Diploma In EarlyChildhood

Semester 5 2021

52114

PRINCIPLES OF TEACHING AND LEARNING IN EARLY CHILDHOOD

EDUCATION

MATRICULATION NO : 010611070112001

IDENTITY CARD NO : 010611-07-0112

TELEPHONE NO : 016-3289169

E-MAIL : [email protected]

LEARNING CENTRE : Pulau Pinang Learning Centre

CONTENTS
1.0 Intorduction history of the Montessori, Waldorf and Reggio Emilia .............................................3
1.1.1 Intorduction of Montessori.................................................................................................................3
1.1.2 Introduction of Waldorf.....................................................................................................................4
1.1.3 Introduction of Reggio Emilia............................................................................................................4
1.2 The objective of the assignment...........................................................................................................5
2.0 Underlying therioes.............................................................................................................................6
2.1 Underlying by therios by Montessori.....................................................................................................6
2.2 Underlying by therios by Waldorf.........................................................................................................7
2.3 Underlying by therios by Reddio Emilia...............................................................................................7
3.0 Theory Enviroment.............................................................................................................................9
3.1 Theory enviroment by Montessori.........................................................................................................9
3.2 Theory enviroment by Waldorf............................................................................................................9
3.3 Theory enviroment by Reggio Emilia.................................................................................................10
4.0 Teacher roles......................................................................................................................................12
4.1Teacher roles Montessori......................................................................................................................12
4.2 Teacher roles Waldorf.........................................................................................................................13
4.2 Teacher roles Reggio Emilia................................................................................................................14
5.0 Teaching and learning.......................................................................................................................16
5.1 Teaching and learning by Montessori..................................................................................................16
5.2 Teaching and learning by Waldorf......................................................................................................17
5.3 Teaching and learning by Reggio Emilia.............................................................................................17
6.0 The similarity of Montessori, Waldorf and Reggio Emilia............................................................19
7.0 Conclusion..........................................................................................................................................19
8.0 Reference.............................................................................................................................................21
 Nowadays, the most influential early childhood education courses in the
preschool education sector are undoubtedly Montessori, Reggio Emilia and
Waldorf. Montessori is now gradually integrated into mainstream early childhood
education in China, while Reggio Emilia and Waldorf are still in their infancy in
China but while these three courses are widely praised by most people, they are
also questioned by some people. So what exactly are these three courses? What are
the characteristics, and what are the differences? Let me answer for you.

1.0 Intorduction history of the Montessori, Waldorf and Reggio Emilia .

1.1.1 Intorduction of Montessori

Montessori is a young early childhood education thinker and reformer in the
history of education, a female Italian historian, and a student doctor of medicine.
She is also a world-renowned education in the 20th century. The kind of children
and special kindergarten education methods she created have swept the Western
world.

The teaching methods include painting training, sensory training to sports

training, from freedom to development of will, from civilian education to
Aristocratic education has provided a foundation of generations of outstanding
talents for the sustainable development of Western industrialized societies.
Montessori is about children's independence, limited freedom and natural
psychology.

1.1.2 Introduction of Waldorf

Next, Waldorf education is also called "Education towards
freedom" ,which allows children to become people who can "build better
interpersonal relationships and pursue freedom in a responsible manner." The first
Waldorf school was founded by Rudolf Steiner in Stuttgart, Germany in 1919.
 At that time, a German entrepreneur invited Rudolf Steiner to run a school
for the children of his cigarette factory workers based on the results of
anthroposophical research, and named it Freie Waldorf Schule Waldorf School
after the factory because this school was very successful, it was praised by all
sectors of society. At that time, people thought it was a model for future education.
The main original is to provide young people with the foundation needed to
develop their free spirit, moral responsibility and personal comprehensive qualities
with advanced social skills.

1.1.3 Introduction of Reggio Emilia

Reggio Emilia is an educational concept that focuses on preschool and
elementary school. It is a student-centered and constructivist pedagogy that allows
children to learn through self-direction and experience in a relationship-driven
environment. Based on the principles of respect, responsibility and community,
explore and discover through independent courses.

The principle of Reggio Emilia is that children must have some control over
their learning direction. As children grow up, they must be able to learn through
the experience of touching, moving, listening and observing. Children need to
know that they are related to other children and material objects in the world, and
we must allow them to explore.

