Critically analyse two curriculum pedagogical approaches Essay Example

Critically analyse two curriculum pedagogical approaches Essay Example Critically analyse two curriculum pedagogical approaches Essay Critically analyse two curriculum pedagogical approaches Essay The intent of this essay is to critically analyze two curriculum pedagogical attacks. The two attacks that will be discussed in this essay are Reggio Emilia and Montessori. There will be an in-depth analysis of the two doctrines and how they are different or similar to each other. It will besides include the differing positions on the image of a kid, function of the instructor and the inclusion of parents and household. There will besides be some treatment on the critics of both attacks and the relevancy to Te Whariki. Reggio Emilia ( RE ) is a little metropolis in the Emilia Romagna part of Northern Italy. After the Second World War the people of RE desperately needed to construct their lives, non merely materially, but besides socially and morally. In this clip there was a powerful force behind the development of early childhood services ( Thornton and Brunton, 2005 ) . The adult females wanted to construct a preschool to supply a new signifier of instruction that the following coevals would non digest inequality and unfairness. There was a strong sense of hope for the hereafter originating from the hardship of the past ( Thornton, 2005, p4 ) . The Reggio doctrine was developed and shaped by the societal and cultural influences in the country. Loris Malaguzzi was the inspiration behind the educational experience in Reggio Emilia. Maria Montessori was born in the twelvemonth 1870 in Central Italy. Harmonizing to Standing ( 1957, p45 ) Montessori was a strong minded, vibrant and determined kid, exposing the sort of independency so extremely valued in Montessori schools to this twenty-four hours . Montessori graduated as a physician in 1896 and was the first adult female in Italy to make so. In her early clinical experience she became a protagonist of societal reform, chiefly as it related to the well being of adult females and kids. She argued that heightening the quality of the environment in which kids lived was a manner of extinguishing poorness, inequality, unwellness, and criminalism. This statement became the foundations of Montessori s life s work. In 1907 she opened a school for slum kids. The school was called Children s House . It was an environment in which in kids from the slums were progressing quickly in larning. She than decided to abandoned her medical/academic callings and devoted her life t o advancing her educational method ( Feez, 2010 ) . Malaguzzi was a societal constructivist and was influenced by some of the most renown progressive pedagogues and psychologist such as Piaget, Vygotsky, Bruner, Rousseau, Pestalozzi, Montessori, Dewey ( Edwards, 2003 ) . Malaguzzi includes Vygotsky s construct of Zone of Proximal as important to the foundations of kids teacher relationships. There is besides a value for the operation of idea and linguistic communication together in constructing symbolic representation of ideas, thoughts and feelings ( Berk, 2007 ) Malaguzzi believed that kids were social from birth, full of intelligence and active adventurers ( Gandini, 1997 ) . Montessori was influenced by the work of Rousseau, Pestalozzi, Itard and Seguin. Montessori s involvement was more practical than theoretical, but her theoretical position was based on Rousseau s work. Like Rousseau she argues that kids think and learn otherwise so grownups. Montessori instruction gives kids freedom to research the environment through their senses but they are given small external counsel on what to pay attending to and how to believe about finds ( Feez, 2010 ) . To happen an attack that provided chances for freedom and at the same clip assisting kids adapt to society, Montessori looked at the work of Gallic physician Itard and Seguin. It was Seguin method which Montessori used successfully to learn deficient kids in the 1980s, and when she used the same attack in 1907 to educate street kids she was amazed at what unfolded. The RE doctrine was influenced by Malaguzzi. Malaguzzi emphasises that the theory which provides the underpinnings for the Reggio attack requires on-going communicating and duologue, instructors as co-researchers alongside kids, and revisiting thoughts, ushers and pattern. Children are seen as a community of scholars . It recognises the importance of ways in which kids learn and see each kid as gifted. Children with disablements have the full engagement into the construction and are spoken to as children with particular rights ( Gandini, 1997 ) . In the Reggio attack there is no preset course of study. Short term and long term undertakings are developed from kids s involvement, first manus experiences and their on the job theories about the universe ( Rinaldi, 2006 ) . Childs are encouraged to turn in competency to stand for and symbolize thoughts, feelings through any of the 100 linguistic communications. The instructor follows the kid s involvement and do non supply instructions for reading and authorship, nevertheless they promote emergent literacy as kids manipulate and communicate thoughts and feelings. As kids progress through the infant-toddler Centre, or preschool, they stay with the same instructors. This provides chances for a strong relationship between the staff, kids and their households to be nurtured over the long period. The RE attack identifies the environment as a 3rd instructor between kids, parent and instructors. Malaguzzi describes the physical environment and the handiness of resources as the merchandise of complex interactions, many of which can be realised merely when the environment is a to the full take parting component ( Thornton, 2005, p43 ) . Teachers in a Reggio Centre provide amiable environments which encourages geographic expedition, exchanges, and communicating. Montessori believed that her teaching method was based on logical, scienctific enquiry. Harmonizing to Montessori, from birth to three is the clip