Montessori, Reggio, High/Scope

Montessori, Reggio genus Emilia and High /Scope argon salutees used in early nipperishness education. They atomic number 18 some of the scoop up approaches known so far. The breakers needs are properly believeed, and environ psychological awareness is emphasized. Independence of the fry is also rove into consideration. A sm solely frys independence is nurtured, and is allowed to work as a researcher. In these approaches the teachers become facilitators, partnerand co- memoriseers (Curtis &Ohagan, 2001).Montessori is an approach in early electric s welcomerhood education, which was started by Dr.Maria Montessori in 1900s. She was an Italian physician and educator. It is an approach whose methods are both of educational as swell as methodology philosophy. It involves shallows which are preschools or primary(a) schools in level. It begins with infants and ends at 12th grade. It also lays emphasis on small frys independence and youngsters initiative. Two trained teachers are assigned each classroom (Abbot & May allowt, 1999).In Reggio Emilia it refers to the education based on relationships. It was started in 1963 in Reggio Emilia, Italy. One of its educational philosophies is from which a kid derives focusing as well as inspiration in choosing learning materials and toys. It was maidenly started by people who decided to build their tiddlerrens future by and by or in the past World War II, by interchange the old army tanks and used the m unrivaledy to build pre schools. It is an approach which puts children commencement ceremony and the environment should beautifully designed, inspiring and peaceful. It tries to act as a teacher in its self to children and family (Morgan, 1999).The philosophy of this Reggio Emilia focuses on the child as a leader. The pioneers of this approach tried as much as potential to put themselves in the shoes of the children. It lays a strengthened emphasis on childrens documentation as well as analysis of the child ren, as well as their conversation with friends, schoolmates and teachers.High/ scope approach was started in unify States in 1960s. It is a method of early childhood education which is intimately running of nursery schools or affableergarten. It is common in U.S and other countries. In this approach children are involved actively in their own learning. The teachers in this racing shell hold back themselves as partners or facilitators than supervisors or managers. It is an approach which involves weewee play, sand play, writing, reading, role play e.t.c. Normally children play in minute groupsOne of the attri alonees which I identify is that of laying an emphasis on the childs independence. A nonher one is that of involving or taking a child as a researcher. I believe those 2 attributes would be multipurpose for me to corporate in my teachings and learning contexts. In Montessori they lay emphasis on a childs independence. In Reggio Emilia they take a child as a researche r (Morgan, 1999).In my classroom situation, I expect to let the children experiment for themselves, explore and reason out just as researchers do. On the side of the independence, I expect the children to work independently without any term of enlistment what so ever (Moon, Ben-peretz &Brown, 2000).Independence as an attribute will in the first place help the growing child to grow up into a responsible adult or person. A child becomes psyche who comfortably works on his own, someone who knows what is expected of him or her. Such children by means of this attribute they grow up to know what is al focusings expected of them. They in most cases become loving, responsive and responsible people. The environment becomes somewhere where the children can non ride lost since they do learnt to be independent all along. The teacher in this case becomes a facilitator into responsible parenthood (Morgan, 1999).As an independent person, the child becomes a person of virtues. Someone who lo ves peace, does not associate with violence, someone with a reconstructive mind and essential intelligence. The child remains at peace with temper and God or rather spiritual matters. The child extends to have emancipation of choice. In this case children become social beings as well as people who augment rationality in problem solving. They become co-operative in social relations, they become imaginative and lovers of beauty or aesthetic value. And they tend to have cultural familiarity which is complex.A child becomes an explorer. There is a hatful that exploration has done to valet as such the children in this case develop into effective beings to who help in the exploration of this vast and natural founding. The child becomes curious, intelligent and full of wonder. A child who grows to know founder child and deserves a better place on this planet. Each child becomes precise useful member when they grow up in exploring and investigating. In this case the teacher sca rce nurtures, becomes a partner and a take to a child,. As such children tend to have ready solutions to problems razeing of their own making (Abbot &Maylett, 1999).Another most important thing that a child acquires while being independent is self direction. The children also tend to light confidence and inner discipline. As such the children become able to form normally and live harmoniously with every one as well as their natural environment (Morgan, 1999).The second attribute when the learner is interpreted as a researcher, it remains important because here the learner becomes a thinker. The learning tends to be a continuous thinking. The children tend to question anything they decide they hypothesize solutions, they predict outcomes, they experiment and reason over their own discoveries, as a result they expand their own thinkingThese children who become thinkers, this becomes a strong and firm foundation for them to become philosophers like Socrates. The importance of phi losophy in mankind is widely known and accepted as such this becomes a very important beginning for them. The child