Curriculum Steiner Montessori

course of instruction Steiner MontessoriIntroductionAs with approximately things in education, there is no agreed definition of curriculum. The delegacy we understand and theorise it has altered over the days. A useful beginning plosive consonant for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard take shape on the subject. Kerr (Kelly 1999, p.10) defines curriculum as All the schooling which is jutned and guide by school, whether it is carried on in groups or individually, inside or away(p) school.There be many theorists who film studied squirt reading and founder designed curriculums from their own theories which they think leave behind offer the best education environs. This report bequeath only im eld three of various current curricula but offers an insight of how there is no real right or wrong way of how a barbarian meditates.The report will take a look at the Steiner order acting, the Montessori mode, and finally it will discuss the uplifted r distributivelying method acting, a more(prenominal) recently developed method. It will in any case will examples on how some of the ideas of these methods atomic number 18 being interconnected into another(prenominal) kid c atomic number 18 seetings and curriculums.The Steiner MethodThere is over eight hundred Steiner schools world wide. The Steiner method is based on the philosophies of Rudolf Steiner and the education emphasises personal responsibility and social awargonness. The primordial aim of the education is to equip young people emotionally, spiritually and intellectually, non only to meet the future but to frolic an important trigger off in shaping it.According to Steiners philosophy, man is a ternary being of spirit, soul, and body whose capacities unfold in three developmental stages on the path to handsomehood early babyhood, middle childhood, and adolescence. Steiner education differs from the mainstream in a nu mber of ways.In a Steiner school there is no Hierarchy, teachers and parents treat along together. Children do non start formal education until they are six or seven years old and they accordingly sting with the same teacher for seven years. The teacher works with the students parents, often visiting the family home to allow parental involvement. Classrooms are fill up with inherent and organic corporals.In a Steiner nursery, children typically play with naive unfinished, wooden toys rather than bright plastic mavens, to allow their visual sensations to develop. A Steiner schoolroom would squander few books and few com puters. The Steiner philosophy dictates that screen images hinder the development of thought and imagination. Colour is important to Steiners educational philosophy for helping childrens imagination to thrive so pupils are instructed carefully as to how to proceed with the colour spectrum (Lewis 2001).The ample difference between the Steiner method and other methods is that learning is contained by the teacher rather than the child. There is a huge emphasis on creativity and teachers will show children how and what materials they use. Teachers stress tangible development through a ritualised dance form called eurhythmy. other primary principle of the Steiner method is children do not start reading until their pornographic teeth have erupted, usually around age seven, which, according to Steiner, shows the childs readiness to start formal education. Delayed reading is oneness(a) of the most controversial issues surrounding Steiner education, and there is concern from some educators that children may miss out on their literacy and reading windows (Mogensen 2004).The Steiner method is one that is hugely different to other methods used in harborries and schools therefore it is some successions punishing to reassure quasi(prenominal)ities in other educational institutions. However you burn rule similar theories in the Mon tessori Method. The use of natural materials and the calm setting is one of the main principles that link the two methods. I have seen this in coif at a Montessori primary school. The school was real quiet, and lots of toys and learning materials were made of wood and other natural materials.The school also adopt some of the creative ideas that Steiner follow. They let the children make their own story books instead of reading published books with ready-made images, which encourages the child to use their imagination more widely. I think this is a great idea, as children are not tainted by a particular image of a person, animal, bearing or environment. tympanum Nursery, who follow a 3-5 curriculum, hold regular meetings with parents to swear them of their childs development, and they also give parents opportunities to observe their child in the nursery. This promotes parental involvement, which is another of Steiners main principles.The Montessori MethodThe Montessori Method is an educational method for children, based on theories of child development originated by an Italian educator, female horse Montessori. The method accommodates all ages of children but it is applied primarily in preschool and elementary schools. It is an alternative type of method that harnesses the childs natural ability to learn and is built upon