Educational Philosophies

Educational Philosophies
"Education is what remains when we have forgotten all that we have been taught.” George Savile, Marquis of Halifax ( ) English statesman and author.

Reggio Emilia Approach
Response to WWII (Italy)/more just world-democratic Began – parent initiative Sought help Loris Malaguzzi (Constructivist Approach) Birth through six years of age 1968-Preschool; 1970 Infant Toddler 1991-Innovative approach worldwide (Newsweek Magazine) Principles: respect, responsibility, community ALL EXTRA: The Reggio Emilia Approach to Early Childhood Education is named after the town of Reggio Emilia in the Emilia Romagna province of northern Italy. In Reggio Emilia, fifty-four publicly funded schools provide education for children from birth through to 6 years. These schools have been described as among the best in the world. The schools of Reggio Emilia began as a parent initiative. With the end of World War II (mid 1940s- 1945), the parents banded together and with the proceeds from the sale of surplus war materials founded the town's first pre-schools. They had a vision for a new kind of school, where children would be treated with respect, and parents would be active participants in their children's education. These were authoritarian times – children be seen and not heard – weren’t active participants in decision making in school/home-parents/teachers dictated The parents sought the help of educator Loris Malaguzzi to set up schools that reflected their vision. From those early schools grew the framework for a new model in education for young children. The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was started by and the parents of the villages around Reggio Emilia in Italy after World War II. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. They felt that it is in the early years of development that children are forming who they are as an individual. This led to creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided (curriculum).

Reggio Emilia Principles
Child is the protagonist Some control over learning Learn through experiences & exploration (constructivist/ emergent curriculum) Relationships with others Endless ways to express themselves Protagonist – main character The Reggio Emilia philosophy is based upon the following set of principles: Children must have some control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; Children have a relationship with other children and with material items in the world that children must be allowed to explore and Children must have endless ways and opportunities to express themselves.

Reggio Emilia Philosophy
Involvement Parents. . . Volunteering Philosophy in home Expected to participate School policy Curriculum Planning/Evaluation Child Development Concerns Reggio Emilia's tradition of community support for families with young children expands on a view, more strongly held in Italy, of children as the collective responsibility of the local community. In Reggio Emilia, the infant/toddler and pre-primary program is a vital part of the community, as reflected in the high level of financial support. Community involvement is also apparent in citizen membership in La Consulta, a school committee that exerts significant influence over local government policy. In looking at communites belief that children are collective interest of all, the parents' role mirrors the community's, at both the schoolwide and the classroom level. Parents are expected to take part in discussions about school policy, child development concerns, and curriculum planning and evaluation. Because a majority of parents—including mothers—are employed, meetings are held in the evenings so that all who wish to participate can do so.

Reggio Emilia – Role of Teachers
Co-learning, collaborator Skilled Observers Curriculum – interests of children Expand children’s learning – pictures, videos, notes, conversations Absence of teacher manuals & achievement tests Children with teacher – 3 years The role of teachers In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child's learning by planning activities and lessons based on the child's interests, asking questions to further understanding, and actively engaging in the activities alongside the child, instead of sitting back and observing the child learning. "As partner to the child, the teacher is inside the learning situation" (Hewett, 2001). Not controlling play but allowing child to lead and teacher fills in gaps and facilitiates learning opportunities in play. Some implementations of the Reggio Emilia approach self-consciously juxtapose their conception of the teacher as autonomous colearner with other approaches. For example: Teachers' long-term commitment to enhancing their understanding of children is at the crux of the Reggio Emilia approach. Their resistance to the American use of the term model to describe their program reflects the continuing evolution of their ideas and practices. They compensate for the meager preservice training of Italian early childhood teachers by providing extensive staff development opportunities, with goals determined by the teachers themselves. Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests. The lack of externally imposed mandates is joined by the imperative that teachers become skilled observers of children in order to inform their curriculum planning and implementation.[1] While working on projects with the child, the teacher can also expand the child's learning by collecting data such as photographs, notes, videos, and conversations that can be reviewed at a later time. The teacher needs to maintain an active, mutual participation in the activity to help ensure that the child is clearly understanding what is being "taught". IMPORTANCE OF STAYING WITH TEACHER FOR THREE YEARS: Groups of children will stay with one particular teacher for a three year period, creating consistency and an environment where there are no added pressures from having to form new relationships.

Reggio Emilia – Long Term Projects
Real life problem solving & creative thinking among peers Small groups work on projects/based on developmental and socio cultural concerns; others self-select activities Different from thematic approach High value on improve, flexibility, children’s interests-enjoy the unexpected! Long-term projects as vehicles for learning The curriculum is characterized by many features advocated by contemporary research on young children, including real-life problem-solving among peers, with numerous opportunities for creative thinking and exploration. Teachers often work on projects with small groups of children, while the rest of the class engages in a wide variety of self-selected activities typical of preschool classrooms. The projects that teachers and children engage in are different in a number of ways from those that characterize American teachers' conceptions of unit or thematic studies. The topic of investigation may derive directly from teacher observations of children's spontaneous play and exploration. Project topics are also selected on the basis of an academic curiosity or social concern on the part of teachers or parents, or serendipitous events (making discoveries by accident) that direct the attention of the children and teachers. Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected. Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration. Because curriculum decisions are based on developmental and sociocultural concerns, small groups of children of varying abilities and interests, including those with special needs, work together on projects. Projects begin with teachers observing and questioning children about the topic of interest. Based on children's responses, teachers introduce materials, questions, and opportunities that provoke children to further explore the topic. While some of these teacher provocations are anticipated, projects often move in unanticipated directions as a result of problems children identify. Thus, curriculum planning and implementation revolve around open-ended and often long-term projects that are based on the reciprocal nature of teacher-directed and child-initiated activity. All of the topics of interest are given by the children. Within the project approach, children are given opportunities to make connections between prior and new knowledge while engaging in authentic tasks.