tends to have strength, potential and competence. The child also through this attribute tends to make a lot of smell out of the world nigh him.This attribute also gives a child a room to become a better and reliable scientist in future. forthwiths world is a world of science, science has done a lot that is beyond just mere talking, science rules the world, and so the children who establish through this attribute of Reggio Emilia will become very useful members in our society and through the physical interaction with the environment, together with the mental interaction they manage to construct knowledge. Knowledge construction can not come easily to child unless he knows how to experiment and hypothesize (Morgan, 1999).And through this attribute a child does not only become curious, creative, competent, goodish and of full potential, he also manages to realize his rights as well as other opportunities, which way be available. As such the instructor becomes a collaborator as well as a co- learner.This attributes I exhort it for all children who have attained the school going age. It is very useful attribute and it can really do wonders for a young child. When the child grows up and is mature enough to know and understand the world around him he can do a lot both for himself and humanity as a completely.As an attribute that make children think it not only helps them to become philosophers but helps them in their everyday life philosophers are lovers of knowledge and so the children tend to become also lovers of knowledge and people who make headway reaching culture (Curtis &Ohagan, 2001)Another very important part of Reggio Emilia approach, oddly this attribute where the leaner is taken as a researcher is one area of creativity. This attributes makes the children to be highly creative in their learning. It is very come-at-able because tea chers play a very important role of being an without end source of provocations as well as possibilities as such the learners see solutions to their problems and also their curiosity and awareness widen. The teachers also tend to provide related to suffers as well as materials, which the children use in learning, and so this kind of learning does not become an ordinary kind of learning. In this attribute, the childrens emotional needs are also put into consideration.It is therefore a better attribute in a flexible approach. The learner receives from the world so much that his presence is noticed and that he feels respected and valued. And the classroom atmosphere of joy as well as playfulness prevails in this attributes. A strong link is formed between teachers and the learners through time consciousness about three hours are allocated for learners to be with their teachers throughout. Through this the children learn at an early stage in life how to mange their time properly. Th ey develop early some sense for time management (Moon, Ben-peretz & Brown, 2000)As they also consist their memories actively in learning the learner gains a lot by reaching his full potential in a way which could not be thought possible. The child becomes aware of himself as a whole person. An individual able to achieve, do things, reason out and participate actively in any activity given by all teachers is someone with a direction, as such the leaner becomes in a way fully in control of his own destiny (Abbot &Maylett, 1999).Both of these attributes, the one of independence and taking a child as a researcher, have an clear philosophy of idealism. There may be no perfect beings but some people are more perfect than others, and so the grade of perfection that any learner attains though these attributes far surpasses many other attributes in other approaches which are known already.In these two attributes the leaner realizes very strongly about the kind of knowledge which is does n ot come from ones senses. They experience it, and learn it in a better way though these two attributes and so they are the two best for our children who learn through Montessori approach and Reggio Emilia approach.In Montessori, there is a strong emphasis on the school environment, and so is in this best attribute of independence which I have selected, in this case This system does not deduce that a child already knows everything. It believes, in teaching and letting the leaner know what he does not know. And so the student grows knowing that these are other things to learn or know. The case is the same with the Reggio Emilia approach the two systems consider the learner as the most important person and so everything that is to be taught must also be important and useful to the learner even after school.In both of these systems the teachers sweat and struggle to see into it that the learner becomes a better person in as much as possible, and so it should not matter to parents whethe r these systems are expensive or not. The parents should know that they pay off for what is worth being paid for. (Morgan, 1999)The two systems are obviously instead outstanding in their attributes and so they deserve to be emulated by all. They pageant some unique understandings and for sure I recommend them for any parent. downstairs the two approaches there is just a lot that has been taken alimony of. If there is any known safety of the lives of our young ones, then it is in the two attributes of Montessori and Reggio Emillia, which are discussed in this report (Morgan, 1999).If only we can all assume that our children do not know everything, then we shall always have something to teach them. Just as the two systems assume and they are the best after comparing them with others.References Abbott, L and Maylett, H (1999) Early Education change Former press. LondonCurtis, A and Ohagan, M 2001) Came and Education in Early childishness A Student Guide to Theory and practice. Rountledge Falmer. London and New YorkMoon, B, Ben peretz, M and Brown, S 2000) Routledge inert national Companion to Education. London and New York.Morgan (1999) The sight of Early Childhood Education Bargin & Garvey Westport London.