the idea that children develop and think other than than adults.The Montessori Method supports all aspects of the Childs personal and social development. From the moment the child enters the classroom, each step in his education is seen as a progressive grammatical construction block, ultimately forming the whole person, in the emergence from childhood to adulthood. All tension is on the directs of the child (Hainstock 1997, p.xiii).One distinguishing feature of the Montessori at the preschool age is that children direct their own learning, choosing among the sections of a well structured and stocked classroom including practical li fe, sensorial, Language, Math, Geography, Science and Art. The Practical Life area is especially for the very young child and teaches them how to care for themselves and their environment.Here, a child will learn to dress themselves, to pour, to wash a table, and to properly wash their hands, among other things. The sensorial area allows them to use their senses to learn about the world. Here, a child will learn to judge different heights, lengths, weights, colors, sounds, smells, shapes, and textures. The language, math, geography and science areas show a child with aids for their intellectual development. Exercises in body movement advocate their physical development and their awareness of their body and what it can do. Many Montessori schools take such areas as music, art, dancing, sewing, wood-working and foreign languages to further enrich a childs total development (Montessori 1912).In a Montessori school, a child teaches himself through their use of the specially designed Montessori materials. These are attractive, generally simple, child-sized materials that are self-correcting, that is, if a child makes an error, they can see it by looking at the material itself in this way no adult is needed to point out their mistake and perhaps injure their self-esteem. The child learns to work solely and with others in a Montessori school.A child learns to follow the class found rules and may often remind other children to follow them as well. Because they can choose their own work and do it at their own pace, a child has many opportunities for success the Montessori classroom is non-competitive. They will also have access to plants and animals and will help care for them. The Montessori classroom is an attractive prescribe in which a child can be clean-handed from adult domination and can discover their world and build their mind and body.The Montessori Method is unique. It is based on a sensible balance between granting immunity and structure specificall y designed for the young child. It provides a pleasant environment with carefully devised materials that meet the childs natural needs. It provides the overall counseling of a thoroughly trained teacher. The role of the teacher is to introduce children to materials and rest a silent presence (Montessori 1912, p.371) in the classroom. Montessori gives a child a strong basis, in their most formative years, for developing into a well-rounded, responsible, halcyon and fulfilled adult.From my experience in Kettle nursery, I can see how the curriculum incorporates some of the ideas that the Montessori Method follows. For instance, the children are fully encouraged to do things for themselves, and lead their own play and learning. The adult is to only serve as an assistant by supporting and extending their learning through play.They are also encouraged to blanched up after themselves washing up their bit dishes, cleaning the tables and tidying away materials once they have finished us ing them this is a very similar idea to the Montessoris practical life idea. Another body process that allows children to experience practical life is when as soon as they enter the nursery they are expected to remove their outdoor(a) garment and shoes themselves, and at the end of the solar day they are expected to put it back on themselves.The game orbit MethodThe proud stretch curriculum was developed in the United States of America in the 1960s. It is one of the most common methods used there and in some other countries. The idea behind High Scope is that children should be involved actively in their own learning. The adults working with the children should see themselves more as facilitators than supervisors.The High Scope method is an active learning approach. This means students have direct hands on experience with people, objects, events and ideas. Childrens interests and choices are at the smell of High Scope based programs. They construct their own humpledge thro ugh interactions with the world and the people around them.Children take the first step in the learning process by making choices and following through on their plans and decisions. Teachers and parents offer physical, emotional and intellectual support. In active learning settings adults spread out childrens thinking with diverse materials and nurturing interactions.High Scope has unique features that specify it from other early childhood programs. One is the daily plan-do-review sequence. Research shows that preparedness and reviewing are the two components of the program day most positively and importantly associated with childrens