Reggio Emilia – The Environment
Viewed as 3rd teacher Belief – children create meaning & make sense of their world (alphabet) Plants, natural light, displays of projects, photographs, children’s work/discussion comments Design-set up for interaction, sense of community The role of the environment The organization of the physical environment is crucial to Reggio Emilia's early childhood program, and is often referred to as the child's "third teacher". Major aims in the planning of new spaces and the remodeling of old ones include the integration of each classroom with the rest of the school, and the school with the surrounding community. The importance of the environment lies in the belief that children can best create meaning and make sense of their world through environments which support "complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas." [2] The preschools are generally filled with indoor plants and vines, and awash with natural light. Classrooms open to a center piazza, kitchens are open to view, and access to the surrounding community is assured through wall-size windows, courtyards, and doors to the outside in each classroom. Entries capture the attention of both children and adults through the use of mirrors (on the walls, floors, and ceilings), photographs, and children's work accompanied by transcriptions of their discussions. These same features characterize classroom interiors, where displays of project work are interspersed with arrays of found objects and classroom materials. In each case, the environment informs and engages the viewer. Other supportive elements of the environment include ample space for supplies, frequently rearranged to draw attention to their aesthetic features. In each classroom there are studio spaces in the form of a large, centrally located atelier and a smaller mini-atelier, and clearly designated spaces for large- and small-group activities. Throughout the school, there is an effort to create opportunities for children to interact. Thus, the single dress-up area is in the center piazza; classrooms are connected with telephones, passageways or windows; and lunchrooms and bathrooms are designed to encourage community.[3]

Reggio Emilia – Developmentally Appropriate Practice
Some challenges to Western practices Teacher viewed as confused contributor to learning versus teacher competence Importance of child’s ability to negotiate is emphasized The hundred languages of children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent. Revision of drawings (and ideas) is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange.[4] [edit] Conclusion Reggio Emilia's approach to early education reflects a theoretical kinship with John Dewey, Jean Piaget, Vygotsky and Jerome Bruner, among others. Much of what occurs in the class reflects a constructivist approach to early education. Reggio Emilia's approach does challenge some conceptions of teacher competence and developmentally appropriate practice. For example, teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end. Another characteristic that is counter to the beliefs of many Western educators is the importance of the child's ability to negotiate in the peer group. One of the most challenging aspects of the Reggio Emilia approach is the solicitation of multiple points of view regarding children's needs, interests, and abilities, and the concurrent faith in parents, teachers, and children to contribute in meaningful ways to the determination of school experiences. Teachers trust themselves to respond appropriately to children's ideas and interests, they trust children to be interested in things worth knowing about, and they trust parents to be informed and productive members of a cooperative educational team. The result is an atmosphere of community and collaboration that is developmentally appropriate for adults and children alike. [edit] See also Alternative education Project-based learning Kindergarten Montessori method Waldorf education Sudbury school Summerhill School [edit] References ^ [1], The Regio Emila Approach - The Pre-school Childs (sic) languages of learning ^ Cadwell, L. (1997). "Bringing Reggio Emilia home:An innovative approach to early childhood education.". Teachers College Press, New York. ^ Tarr, Patricia (2001). "Aesthetic Codes in Early Childhood Classrooms: What Art Educators Can Learn from Reggio Emilia". Art Education, Vol. 54, No. 3. ^ Edwards, C.,Gandini L., & Forman, G. (Eds.) (1998). "The Hundred Languages of Children". Reggio Emilia, Italy: Reggio Emilia. [edit] Further reading Cadwell, Louise B. Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education. New York, NY: Teachers College Press, 1997. Cadwell, Louise B. Bringing Learning to Life: A Reggio Approach to Early Childhood Education. New York, NY: Teachers College Press, 2002. Edwards, C., Gandini, L., and Forman, G. (Eds.) The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ: Ablex, 1993. Forman, G. "Helping Children Ask Good Questions." In B. Neugebauer (Ed.), The Wonder of it: Exploring how the World Works. Redmond, Washington: Exchange Press, 1989. Gandini, L. "Not Just Anywhere: Making Child Care Centers into 'Particular' Places." innings (Spring, 1984): Gandini, L., Etheredge, S., and Hill, L. (Eds.). Insights and Inspirations from Reggio Emilia: Stories of Teachers and Children from North America. Worcester, MA: Davis Publications, Inc., 2008. Hewett, Valarie (2001).Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29, Katz, L. "Impressions of Reggio Emilia Preschools." Young Children 45, 6 (1990): EJ Lewin-Benham, A. Possible Schools: The Reggio Approach to Urban Education. New York: Teachers College Press, 2005. Lewin-Benham, A. Powerful Children: Understanding How to Think and Learn Using the Reggio Approach. New York: Teachers College Press, 2008. New, R. "Excellent Early Education: A City in Italy Has It." Young Children 45, 6 (1990): EJ New, R. "Early Childhood Teacher Education in Italy: Reggio Emilia's Master Plan for 'Master' Teachers." The Journal of Early Childhood Teacher Education 12 (1991): 3. New, R. "Projects and Provocations: Preschool Curriculum Ideas from Reggio Emilia." Montessori Life (Winter, 1991): New, R. "Italian Child Care and Early Education: Amor Maternus and Other Cultural Contributions." In M. Cochran (Ed.), International Handbook on Child Care Policies and Programs. Westport, CT: Greenwood Press, 1993. New, R. "The Integrated Early Childhood Curriculum: New Perspectives from Research and Practice." In C. Seefeldt (Ed.), The Early Childhood Curriculum: A Review of Current Research. Revised edition. New York: Teachers College Press, Columbia University, 1992. Topal, C. Weisman. Explorations in Art, Kindergarten Program. Worcester, MA: Davis Publications, Inc., 2008. Topal, C. Weisman. Thinking with a Line. Worcester, MA: Davis Publications, Inc., 2005. Topal, C. Weisman, and Gandini, L. Beautiful Stuff! Learning with Found Materials. Worcester, MA: Davis Publications, Inc., 1999. Wurm, J. "Working in the Reggio Way: A Beginner's guide for American Teachers." St. Paul, MN: Redleaf Press, 2005. [edit] External links North American Reggio Emilia Alliance Homepage Reggio Emilia site Joint website of European Networking Reggio Emilia Pre-Schools L'Atelier School Reggio Emilia Resource List Retrieved from " Categories: Alternative education | Philosophy of education | School types | Reggio Emilia Hidden categories: Wikipedia articles needing style editing from July 2009 | All articles needing style editing Personal tools New features Log in / create account Namespaces Article Discussion Variants Views Read Edit View history Actions Search