1.2 The objective of the assignment

i) To analysis the difference/ similarity underlying theories between
Montessori, Reggio Emilia and Waldorf
ii) To analysis the difference/ similarity theroy of environment between
Montessori, Reggio Emilia and Waldorf
iii) To analysis the difference/ similarity teacher role between Montessori,
Reggio Emilia and Waldorf
iv) To analysis the difference/ similarity teaching and learning between
Montessori, Reggio Emilia and Waldorf

2.0 Underlying therioes

2.1 Underlying therios by Montessori

The underlying therios by Montessori is Psychological Embryology.She is

believed that babies are lives with special mental abilities from birth, and they
form their own personalities and abilities by absorbing and learning from their own
environment. If he/she can help him/her to some extent according to his needs at
this stage, his/her personal ability will be greatly improved in the future.

2.2 Underlying therios by Waldorf

The underlying therios by Waldorf is Anthroposophy. It is a spiritual

science founded by Waldorf. It uses scientific methods to study the relationship
between human wisdom, human beings and all things in the universe. Through the
study of nature and all things to improve one's spiritual level to achieve the infinite
strength of the heart.

2.3 Underlying therios by Reddio Emilia

The underlying therios by Reddio Emilia is Constructive psychology.The

main teaching theory is based on the theories of Piaget, Vygotsky and Dewey,
constructivism. The teachers did not prepare the course outlines and lesson plans in
advance, and the curriculum was compiled based on children's interests and
experience.

3.0 Theory Enviroment

3.1 Theory enviroment by Montessori

Montessori's understanding of a prepared environment is that all the
conditions that children come into contact with are conducive to development and
promote their independent learning and exploration to the greatest extent.
There are many activities in this quiet and orderly environment, and children
come and go freely. Children choose their jobs freely and practice at their own
pace. Here, under the guidance of the environment and teachers, children
experience freedom and learn self-discipline.

Children must have the freedom to explore, be able to follow their own
natural growth laws, develop their potential, and enhance their cognition and
understanding of the world they are in.

A prepared environment ensures that children have freedom of movement,

freedom of exploration, freedom of social interaction, and freedom from
interference from others. These will eventually ensure the birth of a greater sense
of “freedom of choice”.

3.2 Theory enviroment by Waldorf

Waldorf education in Germany, mind, and spirit are fully developed and
fully developed, and the former children who destroyed are "perceived bodies".

They do not use wise cognition, but rely on cognition to learn. So Waldorf
ducks in the duck learning. They encourage children not to read or write, but pure
play. They encourage children to get close to the land, and also encourage them to
get close to the land for festival celebrations. Toys that symbolize nature in
Waldorf Gardens specially polished logs, shells, stones, pine cones, walnut shells,
healed, cotton rope, and army.

Healing things. Healing requires images of children. It is necessary to

believe that children can be cured. With natural materials, children have ever-
changing gameplay.

In Waldorf Schools, scientific knowledge is not divorced from the

complementary and indispensable emotional component. Animals and plants are
introduced vividly and imaginatively, but also with accuracy and with constant
regard to the ecological conditions of which they are a part. It is not sufficient to
line up and memorise the dry facts.

3.3 Theory enviroment by Reggio Emilia

Reggio Emilia believes that the natural environment is essential for early
childhood education programs. He called it the "third teacher", together with adults
and other students.

One of the purposes of the static design of the new space is to redesign the
existing space and integrate the classroom space with the surrounding environment
the rest of the school and the community where the school is located.

The importance of the environment lies in the belief that if the environment
supports the “complex, diverse, continuous, and changing relationship between
people, the world of experience, thoughts, and multiple expressions, children can
best create meaning through the environment. , Understand their world. In practice,
kindergartens usually include natural light and indoor plants.

The classrooms are open to the central square, the kitchen can be viewed,
and the outdoor and surrounding communities can be accessed through the
courtyard, large windows and the outer door of each classroom. The entrance is
through use These things attract the attention of children and adults: mirrors (walls,
floor and ceiling), photos, children’s works, and handwritten discussions.

These same characteristics characterize the interior of the classroom, and the
display of project work is scattered with found objects and classroom materials In
each case, the environment is able to involve the viewer.
4.0 Teacher roles

4.1Teacher roles Montessori

We firmly believe that Montessori education has three important factors
that work together: children, teachers and teaching aids.

Each factor is essential and indispensable. We believe that every child has a
lot of talents and talents to be discovered. He is not an empty shell waiting to be
filled by teachers.

Teachers are observers, followers, and guides who introduce wisdom,

thoughtfulness, and experience into children's learning, social, and knowledge
exploration processes.

Montessori education requires special professional teachers, confident and

experienced, who can guide children to become active learners. This also means
that all school decisions must prioritize the interests of the child.