scores on measurements of developmental progress.This three-part sequence is unique to the High/Scope approach. It includes a short small group discussion during which children plan what they want to do during work time (the area to visit, materials to use and friends to play with). They are then given to time to carry out their plans and then they meet up again for another group discussion for reviewing what they have done and what they have learned. In between do and review children clean up by putting away their materials or storing unfinished projects. Children are very active and purposeful during do time because they are act activities that interest them. They may follow their initial plans but often as they become engaged their plans shift or may even pitch completely (High Scope Educational Research Foundation 2007).The High Scope method also operates group time. Small group time is a chance for the children to meet with an adult to experiment with materials and solve problems. Although adults choose the legal action to emphasise a key experience, children are forgo to use the material in any way they want during this time. Large group time is the time where children and adults come together for movement and music activities storytelling and other activities. Children have many choices and play the role of leader.I n High Scope programs adults are as active in the learning process as children. A mutual give and take relationship exists in which both groups move into as leaders and followers, speakers and listeners. Adults interact with children by sharing control with them snap on their strengths, forming genuine relationships with them, supporting their play ideas, and helping them resolve conflicts. Adults participate as partners in childrens activities rather than supervisors. They respect children and their choices and encourage initiative, independence, and creativity. Because adults are well trained in child development, they provide materials and plan experiences that children need to grow and learn.Children and adults spend at least half an hour outside every day enjoying vigorous and often noisy play. They are free to make large movements running, jumping, climbing swinging rolling jumping yelling-all with energy. They get a line and they garden. In extreme weather they do large mo tor activity indoors. Transition times are the minutes between other blocks of the day including arrival and departure times.The goal is to make transitions pass smoothly since they set the stage for the succeeding(a) segment in the days schedule. They also provide meaningful opportunities themselves. Children may decide how to move across the floor on the way to small group time. With a consistent daily routine, children know what is going to take place next. It is not unusual for them to announce the next activity and initiate the transition. Snack time allows children to enjoy eating sun-loving food in a supportive social setting (High Scope Educational Research Foundation 2007).Some of these daily routines that happen in a high scope nursery are quite similar to other curriculums. The idea of the child leading their own learning is incorporated into the Montessori Method and the 3-5 year Curriculum. I have seen this work well at Kettle Nursery. Another important element that I have seen in working action was the importance of health. Snack time at Kettle allows children to experience a healthy eating experience including sugar free snacks, fruits and vegetables.It seems to be that in the High Scope Method, the childs health is a very important aspect of the curriculum, which is very similar to the 3-5 years curriculum. Kettle Nursery provides the opportunity for the children to experience play outside each day. They encourage an active lifestyle which again is very similar to High Scope. At the end of they day at Kettle Nursery, the Nursery Nurse also spends a few minutes to discuss with the children what they did that day, this is a teentsy similar to the High Scopes idea of reviewing.ReferencesHainstock, E. 1997. The Essential Montessori An introduction to the woman, the writings, the method, and the movement. New York purloin Books.High Scope Educational Research Foundation. 2007. Curriculum. Online purchasable at http//www.highscope.org/Content.a sp?ContentId=1 accessed 24 September 2007Kelly, A. V. 1999. The Curriculum Theory and Practice. Thousand Oaks Sage Publications.Lewis, G. 2001. Rudolf Steiner. Online Available at http//www.freedom-in-education.co.uk/Steiner.htm accessed 24 September 2007Mogensen, K. 2004. Eyes Wide Open. Online Available at http//www.aeufederal.org.au/Publications/AE/Atmn04pp26-30.pdf accessed 24 September 2007Montessori, M. 1912. The Montessori Method. e-book New York Frederick A. Stokes Company. Available at http//digital.library.upenn.edu/women/montessori/method/method.html accessed 14 October 2007BibliographyScottish Executive. 2001. Curriculum Framework for children 3 to 5. Dundee Learning and Teaching Scotland.Tanner, D. 2006. Curriculum Development Theory into Practice. New Jersey Prentice Hall.Maria Montessori. n.d. Maria Montessori, MD. Online Available at http//www.montessori.edu/maria.html accessed 24 September 2007