Reggio Emilia – 100 Languages of Learning
Travelling exhibition, Loris Malaguzzi Children investigate Generate and test hypotheses Depict understanding through symbolic languages Drawing, sculpture, dramatic play, & writing Purposely allow mistakes to happen Trust in children/family to select curriculum worth knowing about His travelling exhibition The Hundred Languages of Children (originally entitled If the Eye Jumps Over the Wall) was instrumental in bringing his educational philosophy to a wider audience of teachers and parents worldwide. Opening with the words ‘Il bambino e fatto di cento’ (literally, ‘The child is made of a hundred’), Malaguzzi's manifesto goes on to say: ‘The child has a hundred languages (and then a hundred hundred hundred more) but they steal ninety‐nine. The school and the culture separate the head from the body. They tell the child to think without their hands, to do and make without their head, to listen and not to speak, to understand without joy, to feel love and awe only at Easter and Christmas. They tell the child to discover the world that is already there. Read more: Loris Malaguzzi Biography - (1920–94), The Hundred Languages of Children, If the Eye Jumps Over the Wall The hundred languages of children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent. Revision of drawings (and ideas) is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange.[4] [edit] Conclusion Reggio Emilia's approach to early education reflects a theoretical kinship with John Dewey, Jean Piaget, Vygotsky and Jerome Bruner, among others. Much of what occurs in the class reflects a constructivist approach to early education. Reggio Emilia's approach does challenge some conceptions of teacher competence and developmentally appropriate practice. For example, teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end. Another characteristic that is counter to the beliefs of many Western educators is the importance of the child's ability to negotiate in the peer group. One of the most challenging aspects of the Reggio Emilia approach is the solicitation of multiple points of view regarding children's needs, interests, and abilities, and the concurrent faith in parents, teachers, and children to contribute in meaningful ways to the determination of school experiences. Teachers trust themselves to respond appropriately to children's ideas and interests, they trust children to be interested in things worth knowing about, and they trust parents to be informed and productive members of a cooperative educational team. The result is an atmosphere of community and collaboration that is developmentally appropriate for adults and children alike. [edit] See also Alternative education Project-based learning Kindergarten Montessori method Waldorf education Sudbury school Summerhill School [edit] References ^ [1], The Regio Emila Approach - The Pre-school Childs (sic) languages of learning ^ Cadwell, L. (1997). "Bringing Reggio Emilia home:An innovative approach to early childhood education.". Teachers College Press, New York. ^ Tarr, Patricia (2001). "Aesthetic Codes in Early Childhood Classrooms: What Art Educators Can Learn from Reggio Emilia". Art Education, Vol. 54, No. 3. ^ Edwards, C.,Gandini L., & Forman, G. (Eds.) (1998). "The Hundred Languages of Children". Reggio Emilia, Italy: Reggio Emilia. [edit] Further reading Cadwell, Louise B. Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education. New York, NY: Teachers College Press, 1997. Cadwell, Louise B. Bringing Learning to Life: A Reggio Approach to Early Childhood Education. New York, NY: Teachers College Press, 2002. Edwards, C., Gandini, L., and Forman, G. (Eds.) The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ: Ablex, 1993. Forman, G. "Helping Children Ask Good Questions." In B. Neugebauer (Ed.), The Wonder of it: Exploring how the World Works. Redmond, Washington: Exchange Press, 1989. Gandini, L. "Not Just Anywhere: Making Child Care Centers into 'Particular' Places." innings (Spring, 1984): Gandini, L., Etheredge, S., and Hill, L. (Eds.). Insights and Inspirations from Reggio Emilia: Stories of Teachers and Children from North America. Worcester, MA: Davis Publications, Inc., 2008. Hewett, Valarie (2001).Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29, Katz, L. "Impressions of Reggio Emilia Preschools." Young Children 45, 6 (1990): EJ Lewin-Benham, A. Possible Schools: The Reggio Approach to Urban Education. New York: Teachers College Press, 2005. Lewin-Benham, A. Powerful Children: Understanding How to Think and Learn Using the Reggio Approach. New York: Teachers College Press, 2008. New, R. "Excellent Early Education: A City in Italy Has It." Young Children 45, 6 (1990): EJ New, R. "Early Childhood Teacher Education in Italy: Reggio Emilia's Master Plan for 'Master' Teachers." The Journal of Early Childhood Teacher Education 12 (1991): 3. New, R. "Projects and Provocations: Preschool Curriculum Ideas from Reggio Emilia." Montessori Life (Winter, 1991): New, R. "Italian Child Care and Early Education: Amor Maternus and Other Cultural Contributions." In M. Cochran (Ed.), International Handbook on Child Care Policies and Programs. Westport, CT: Greenwood Press, 1993. New, R. "The Integrated Early Childhood Curriculum: New Perspectives from Research and Practice." In C. Seefeldt (Ed.), The Early Childhood Curriculum: A Review of Current Research. Revised edition. New York: Teachers College Press, Columbia University, 1992. Topal, C. Weisman. Explorations in Art, Kindergarten Program. Worcester, MA: Davis Publications, Inc., 2008. Topal, C. Weisman. Thinking with a Line. Worcester, MA: Davis Publications, Inc., 2005. Topal, C. Weisman, and Gandini, L. Beautiful Stuff! Learning with Found Materials. Worcester, MA: Davis Publications, Inc., 1999. Wurm, J. "Working in the Reggio Way: A Beginner's guide for American Teachers." St. Paul, MN: Redleaf Press, 2005. [edit] External links North American Reggio Emilia Alliance Homepage Reggio Emilia site Joint website of European Networking Reggio Emilia Pre-Schools L'Atelier School Reggio Emilia Resource List Retrieved from " Categories: Alternative education | Philosophy of education | School types | Reggio Emilia Hidden categories: Wikipedia articles needing style editing from July 2009 | All articles needing style editing Personal tools New features Log in / create account Namespaces Article Discussion Variants Views Read Edit View history Actions Search