of the unconscious absorbent head whereas age three to six is considered as clip for the conscious absorbent head . In both these times, the kid seeks centripetal input, ordinance for motion, order and freedom to take and research deeply with reading in a carefully planned environment which encourages the kid to take good. In a Montessori schoolroom kids are in assorted groups crossing from birth to three old ages and instructors move with the kid through the three twelvemonth rhythm ( Feez, 2010 ) . The exercisings of practical life accomplishments are an of import portion of the course of study. It is based on ways people in the civilization relate to each other socially, every bit good as ways in which they complete mundane undertakings. Language besides relates to the exercisings of practical life, as kids use it in different ways to interact and pass on with others. In a Montessori position any resource that is unrelated to the educational intent of stuff has a possible to deflect and confound the kid ( Feez, 2010 ) . Children have limited freedom to what they can and can non make in a Montessori schoolroom, for illustration to be riotous, aggressive and disorderly. The Montessori environment is planned in front of clip to guarantee that kids have every bit much freedom and independency as possible. The attack emphasises on existent things in the environment which requires custodies on interactions. A Montessori schoolroom allows chances for meaningful acquisition in self chosen activities, and purposeful activities which requires concentration ( Feez, 2010 ) . The Reggio position of the kid is cardinal to its doctrine. The kid is referred to as a rich in possible, strong, powerful and competent . At the Centre of the teaching method is the kid who is confident in constructing relationships ; who holds his or her ain values ; who wants to be respected and valued for himself every bit good as keeping a regard for others ; who embodies a wonder and unfastened mindedness to all that is possible ( Thornton, 2005 ) . Childs are encouraged to develop their ain on the job theories of the universe and to research this in greater deepness. Children thoughts are respected so that kids feel fearless to do errors or retracing their thoughts. Self assurance and self image is fostered through treatment which promotes creativeness. The impression of the 100 linguistic communications was Malaguzzi s reading of recognizing the value of all signifiers of look and communicating in which kids interpret the universe and stand for their thoughts and theories. Montessori doctrine position kids as intelligent, active, world based ego regulation and ego righting. Montessori believed that in order for them to populate a quality life, they need to be prepared as competent, responsible and adaptative citizens who are life long scholars and job convergent thinkers. Children s free chosen activity is regarded as work . Through a Montessori lens kids s plant is seen as orientation towards future accomplishments and play that involves purposeful attempt and concentration. Montessori s position on penalties and wagess to do kids pay attending were regarded as forced and unnatural . She saw it as a signifier of bondage from which kids needed to be released ( Feez, 2010 ) . The instructors in both attacks portion a common end in childrearing. They both regard themselves as raisings, spouses and ushers to kids. They depend on the environment as a pedagogical tool which is carefully prepared and aesthetically delighting. Partnership with parents is extremely valued in both attacks. However their contrasting position on a kid s acquisition has lead them act different functions in a schoolroom. Reggio instructors are seen a scholar, enthusiastically seeking new cognition aboard kids. Children and instructors are seen as co-researches in mundane procedure instead than a specialized activity. They provide tools, stuffs, resources and supply aid when needed. Each category has two instructors who work collaboratively as a squad. The instructors plan in coaction with the pedagogista and the aterlierista. The pedagogista helps keep high quality criterions whereas the aterlierista promotes expression through different signifiers of media and symbol systems ( Vecchi, 2010 ) . Malaguzzi suggest that one time kids are helped to comprehend themselves as writers and intercessions, and to happen the pleasance of enquiry, there motive and involvement will spread out ( Edwards, Gandini, Forman, 1998 ) In a Montessori schoolroom instructors are considered as directors which refers to person who guides and draws others together. The function of the manager is to supply a prepared environment and connect kids with it. Montessori besides emphasised the function of an pedagogue as an perceiver instead than teacher. The method of observation still remains an of import constituent of Montessori teacher preparation boulder clay this twenty-four hours ( Torrence and Chattin-Mc Nicholas, 2009 ) . The purpose of the instructor is to assist and promote kids to be independent, derive assurance and adherent so that there are minimum grounds for instructors to step in ( Feez, 2010 ) . Teachers give kids lessons ( besides called presentations ) to demo kids how to utilize stuffs or how to move in the environment. Children are free to take activities after they have had a lesson on how to make the activity. They intervene every bit small as possible to let kids to do good picks. In both attacks parent/families play an of import portion in their kid s acquisition and development and are seen as spouses alongside instructors. They are included in all determinations refering their kid and their input is extremely valued. Parents receive extended description about their kids day-to-day life and advancement. Portfolios and other signifiers of kids work possibly displayed and sent place as cardinal intervals and passages ( Edwards, 1998 ) . Respecting relationships are considered one of the most indispensable constituents of the RE attack. The relationships established between parents, kids