The high-quality and beautiful Montessori teaching aids ensure that learning
activities are loved by children and help them learn happily and understand
knowledge.
 Teachers formulate work plans and behavioral guidance to guide children on
how to succeed within the curriculum framework and school environment. In this
way, every child in the classroom gradually develops good working habits and
strengthens the sense of responsibility and cooperation.

4.2 Teacher roles Waldorf

The Waldorf method of teaching is a unique educational strategy which aims
to create well-rounded students through a broad curriculum, including academics,
art and music education, physical education, and emotional and social education.
The stated goal of the Waldorf Method is to produce individuals able to create
meaning in their own lives.

The Waldorf educational system was created nearly a hundred years ago by
Rudolf Steiner, an Austrian philosopher and scientist. Steiner was familiar with a
philosophy known as anthroposophy, the idea that children who consciously
cultivate independent thinking will be more ready to handle the important natural
and spiritual questions with which philosophers and scientists are concerned. The
Waldorf education was devised to be responsive to the needs of childhood,
including allowing children to set their own pace and use their imagination and
creativity.

The Waldorf method encourages a broad curriculum. Teachers are

encouraged to explore new topics and allow themselves to be guided by the
exploration of the students. This type of teaching encourages learning for the sake
of learning, instead of for the sake of passing an exam or scoring well on grading
rubrics. There are no grades given in a Waldorf elementary school.
4.2 Teacher roles Reggio Emilia

In the Reggio method, the teacher is regarded as the child's co-learner and
collaborator, not just a commander.

Encourage teachers to plan activities and courses based on children's

interests to promote children's learning, ask questions to further understand, and
actively participate in children's activities instead of passively observing children's
learning.

"As a child's partner, the teacher is also in the learning situation" (Hewett,
2001). Some practices of the Reggio Emilia method consciously juxtapose their
concept of teachers as autonomous joint learners with other methods. For
example, teachers’ long-term commitment to improving children’s understanding
is the key to the Reggio method.

They compensate for the scarce pre-job training of Italian kindergarten

teachers by providing extensive staff development opportunities, and the goals are
determined by the teachers themselves. In the absence of a teacher’s manual,
course guidance, or performance test, teacher autonomy is obvious.

It is essential for teachers to become skilled child observers to provide

information for their curriculum planning and implementation.While working with
children, teachers can also collect data. Examine the data later to expand your
child’s learning. Teachers need to maintain active participation in activities to
ensure that children clearly know what "teaching" .They discuss their observations
with them as part of an ongoing conversation and constantly evolve their ideas and
practices. This makes them flexible in planning, preparation and teaching methods.

5.0 Teaching and learning

5.1 Teaching and learning by Montessori

 High-quality education. It's not just looking after children...but the basic goal
of Montessori education, preschool education that occupies the best period, is to
help each child fully realize his full potential in all areas of life.

Montessori education is rooted in three key factors: professional training

of teachers, a prepared environment with complete Montessori teaching aids
and mixed-age classes.

When these factors are available, children will be able to discover their own
talents, gain self-confidence, cultivate friendship, experience the joy of learning,
and get comprehensive development.

Private Montessori kindergartens in Shanghai have professional and

qualified Montessori teachers and a superior classroom environment.

A strong bond is established between each other, and this relationship is

getting better with each passing day. Any achievement requires a strong, solid and
lasting foundation.

This is exactly the opportunity that Montessori education provides. 0-6 years
old is the most important period of education.

Here, the foundation required for success is formed. We will cultivate

outstanding talents!

5.2 Teaching and learning by Waldorf

Waldorf using method of teaching is a unique educational strategy which

aims to create well-rounded students through a broad curriculum, including
academics, art and music education, physical education, and emotional and
social education. ...

The Waldorf method encourages a broad curriculum. Waldorf

education has always had many formal and informal forms of evaluation such as
written school reports, child studies, diagnostic studies (such school readiness
studies, the second grade class study, etc.), many forms of assessment (class
tests, evaluation of main lesson books, dictations and vocabulary).

5.3 Teaching and learning by Reggio Emilia

Reggio Emilia's method of educating young children puts children's natural
development and close relationship with the environment at the center of its
philosophy.

The foundation of Reggio Education Law lies in its unique view of children:
to promote the education of the youngest learners in order to promote the best
integration of children’s "100 languages". There is a belief in this education law
that children have rights and should have the opportunity to develop their potential.