Reggio Emilia – Video Clip
(student clip) (student clip) Emergent Curriculum Loris Malaguzzi ( The hundred languages of children As children proceed in an investigation, generating and testing their hypotheses, they are encouraged to depict their understanding through one of many symbolic languages, including drawing, sculpture, dramatic play, and writing. They work together toward the resolution of problems that arise. Teachers facilitate and then observe debates regarding the extent to which a child's drawing or other form of representation lives up to the expressed intent. Revision of drawings (and ideas) is encouraged, and teachers allow children to repeat activities and modify each other's work in the collective aim of better understanding the topic. Teachers foster children's involvement in the processes of exploration and evaluation, acknowledging the importance of their evolving products as vehicles for exchange.[4] [edit] Conclusion Reggio Emilia's approach to early education reflects a theoretical kinship with John Dewey, Jean Piaget, Vygotsky and Jerome Bruner, among others. Much of what occurs in the class reflects a constructivist approach to early education. Reggio Emilia's approach does challenge some conceptions of teacher competence and developmentally appropriate practice. For example, teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end. Another characteristic that is counter to the beliefs of many Western educators is the importance of the child's ability to negotiate in the peer group. One of the most challenging aspects of the Reggio Emilia approach is the solicitation of multiple points of view regarding children's needs, interests, and abilities, and the concurrent faith in parents, teachers, and children to contribute in meaningful ways to the determination of school experiences. Teachers trust themselves to respond appropriately to children's ideas and interests, they trust children to be interested in things worth knowing about, and they trust parents to be informed and productive members of a cooperative educational team. The result is an atmosphere of community and collaboration that is developmentally appropriate for adults and children alike. [edit] See also Alternative education Project-based learning Kindergarten Montessori method Waldorf education Sudbury school Summerhill School [edit] References ^ [1], The Regio Emila Approach - The Pre-school Childs (sic) languages of learning ^ Cadwell, L. (1997). "Bringing Reggio Emilia home:An innovative approach to early childhood education.". Teachers College Press, New York. ^ Tarr, Patricia (2001). "Aesthetic Codes in Early Childhood Classrooms: What Art Educators Can Learn from Reggio Emilia". Art Education, Vol. 54, No. 3. ^ Edwards, C.,Gandini L., & Forman, G. (Eds.) (1998). "The Hundred Languages of Children". Reggio Emilia, Italy: Reggio Emilia. [edit] Further reading Cadwell, Louise B. Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education. New York, NY: Teachers College Press, 1997. Cadwell, Louise B. Bringing Learning to Life: A Reggio Approach to Early Childhood Education. New York, NY: Teachers College Press, 2002. Edwards, C., Gandini, L., and Forman, G. (Eds.) The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ: Ablex, 1993. Forman, G. "Helping Children Ask Good Questions." In B. Neugebauer (Ed.), The Wonder of it: Exploring how the World Works. Redmond, Washington: Exchange Press, 1989. Gandini, L. "Not Just Anywhere: Making Child Care Centers into 'Particular' Places." innings (Spring, 1984): Gandini, L., Etheredge, S., and Hill, L. (Eds.). Insights and Inspirations from Reggio Emilia: Stories of Teachers and Children from North America. Worcester, MA: Davis Publications, Inc., 2008. Hewett, Valarie (2001).Examining the Reggio Emilia approach to early childhood education. Early Childhood Education Journal, 29, Katz, L. "Impressions of Reggio Emilia Preschools." Young Children 45, 6 (1990): EJ Lewin-Benham, A. Possible Schools: The Reggio Approach to Urban Education. New York: Teachers College Press, 2005. Lewin-Benham, A. Powerful Children: Understanding How to Think and Learn Using the Reggio Approach. New York: Teachers College Press, 2008. New, R. "Excellent Early Education: A City in Italy Has It." Young Children 45, 6 (1990): EJ New, R. "Early Childhood Teacher Education in Italy: Reggio Emilia's Master Plan for 'Master' Teachers." The Journal of Early Childhood Teacher Education 12 (1991): 3. New, R. "Projects and Provocations: Preschool Curriculum Ideas from Reggio Emilia." Montessori Life (Winter, 1991): New, R. "Italian Child Care and Early Education: Amor Maternus and Other Cultural Contributions." In M. Cochran (Ed.), International Handbook on Child Care Policies and Programs. Westport, CT: Greenwood Press, 1993. New, R. "The Integrated Early Childhood Curriculum: New Perspectives from Research and Practice." In C. Seefeldt (Ed.), The Early Childhood Curriculum: A Review of Current Research. Revised edition. New York: Teachers College Press, Columbia University, 1992. Topal, C. Weisman. Explorations in Art, Kindergarten Program. Worcester, MA: Davis Publications, Inc., 2008. Topal, C. Weisman. Thinking with a Line. Worcester, MA: Davis Publications, Inc., 2005. Topal, C. Weisman, and Gandini, L. Beautiful Stuff! Learning with Found Materials. Worcester, MA: Davis Publications, Inc., 1999. Wurm, J. "Working in the Reggio Way: A Beginner's guide for American Teachers." St. Paul, MN: Redleaf Press, 2005. [edit] External links North American Reggio Emilia Alliance Homepage Reggio Emilia site Joint website of European Networking Reggio Emilia Pre-Schools L'Atelier School Reggio Emilia Resource List Retrieved from " Categories: Alternative education | Philosophy of education | School types | Reggio Emilia Hidden categories: Wikipedia articles needing style editing from July 2009 | All articles needing style editing Personal tools New features Log in / create account Namespaces Article Discussion Variants Views Read Edit View history Actions Search

Maria Montessori History
Born Italy Work – Univ. of Rome – Psychiatric Clinic/Treatment of children Directed school for children with mental disabilities (considered uneducable-2 years later-passed test) Motivated study potential of typical children, led to S.F. Pananma-Pacific International Exposition (21 children, 4 months, observation booth) After WWII – emphasis on peace A BRIEF BIOGRAPHY OF DR. MARIA MONTESSORI, MD Maria Montessori was born in Italy in In her work at the University of Rome's psychiatric clinic, Dr. Montessori developed an interest in the treatment of children and for several years wrote and spoke on their behalf. At age twenty-eight, she became the director of a school for mentally-disabled children. After two years under her guidance, these children, who formerly had been considered uneducable, took a school examination along with normal children and passed successfully. Educators called Dr. Montessori a miracle worker. What was her response? If mentally disabled children could be brought to the level of normal children, Dr. Montessori wanted to study the potential of "normal" children. She went back to school to study anthropology and psychology and finally, in 1907, was asked to take charge of fifty children from the dirty, desolate streets of the San Lorenz slum in the city of Rome. Like others I had believed that it was necessary to encourage a child by means of some exterior reward that would flatter his baser sentiments, such as gluttony, vanity, or self-love, in order to foster in him a spirit of work and peace. And I was astonished when I learned that a child who is permitted to educate himself really gives up these lower instincts. I then urged the teachers to cease handing out the ordinary prizes and punishments, which were no longer suited to our children, and to confine themselves to directing them gently in their work. Dr. Montessori was then invited to set up a classroom at the Panama-Pacific International Exposition in San Francisco so that more interested people could observe her methods. A room was built with a glass wall behind which spectators sat and watched the children. Twenty-one children, all completely new to a Montessori environment, attended for four months. The observation seats were filled every day and at noon, when the children served lunch to their classmates and washed up afterwards, there was standing room only in the audience. The two gold medals awarded for education at the Panama-Pacific International Exposition both went to the Montessori class. After W.W.II Dr. Montessori's concern with education for peace intensified and she was twice nominated for the Nobel Peace Prize. She instituted the study of Cosmic Education for the child from six to twelve years of age, since she could see that in meeting the needs of the child, the needs of the world would also be met. "Cosmic Education" is the child's gradual discovery, throughout the whole of childhood, of the interrelatedness of all things on earth, in the past, in the present, and in the future Invited to the USA by Alexander Graham Bell, Thomas Edison, and others, Dr. Montessori made an appearance at Carnegie Hall in New York in The following is from a 1913 letter from A. Graham Bell: Dear Dr. Montessori, On behalf of the Montessori Educational Association of America I have the honor to inform you that we have elected you as its first Honorary member and to express to you in this way our deep appreciation of your great work for humanity. —Alexander Graham Bell, 1913

