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Philosophy of montessori theory
Individual curriculum research paper and group presentation on one of the curriculum philosophies on Montessori
Philosophy of montessori theory
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There are an enormous number of theories about how people learn, assimilate and understand new information. Two of the main theories that underpin Scottish Education and the Broad General Education are Cognitive and Social Constructivism. Both theories emphasise the importance of group or co-operative learning and a progression beyond that of the archetypal classroom whereby the teacher stands at the front of the class and lectures the students. Whereas Cognitive Constructivism allows for learning to take place between the learner and the environment, Social Constructivism also argues that learning is framed through culture, social interaction and the Zone of Proximal Development whereby learning occurs through interaction with a more knowledgeable
Should we teach the flat-earth theory in public high schools? Of course not, right? But shouldn’t schools give students both sides of this debate and teach the controversy? Well no, because there is no controversy, except in the heads of the flat-earthers. A similar feud is currently going on over whether intelligent design, another psuedoscientific “theory” should be taught in public school.
In the novel A Thousand Splendid Suns, the author Khaled Hosseini emphasizes the importance of education in woman. With the importance of education in women comes the endurance of woman. Hosseini displays the endurance of hardships that women face in Afghanistan through his female characters in the novel. In the beginning of the novel, Mariam wants to go to school and be able to learn like other children,“She pictured herself in a classroom with other girls her age.
Artifact Assignment Arpandeep Kaur Sheridan College ARTIFACT ASSIGNMENT Hello, my name is Arpandeep Kaur. I am a student of Early Childhood Education which is a branch of education theory where hands-on hands experience are achieved and which relates to the teaching of young children up until the age of about eight. Being a student of early childhood education, in this assignment, I would like to discuss
Age 7 In America Film Age 7 in America is a film narrated by Meryl Steep about detailed lives of 7-year olds from diverse social classes and ethnic backgrounds in the United States. They are fifteen kids in total. Each place of stay for the kid is mentioned and other details to do with the family status, family structure, and their different thoughts on issues such as drugs and crime, education, the opposite gender, on the future, on the world, and so on. Integrated into the film explanation is Bronfenbrenner’s theory as regards child development.
This theme addresses the question of whether or not children shape their own development. It is evident that the active child theme applies to the subject of infant cognitive development, as infants contribute to their development through the use of visual preferences and observation, interaction with the environment, and through the use of play. The bountiful research in the field of infant cognitive development serves as a confirmation that infants are not as inactive as they were once thought to be. Infants are the pioneers of their minds and they are able to gain a great deal of knowledge through their observation of the world
Some people might argue that a child’s upbringing forms the child’s foundation of life. It forms the child’s identity and its view of life. The upbringing of children is a wide concept because it is never the same. The question is if there is an edge between upbringing and torture. The intention of upbringing is indisputable – you want your children to have a great life and a great future, but perchance certain ways of educating children can cause more damage than good.
A child’s development is based on their environment, ones’ cultures and many other factors but, most importantly it is their connection with their caregivers because a parental love is what will help them grow into the person they are to be. In the film Babies, a 2010 French document showed us four newborns through their first year after birth. Since the babies are from different cultures and are from around the world, the film shows how they were raised, the community they lived in and their everyday lives. Two specific babies that were raised completely different would be Marti who is from Tokyo, Japan and Bayar from Bayanchandmani, Mongolia. Mari lives in an urban area and Bayar lives in a rural area.
In Reggio Emilia approach, there are many strengths as it supports children that a child’s image is viewed as having rights and not just needs and child has been viewed as beautiful, competent, powerful, curious, creative as well as full of ambitious desires and potentials. In addition, it supports children’s individual differences and needs, documentation that Reggio teachers collect about their students and a mix of long- and short term projects which provide students with a deeper understanding of the subject matter. While the strength in Montessori curriculum is children are 5 prepared for the real world, where they work side by side with people of all ages, they develop self-discipline, independence and analytical thinking, all materials in a Montessori classroom have a proper place, and it is the responsibility of each student to properly store their materials when they are done to maintain order, independence is greatly emphasized and focuses on individual intelligences. The weakness point in Montessori and Reggio Emilia Curriculum: There are some weakness point in Reggio Emilia approach such as this approach puts a lot of emphasis on the importance of large space as is considered educational, Reggio Emilia schools are found in wealthy countries and are attended by children from wealthy families while the poor cannot opt for the Reggio Emilia approach, public schools get limited funding while private schools mostly focus on results and not process and also the
It starts with infancy and continues to adulthood. By gaining knowledge about child development, a synopsis of what children can do at various ages can be formed. Following are the three theoretical perspectives of child development: i. Maturationist’s View of Child Development : Maturationism is a premature childhood educational philosophy emphasizing the child as a growing individual in which knowledge exists. Based on Arnold Gessell’s work, maturationists suggest that “genetic factors play a bigger role in development than environmental ones” [8].
Child development is an area of significant interest to professionals who deal with children on a daily basis. It is through child development theorists and their theories that we begin to form an understanding of how children develop emotionally and socially to become fully grown adults in society with a moral and emotional compass/. Teachers need to study child development in order to provide developmentally appropriate educational experiences for children. Health professionals also need to understand this area to support children in their physical, social, emotional and cognitive journey to becoming functioning adults in society. Childhood is a concept that is affected by social context and also by history. Here in the West childhood was not always considered to be a fundamental developmental phase in life with children in Victorian times working from as early as the age of four.
Many theorists discuss ways in which children are developing. Physically, emotionally, socially and language progressions. Within the early childhood sector, the study of children's development is vividly important as teachers learn to observe the children's individual learning patterns and habits. The practical knowledge of how to develop a child further will assist in utilising the children's skills and holistic development to their fullest potential, however, knowing how to practically aid children in the separate developmental domains is also key as individual kids need more help in some areas than others.
Having the right knowledge, skills and experience in understanding how children or young people develop are very important tools for early years practitioners. We must put to mind that each child born to this world is unique; they are born with different characters and their personalities and behaviours are formed and influenced by variety of factors. These factors may affect their ways of interacting to the environment and community or setting in which they live in. In my experience as a child care practitioner most of the time, adults mainly focus on the physical development of a child and so quick to base their conclusion or judgement on the physical aspect.
The success of this program can be attributed to one of its main principles where there is a strong parent-teacher-community cooperation, as Gandini said (2003), “Education has to focus on each child, not considered in isolation, but seen in relation with the family, with the other children, with the teachers, with the environment of the school, with the community, and with the wider society” (Values and Principles of the Reggio Emilia Approach section, para.
The purpose of education is to create the “catalyst”, - the interest, the imagination, the self-confidence, the enthusiasm for further knowledge that helps a person grow beyond what they believe they can be. Education should help develop skills and knowledge, so students can be productive members of society. The more knowledge you have, the more opportunities you have in life. I think back to my childhood and the teachers that made an impact in my life. I want to be that catalyst for students.
