance learning and development with an extensive knowledge of both the verbal and non-verbal elements of communication. An early childhood educator will understand what constitutes good communication and the positive impact this can have on effectiveness of a successful learning environment.
The elementary years are full of major milestones of both cognitive and social development. These elementary milestones as described by Piaget include primarily the concrete operational stage where children develop logical thinking skills including the ability to distinguish personal thinking skills (Bukatko and Daehler, 2012). Elementary educators and care givers have a responsibility to provide and environment rich in play and peer interaction as well as focused on the appropriate zone of proximal development, pushing towards the development of higher level thinking skills. Beginning with play, specifically through "rough and tumble play” young children gain an understanding of social cues as well as contribute to cognitive development (Bjourkland, 1998). There has been a trend in school in both North America and Great Britain to minimize the amount of recess in favor of increasing academic time.
Throughout the history of early childhood education educators have used various theorists’ theories to develop children’s learning and development. One of the most significant theories is the socio-cultural theory by Vygotsky. His theory consists of how private speech is used by children and the importance of the zone of proximal development. Vygotsky’s theory is well used in the education environment today and educators use it to be able to provide activities that aren’t too difficult for the children to engage in. Therefore Vygotsky’s theory has enabled educators to have a better understanding of how children learn and develop.
According to our class textbook, social and emotional developments are considered to be two different types of development but go together when looking closely at the development of a child. Throughout this paper it will be examined how social and emotional development is critical to a child’s development and the reasoning behind why research has proven this to be true across several different countries around the world. (Arbegast, H. W. (2010). Primarily focusing on emotional regulation, availability, support, and social learning theory. The importance of interacting with your children at a young age is beneficial for children who are developing, as this will impact their outlook on future relationships.
Play is a primary learning tool that allows children to develop, and is the key pedagogy used by early childhood educators to support and enhance development (DEEWR, 2009). These principles acknowledge the child as a capable, resourceful learner who plays a critical role in directing their own play (Kearns, 2010). Curriculum for infants and toddlers should be open ended and flexible so as to enable changes initiated by the children. When educators value play’s ability to encourage and combine a wide range of young children’s intellectual, physical, social and creative abilities, they follow the EYLF aims of empowering children to view themselves as competent and resilient learners (DEEWR, 2009). The framework is underpinned by the principles that play is a critical tool in promoting learning, children as producers of their own learning and educators as facilitators (Kearns, 2010).
This article is about children’s perspective and how to get valid meaningful information from the child’s perspective about their learning experiences. This paper focuses on a sociocultural perspective of children as learners in their own right and co-constructers of their own meaning of learning (Smith, Duncan, & Marshall, 2005). This article also looks at how children can contribute to and make meaning of their learning and how they express that. Children use meaning-making to make sense of their world through and by the experience of narratives (Wright, 2012, p. 26). By using a sociocultural view of children, they are seen in a positive light that sees them as competent confident learners who can contribute and have a voice.
I believe that the most effective way to teach is to provide opportunities for children to be actively involved in their own learning. Research, projects, group assignments and many other strategies should be implemented so that a child can develop autonomy while developing content mastery. I am of the opinion that children learn best when they can add the material that is being presented to their current framework of knowledge. Integrating new and known material helps cultivate a deeper understanding and encourages prudent skepticism to strengthen their
On the other hand, possible leading question can be given to the learner so that they can identify the reasons for the error or failure, and this kind of learning is a natural way of learning (Kres, 1993). Children have their own perspectives about the event in their life. These perspectives differ among the children as their interaction within the social groups and various cultures (Education, 2008). Thus, learning and experiences will become more meaningful if there is a close relationship between school, families and community (Education, 2008). Education (2008) agreed that collaboration and argumentation will help children in building their knowledge as they reformulate the ideas based on their intuition.