Maria Montessori Information
Ages 3 – 6 & 6-12+ Class size (30-35) teacher, assistant 3-hour period of uninterrupted, work time each day Assessment-portfolio Real test: behavior of children/holistic view Happiness, maturity, kindness, love of learning, concentration, work Teachers-extensive Montessori training Prepared environment behavior of the children, their happiness, maturity, kindness, and love of learning, concentration, and work.

Maria Montessori Approach
Principles, concepts applied across ages Independence Observation Following the Child Correcting the Child Prepared Environment Absorbent Mind In the Montessori Theory section of the Daily Montessori site we explain the foundation principles and concepts of Montessori theory that can be applied across all ages: Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind. It is within these concepts we find the reasoning behind why things are such in a Montessori environment. These are goals and beliefs that Maria Montessori held with regards to the education of children Independence “Never help a child with a task at which he feels he can succeed.” – Maria Montessori It is always a goal of Montessori education in the classrooms to make the child independent and be able to do things for himself. This is achieved by giving children opportunities. Opportunities to move, to dress themselves, to choose what they want to do, and to help the adult with tasks. When the children are able to do things for themselves there is an increase in their self belief and even self confidence and esteem that they may carry on throughout their life. Observation Observation, or watching the child is for parents easy to do. We can spend countless hours just watching children and see how they are enjoying themselves, exploring their environment. This was the simple method of how Maria Montessori has learned about children and developed her theories on child development. She observed without preconceived ideas that helped her develop materials that the children needed and were interested in. It is also the way adults can learn about what the child needs. If the child starts banging on objects, they have the need for that gross motor activity, then give them a drum. If they are pushing things around the room, they need to walk but can’t do it themselves yet, help them or give them the opportunity to push and give them for example a wagon to push. This is how observation can help create harmony, fulfilling the child’s current needs. Following the Child Follow the child, they will show you what they need to do, what they need to develop in themselves and what area they need to be challenged. “The aim of the children who persevere in their work with an object is certainly not to “learn”; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means.” – Maria Montessori From what you have observed from the actions of the children, follow them in what they need to do. If they want to climb give them opportunities to climb in a safe manner but allow them, do not be overprotective. Following the child also means being non-directive, do not tell them what to do all the time. Give your child the freedom to choose what he wants or needs to do and act on his own. Do not tell them that they have do, present to them choices of different materials/toys. Also stand back and watch the child what they do, there is no need to intervene all the time unless they have become really destructive and about to hurt themselves. Knowing when to intervene is a skill a parent will know when they get to know their child and a parent has set limits for their children. Correcting the child Children make mistakes, they may spill something, or drop food unintentionally, etc., there is no need to raise your voice. Instead calmly recognize the mistake “oh you dropped the…, why don’t we get a cloth and wipe it up.” It is an opportunity to ask the child to do some valid practical work with you. You will find children do like to clean up as they see it as something adults do. There is no need to blatantly point out a child’s mistake, there is a way to make them realize it. For example a cloth bib for a child who is learning how drink form a glass will find out that if they tip the glass a bit too early the water will spill on to them and they will feel it. If they mispronounce a word, no need to correct them but repeat the word correctly this time. Correcting children may get them to be scared of attempting anything in fear of making a mistake. Children will make mistakes and we need to teach them in a nice manner. Giving the child the freedom and the choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand/concretely and observing their needs and fulfilling these can be the key to helping your children develop themselves to their full potential. Prepared environment “The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.” –Maria Montessori The prepared environment is important to Montessori. It is the link for the child to learn from the adult. Rooms are child sized and activities are set up for success. It also allows freedom of movement and of choice. The environment has to be safe for the child to explore freely. The environment has to be ready and beautiful for the child that it invites them to work. Montessori refers to work as the activity the child does or what people might call play. She calls this work since it is through this that they create themselves and it is simply not play. Their play is their work and they are still enjoying it. The adult’s role then is to construct their environment in which they will learn. The development of the child is dependent therefore on the environment he is in, and the environment includes the parents. Absorbent Mind Montessori observed how the children learned the language without anyone teaching them. This sparked her idea for the “absorbent mind’. For children under the age of three they do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. The language of the adult is one that a child will easily pick up. Be careful of what you say around them. Even though you think they are not listening, they may not be able to express themselves yet but when they can you will not want them swearing back at you. It is for this reason that one should try not to say “No” to a child. We do not want them saying “no” to us rudely. Instead we say “stop” when we want to tell children that what they are doing is wrong.