Children are considered "distributors of knowledge", so they are encouraged

to share thoughts and ideas about what they encounter or do in life every day.
"Affected by this belief, children are seen as beautiful, powerful, competent,
creative, curious, latent and ambitious." Children are seen as active constructers of
knowledge, and Instead of being seen as a teaching goal, children are seen as
having an active role as an apprentice. This role also extends to the role of the
researcher.

Most of the teaching in Reggio School is carried out in the form of projects.
Children have the opportunity to explore, observe, speculate, question and discuss
to clarify their understanding. Children are also regarded as social beings, and the
relationship between children and other children, families, teachers, and
communities will be the focus instead of treating each child in isolation.

6.0 The similarity of Montessori, Waldorf and Reggio Emilia

Their educational vision is to help and inspire children to realize all their
potentials in intelligence, creativity and society.

In the education process, children are regarded as creators of their own

development, and their development process is natural, full of vitality, and self-
directed.

These three models have very high professional requirements for teachers.

They provide teaching assistance to children and respect children's choices

very much. Family education and family-school connections are highly valued in
these three models.

7.0 Conclusion
In short, the three educational concepts of Montessori, Waldorf, and Reggio
have great points. For example, the two concepts of Montessori and Waldorf have
formed an interesting symmetry to a certain extent Waldorf strives to rekindle the
imagination of children who are already too rigid but Montessori tries to weaken
children’s excessive fantasies, trying to normalize them and achieve a proper
balance between their actual activities and their imaginations. .

In a 21 century educational environment, we must maintain a rational

attitude, objectively evaluate the advantages and disadvantages of each educational
concept, and avoid copying it. After all, every kind of course is produced in a
specific environment, and in the final analysis, we have to apply it in a specific
environment.
8.0 Reference

1. McKenzie, G. K., & Zascavage, V. S. (2012). Montessori instruction: A

model for inclusion in early childhood classrooms and beyond. Montessori
Life, 24(1), 32.
2. Edwards, C. P. (2002). Three approaches from Europe: Waldorf,
Montessori, and Reggio Emilia. Early childhood research & practice, 4(1),
n1.
3. Scheinfeld, D. R., Haigh, K. M., & Scheinfeld, S. J. (2008). We are all
explorers: Learning and teaching with Reggio principles in urban settings.
New York: Teachers College Press.
 Part 2 MAKING PLANNING

1.0 MONTHLY PLANNER

Theme : Myself Week 1 Topic : My house

Communication Support - English

Content standard Learning standard Teaching activities Teaching aid(s)

(B.1.1.0 LISTENING
BI 1.0 Listening and BI 1.3.4 Participate in Show pictures of places Show to student the
Speaking talk about familiar in a house and ask pictures of the places .
activities and children to name them.
experiences (Living room, bath
room, kitchen and
bedroom)

(B.1.2.0 LISTENING
BI 2.0 Reading BI 2.3.4 Read simple 1.Introduce the word Word card and book.
phrases. "house “by using a word
BI 2.4.1 Recognize and card or picture and have
name pictures in books. children repeat the word.
BI 2.4.3 Read and 2. Introduce some of the
respond to the text read. objects found in these
places by using word
cards and picture
BI 3.0 WRITING SKILLS
BI 3.2 Develop writing BI 3.2.7 Communicate 1.Giving student a piece Using drawing paper.
skills ideas and information by of drawing paper and
using drawing, marks, ask student draw the
symbol, and writing thing having in the room
with invented spelling and ask student write the
name of objects
Theme : My body Week 2 Topic : Get to know
body parts
Communication Support - English

Content standard Learning standard Teaching activities Teaching aid(s)

(B.1.1.0 LISTENING

BI 1.0 Listening and BI 1.2.2 Listen to and 1)Play the games "Simon Play Simon say and
speaking skills sing song Says”. Ask pupils to “Head Shoulders Knees
BI 1.3.3 Listen to and point to any body part & Toes.
respond to oral texts that you mention.
2) Play the song "Head
Shoulders Knees & Toes.

(B.1.2.0 LISTENING

BI 2.0 Reading skills BI 2.2.6 Recognize and 1)Paste a body chart on Prepare a body chart and
sound out initial, medial the board. Point to a text &activity book
and ending sounds of a specific body part and ask
word pupils to name it .
BI 2.3.3 Recognize and
read high frequency /
sight words

  BI 2.3.5 Read simple 2)Guide pupils to read  

sentences and spell each word
BI 2.4.3 Read and correctly.
responds to text read 3) Ask pupils about the
uses of the eyes, ears,
nose and mouth)