and instructors are cardinal elements in supports kids s acquisition and development. Relationships are built on reciprocal, necessitating common trust and regard. The Reggio term the teaching method of listening accents listening as openness and craft to value the point of others. The first preschools were founded by the parents as a symbolic of hope and desire of better hereafters for their kids. Therefore parental engagement has ever been of import portion of the Reggio attack. At the clip a kid enters an infant-toddler centre/preschool, the parents are considered as active participants in the on-going educational procedure. The programme is designed to do households experience at place and an of import portion of the construction. This gives educators the chance to acquire to cognize households and understand their alone position of their ain kid. The Montessori attack includes parent/families in larning that concerns their kid. Strong relationships are established between instructors and parents to follow the kid s advancement in place and schoolroom. Regular duologue and written feedback gives parents information about their kid s experiences and larning. Teachers provide suggestion on how parents can go on to utilize the Montessori attack at place. Parents are welcome to borrow resources and books and have many chances to larn about the Montessori doctrine and pattern. One unfavorable judgment to the RE attack is sing the function of instructors as co-researchers along side kids. Malaguzzi called this unfastened reappraisal method a circle of thought . The thought that kids learn through interactions and geographic expedition of thoughts with pedagogues is regarded as thinking critically about hard inquiries instead than problem work outing . Another unfavorable judgment is placed on the importance of the environment in the Reggio attack. The environment is referred to as the 3rd instructor . It is argued that if the Reggio focal point is on kids and interactions and the usage of infinite farther encourages and supports this interactions and that the course of study is adaptable to the altering involvement to the kid, so excessively does the design and environment alteration. Therefore the environment is a ship of gesture instead than an unchangeable landmark ( Rinaldi, 2006 ) . It is argued that Montessori instruction does non let kids the chance for learning to larn . In a Montessori position a kid had learned when they right finished the activity. It is an terminal province reached when the undertaking is mastered. Harmonizing to Crain ( 2011 ) in the real universe kids need to larn how to larn, to rapidly accommodate to altering environments and to make new environments. The Montessori attack does non let for critical thought or geographic expedition it is instead a method of flawlessness. Freedom for enterprise and creativeness is limited. Teachers have house regulations about how undertakings are done, and a kid finds a manner to pull strings the stuff which they are happy with, the instructor would non see this satisfactory. The instructor will so promote the kid to maintain working on the same activity until is completed the manner it should be. This hinders kids imaginativeness and creativeness ( Gardner, 1966 ) . Finally, both attacks make important links Te Whariki. The rules of Family and Community and Relationships shows relevancy to both attacks as parent/family are considered partners in the acquisition of their kids. The strand of good being and belonging is apparent in both attacks, as instructors support each person kid larning and development. Well being ( Goal 1 ) supports the Montessori pattern of practical accomplishments where the kids learn ego aid and self attention accomplishments ( Ministry of Education, 1996 ) . The strand of Contribution supports RE pattern to research as groups or persons. Each kid has the chance to show their thought. Group undertakings encourage kids to larn with and along side others. The strand of Communication relates more to Reggio Emilia, than it does to Montessori pattern. Communication and duologue is an of import tool which instructors use to widen kids s acquisition. Teachers support and let kids to be originative and expressive. This end of non verbal and verbal communicating shows relevancy to the Hundred Languages ( Edwards, 1998 ) . The strand of geographic expedition is besides more relevant to the Reggio Emilia attack than Montessori, as Montessori is more structured and undertakings are demonstrated on how it should be done , therefore it does non truly let for geographic expedition. Exploration is seen a critical construct in the Reggio attack as instructor recognise the of import of self-generated drama and let kids to follow their involvement in more deepness. Teachers become co-researchers with kids to develop working theories and do sense of the universe ( MOE, 1996 ) In decision, RE and Montessori are both child-centred attacks and have many similarities every bit good as differences. Both attacks were established to turn away from violence/war and to give kids the chance to gain their full potency as originative, intelligent persons. In both attacks kids are viewed as active spouses in their ain development and acquisition. The environment serves as a pedagogical tool for instructors to supply an aesthetically delighting environment which provides kids with freedom and chances for geographic expedition. The instructor plays an of import portion in both attacks ; nevertheless their contrasting positions on the nature of kids and their learning take them to move different functions. A Reggio Teacher regards themselves as co-researchers alongside kids, whereas a Montessori instructor sees themselves as a director or observer . In both attacks parents are seen as equal spouses in their kid acquisition and development. Overall, the Reggio Emilia attack provides kids with chances for unfastened ended geographic expedition, whereas the Montessori attack is more structured and aims to supply chances for kids to take freely and derive independency.