Principles, concepts applied across ages Independence Allow children to succeed Offer help only when needed In the Montessori Theory section of the Daily Montessori site we explain the foundation principles and concepts of Montessori theory that can be applied across all ages: Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind. It is within these concepts we find the reasoning behind why things are such in a Montessori environment. These are goals and beliefs that Maria Montessori held with regards to the education of children Independence “Never help a child with a task at which he feels he can succeed.” – Maria Montessori It is always a goal of Montessori education in the classrooms to make the child independent and be able to do things for himself. This is achieved by giving children opportunities. Opportunities to move, to dress themselves, to choose what they want to do, and to help the adult with tasks. When the children are able to do things for themselves there is an increase in their self belief and even self confidence and esteem that they may carry on throughout their life. Observation Observation, or watching the child is for parents easy to do. We can spend countless hours just watching children and see how they are enjoying themselves, exploring their environment. This was the simple method of how Maria Montessori has learned about children and developed her theories on child development. She observed without preconceived ideas that helped her develop materials that the children needed and were interested in. It is also the way adults can learn about what the child needs. If the child starts banging on objects, they have the need for that gross motor activity, then give them a drum. If they are pushing things around the room, they need to walk but can’t do it themselves yet, help them or give them the opportunity to push and give them for example a wagon to push. This is how observation can help create harmony, fulfilling the child’s current needs. Following the Child Follow the child, they will show you what they need to do, what they need to develop in themselves and what area they need to be challenged. “The aim of the children who persevere in their work with an object is certainly not to “learn”; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means.” – Maria Montessori From what you have observed from the actions of the children, follow them in what they need to do. If they want to climb give them opportunities to climb in a safe manner but allow them, do not be overprotective. Following the child also means being non-directive, do not tell them what to do all the time. Give your child the freedom to choose what he wants or needs to do and act on his own. Do not tell them that they have do, present to them choices of different materials/toys. Also stand back and watch the child what they do, there is no need to intervene all the time unless they have become really destructive and about to hurt themselves. Knowing when to intervene is a skill a parent will know when they get to know their child and a parent has set limits for their children. Correcting the child Children make mistakes, they may spill something, or drop food unintentionally, etc., there is no need to raise your voice. Instead calmly recognize the mistake “oh you dropped the…, why don’t we get a cloth and wipe it up.” It is an opportunity to ask the child to do some valid practical work with you. You will find children do like to clean up as they see it as something adults do. There is no need to blatantly point out a child’s mistake, there is a way to make them realize it. For example a cloth bib for a child who is learning how drink form a glass will find out that if they tip the glass a bit too early the water will spill on to them and they will feel it. If they mispronounce a word, no need to correct them but repeat the word correctly this time. Correcting children may get them to be scared of attempting anything in fear of making a mistake. Children will make mistakes and we need to teach them in a nice manner. Giving the child the freedom and the choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand/concretely and observing their needs and fulfilling these can be the key to helping your children develop themselves to their full potential. Prepared environment “The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.” –Maria Montessori The prepared environment is important to Montessori. It is the link for the child to learn from the adult. Rooms are child sized and activities are set up for success. It also allows freedom of movement and of choice. The environment has to be safe for the child to explore freely. The environment has to be ready and beautiful for the child that it invites them to work. Montessori refers to work as the activity the child does or what people might call play. She calls this work since it is through this that they create themselves and it is simply not play. Their play is their work and they are still enjoying it. The adult’s role then is to construct their environment in which they will learn. The development of the child is dependent therefore on the environment he is in, and the environment includes the parents. Absorbent Mind Montessori observed how the children learned the language without anyone teaching them. This sparked her idea for the “absorbent mind’. For children under the age of three they do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. The language of the adult is one that a child will easily pick up. Be careful of what you say around them. Even though you think they are not listening, they may not be able to express themselves yet but when they can you will not want them swearing back at you. It is for this reason that one should try not to say “No” to a child. We do not want them saying “no” to us rudely. Instead we say “stop” when we want to tell children that what they are doing is wrong.

Principles, concepts applied across ages Observation By teachers Child bangs on objects, need for gross motor activity such as a drum In the Montessori Theory section of the Daily Montessori site we explain the foundation principles and concepts of Montessori theory that can be applied across all ages: Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind. It is within these concepts we find the reasoning behind why things are such in a Montessori environment. These are goals and beliefs that Maria Montessori held with regards to the education of children Independence “Never help a child with a task at which he feels he can succeed.” – Maria Montessori It is always a goal of Montessori education in the classrooms to make the child independent and be able to do things for himself. This is achieved by giving children opportunities. Opportunities to move, to dress themselves, to choose what they want to do, and to help the adult with tasks. When the children are able to do things for themselves there is an increase in their self belief and even self confidence and esteem that they may carry on throughout their life. Observation Observation, or watching the child is for parents easy to do. We can spend countless hours just watching children and see how they are enjoying themselves, exploring their environment. This was the simple method of how Maria Montessori has learned about children and developed her theories on child development. She observed without preconceived ideas that helped her develop materials that the children needed and were interested in. It is also the way adults can learn about what the child needs. If the child starts banging on objects, they have the need for that gross motor activity, then give them a drum. If they are pushing things around the room, they need to walk but can’t do it themselves yet, help them or give them the opportunity to push and give them for example a wagon to push. This is how observation can help create harmony, fulfilling the child’s current needs. Following the Child Follow the child, they will show you what they need to do, what they need to develop in themselves and what area they need to be challenged. “The aim of the children who persevere in their work with an object is certainly not to “learn”; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means.” – Maria Montessori From what you have observed from the actions of the children, follow them in what they need to do. If they want to climb give them opportunities to climb in a safe manner but allow them, do not be overprotective. Following the child also means being non-directive, do not tell them what to do all the time. Give your child the freedom to choose what he wants or needs to do and act on his own. Do not tell them that they have do, present to them choices of different materials/toys. Also stand back and watch the child what they do, there is no need to intervene all the time unless they have become really destructive and about to hurt themselves. Knowing when to intervene is a skill a parent will know when they get to know their child and a parent has set limits for their children. Correcting the child Children make mistakes, they may spill something, or drop food unintentionally, etc., there is no need to raise your voice. Instead calmly recognize the mistake “oh you dropped the…, why don’t we get a cloth and wipe it up.” It is an opportunity to ask the child to do some valid practical work with you. You will find children do like to clean up as they see it as something adults do. There is no need to blatantly point out a child’s mistake, there is a way to make them realize it. For example a cloth bib for a child who is learning how drink form a glass will find out that if they tip the glass a bit too early the water will spill on to them and they will feel it. If they mispronounce a word, no need to correct them but repeat the word correctly this time. Correcting children may get them to be scared of attempting anything in fear of making a mistake. Children will make mistakes and we need to teach them in a nice manner. Giving the child the freedom and the choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand/concretely and observing their needs and fulfilling these can be the key to helping your children develop themselves to their full potential. Prepared environment “The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.” –Maria Montessori The prepared environment is important to Montessori. It is the link for the child to learn from the adult. Rooms are child sized and activities are set up for success. It also allows freedom of movement and of choice. The environment has to be safe for the child to explore freely. The environment has to be ready and beautiful for the child that it invites them to work. Montessori refers to work as the activity the child does or what people might call play. She calls this work since it is through this that they create themselves and it is simply not play. Their play is their work and they are still enjoying it. The adult’s role then is to construct their environment in which they will learn. The development of the child is dependent therefore on the environment he is in, and the environment includes the parents. Absorbent Mind Montessori observed how the children learned the language without anyone teaching them. This sparked her idea for the “absorbent mind’. For children under the age of three they do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. The language of the adult is one that a child will easily pick up. Be careful of what you say around them. Even though you think they are not listening, they may not be able to express themselves yet but when they can you will not want them swearing back at you. It is for this reason that one should try not to say “No” to a child. We do not want them saying “no” to us rudely. Instead we say “stop” when we want to tell children that what they are doing is wrong.

Principles, concepts applied across ages Following the Child Child takes lead Help move to next step – stay challenged Following the Child Follow the child, they will show you what they need to do, what they need to develop in themselves and what area they need to be challenged. “The aim of the children who persevere in their work with an object is certainly not to “learn”; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means.” – Maria Montessori From what you have observed from the actions of the children, follow them in what they need to do. If they want to climb give them opportunities to climb in a safe manner but allow them, do not be overprotective. Following the child also means being non-directive, do not tell them what to do all the time. Give your child the freedom to choose what he wants or needs to do and act on his own. Do not tell them that they have do, present to them choices of different materials/toys. Also stand back and watch the child what they do, there is no need to intervene all the time unless they have become really destructive and about to hurt themselves. Knowing when to intervene is a skill a parent will know when they get to know their child and a parent has set limits for their children. Correcting the child Children make mistakes, they may spill something, or drop food unintentionally, etc., there is no need to raise your voice. Instead calmly recognize the mistake “oh you dropped the…, why don’t we get a cloth and wipe it up.” It is an opportunity to ask the child to do some valid practical work with you. You will find children do like to clean up as they see it as something adults do. There is no need to blatantly point out a child’s mistake, there is a way to make them realize it. For example a cloth bib for a child who is learning how drink form a glass will find out that if they tip the glass a bit too early the water will spill on to them and they will feel it. If they mispronounce a word, no need to correct them but repeat the word correctly this time. Correcting children may get them to be scared of attempting anything in fear of making a mistake. Children will make mistakes and we need to teach them in a nice manner. Giving the child the freedom and the choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand/concretely and observing their needs and fulfilling these can be the key to helping your children develop themselves to their full potential. Prepared environment “The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.” –Maria Montessori The prepared environment is important to Montessori. It is the link for the child to learn from the adult. Rooms are child sized and activities are set up for success. It also allows freedom of movement and of choice. The environment has to be safe for the child to explore freely. The environment has to be ready and beautiful for the child that it invites them to work. Montessori refers to work as the activity the child does or what people might call play. She calls this work since it is through this that they create themselves and it is simply not play. Their play is their work and they are still enjoying it. The adult’s role then is to construct their environment in which they will learn. The development of the child is dependent therefore on the environment he is in, and the environment includes the parents. Absorbent Mind Montessori observed how the children learned the language without anyone teaching them. This sparked her idea for the “absorbent mind’. For children under the age of three they do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. The language of the adult is one that a child will easily pick up. Be careful of what you say around them. Even though you think they are not listening, they may not be able to express themselves yet but when they can you will not want them swearing back at you. It is for this reason that one should try not to say “No” to a child. We do not want them saying “no” to us rudely. Instead we say “stop” when we want to tell children that what they are doing is wrong.

Principles, concepts applied across ages Correcting the Child Mistakes are made Calmly help child to decide what to do Something is dropped-child picks it up Correcting the child Children make mistakes, they may spill something, or drop food unintentionally, etc., there is no need to raise your voice. Instead calmly recognize the mistake “oh you dropped the…, why don’t we get a cloth and wipe it up.” It is an opportunity to ask the child to do some valid practical work with you. You will find children do like to clean up as they see it as something adults do. There is no need to blatantly point out a child’s mistake, there is a way to make them realize it. For example a cloth bib for a child who is learning how drink form a glass will find out that if they tip the glass a bit too early the water will spill on to them and they will feel it. If they mispronounce a word, no need to correct them but repeat the word correctly this time. Correcting children may get them to be scared of attempting anything in fear of making a mistake. Children will make mistakes and we need to teach them in a nice manner. Giving the child the freedom and the choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand/concretely and observing their needs and fulfilling these can be the key to helping your children develop themselves to their full potential. Prepared environment “The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.” –Maria Montessori The prepared environment is important to Montessori. It is the link for the child to learn from the adult. Rooms are child sized and activities are set up for success. It also allows freedom of movement and of choice. The environment has to be safe for the child to explore freely. The environment has to be ready and beautiful for the child that it invites them to work. Montessori refers to work as the activity the child does or what people might call play. She calls this work since it is through this that they create themselves and it is simply not play. Their play is their work and they are still enjoying it. The adult’s role then is to construct their environment in which they will learn. The development of the child is dependent therefore on the environment he is in, and the environment includes the parents. Absorbent Mind Montessori observed how the children learned the language without anyone teaching them. This sparked her idea for the “absorbent mind’. For children under the age of three they do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. The language of the adult is one that a child will easily pick up. Be careful of what you say around them. Even though you think they are not listening, they may not be able to express themselves yet but when they can you will not want them swearing back at you. It is for this reason that one should try not to say “No” to a child. We do not want them saying “no” to us rudely. Instead we say “stop” when we want to tell children that what they are doing is wrong.

Principles, concepts applied across ages Prepared Environment Child sized equipment/tables/chairs Safe for exploration Ready and beautifully inviting Activities set up for success (cutting, writing name) Freedom of choice (versus rotating children from table to table) Environment includes the parents Prepared environment “The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.” –Maria Montessori The prepared environment is important to Montessori. It is the link for the child to learn from the adult. Rooms are child sized and activities are set up for success. It also allows freedom of movement and of choice. The environment has to be safe for the child to explore freely. The environment has to be ready and beautiful for the child that it invites them to work. Montessori refers to work as the activity the child does or what people might call play. She calls this work since it is through this that they create themselves and it is simply not play. Their play is their work and they are still enjoying it. The adult’s role then is to construct their environment in which they will learn. The development of the child is dependent therefore on the environment he is in, and the environment includes the parents. Absorbent Mind Montessori observed how the children learned the language without anyone teaching them. This sparked her idea for the “absorbent mind’. For children under the age of three they do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. The language of the adult is one that a child will easily pick up. Be careful of what you say around them. Even though you think they are not listening, they may not be able to express themselves yet but when they can you will not want them swearing back at you. It is for this reason that one should try not to say “No” to a child. We do not want them saying “no” to us rudely. Instead we say “stop” when we want to tell children that what they are doing is wrong.

Principles, concepts applied across ages Absorbent Mind Not necessary for lessons to learn – mind absorbs everything Hands-on active exploration Language-cautions teachers to think of how they talk to children – mutual respect Try not to say word “no” to child, instead say “stop” Absorbent Mind Montessori observed how the children learned the language without anyone teaching them. This sparked her idea for the “absorbent mind’. For children under the age of three they do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. The language of the adult is one that a child will easily pick up. Be careful of what you say around them. Even though you think they are not listening, they may not be able to express themselves yet but when they can you will not want them swearing back at you. It is for this reason that one should try not to say “No” to a child. We do not want them saying “no” to us rudely. Instead we say “stop” when we want to tell children that what they are doing is wrong.

Maria Montessori Curriculum
All areas of intelligences & styles of learning respected & nurtured/aligns with Howard Gardner (Multiple Intelligences) musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, natural, and the traditional linguistic and logical-mathematical in·tra·per·son·al ( n tr -pûr s -n l) adj. Existing or occurring within the individual self or mind.in tra·per son·al·ly adv. .interpersonal relating between individuals. In the Montessori Theory section of the Daily Montessori site we explain the foundation principles and concepts of Montessori theory that can be applied across all ages: Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind. It is within these concepts we find the reasoning behind why things are such in a Montessori environment. These are goals and beliefs that Maria Montessori held with regards to the education of children Independence “Never help a child with a task at which he feels he can succeed.” – Maria Montessori It is always a goal of Montessori education in the classrooms to make the child independent and be able to do things for himself. This is achieved by giving children opportunities. Opportunities to move, to dress themselves, to choose what they want to do, and to help the adult with tasks. When the children are able to do things for themselves there is an increase in their self belief and even self confidence and esteem that they may carry on throughout their life. Observation Observation, or watching the child is for parents easy to do. We can spend countless hours just watching children and see how they are enjoying themselves, exploring their environment. This was the simple method of how Maria Montessori has learned about children and developed her theories on child development. She observed wihtout preconceived ideas that helped her develop materials that the children needed and were interested in. It is also the way adults can learn about what the child needs. If the child starts banging on objects, they have the need for that gross motor activity, then give them a drum. If they are pushing things around the room, they need to walk but can’t do it themselves yet, help them or give them the opportunity to push and give them for example a wagon to push. This is how observation can help create harmony, fulfilling the child’s current needs. Following the Child Follow the child, they will show you what they need to do, what they need to develop in themselves and what area they need to be challenged. “The aim of the children who persevere in their work with an object is certainly not to “learn”; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means.” – Maria Montessori From what you have observed from the actions of the children, follow them in what they need to do. If they want to climb give them opportunities to climb in a safe manner but allow them, do not be overprotective. Following the child also means being non-directive, do not tell them what to do all the time. Give your child the freedom to choose what he wants or needs to do and act on his own. Do not tell them that they have do, present to them choices of different materials/toys. Also stand back and watch the child what they do, there is no need to intervene all the time unless they have become really destructive and about to hurt themselves. Knowing when to intervene is a skill a parent will know when they get to know their child and a parent has set limits for their children. Correcting the child Children make mistakes, they may spill something, or drop food unintentionally, etc., there is no need to raise your voice. Instead calmly recognize the mistake “oh you dropped the…, why don’t we get a cloth and wipe it up.” It is an opportunity to ask the child to do some valid practical work with you. You will find children do like to clean up as they see it as something adults do. There is no need to blatantly point out a child’s mistake, there is a way to make them realize it. For example a cloth bib for a child who is learning how drink form a glass will find out that if they tip the glass a bit too early the water will spill on to them and they will feel it. If they mispronounce a word, no need to correct them but repeat the word correctly this time. Correcting children may get them to be scared of attempting anything in fear of making a mistake. Children will make mistakes and we need to teach them in a nice manner. Giving the child the freedom and the choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand/concretely and observing their needs and fulfilling these can be the key to helping your children develop themselves to their full potential. Prepared environment “The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.” –Maria Montessori The prepared environment is important to Montessori. It is the link for the child to learn from the adult. Rooms are child sized and activities are set up for success. It also allows freedom of movement and of choice. The environment has to be safe for the child to explore freely. The environment has to be ready and beautiful for the child that it invites them to work. Montessori refers to work as the activity the child does or what people might call play. She calls this work since it is through this that they create themselves and it is simply not play. Their play is their work and they are still enjoying it. The adult’s role then is to construct their environment in which they will learn. The development of the child is dependent therefore on the environment he is in, and the environment includes the parents. Absorbent Mind Montessori observed how the children learned the language without anyone teaching them. This sparked her idea for the “absorbent mind’. For children under the age of three they do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. The language of the adult is one that a child will easily pick up. Be careful of what you say around them. Even though you think they are not listening, they may not be able to express themselves yet but when they can you will not want them swearing back at you. It is for this reason that one should try not to say “No” to a child. We do not want them saying “no” to us rudely. Instead we say “stop” when we want to tell children that what they are doing is wrong.

Maria Montessori Curriculum
Materials organized 5 Curriculum Areas Practical Life Sensorial Language Math Cultural In the Montessori Theory section of the Daily Montessori site we explain the foundation principles and concepts of Montessori theory that can be applied across all ages: Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind. It is within these concepts we find the reasoning behind why things are such in a Montessori environment. These are goals and beliefs that Maria Montessori held with regards to the education of children Independence “Never help a child with a task at which he feels he can succeed.” – Maria Montessori It is always a goal of Montessori education in the classrooms to make the child independent and be able to do things for himself. This is achieved by giving children opportunities. Opportunities to move, to dress themselves, to choose what they want to do, and to help the adult with tasks. When the children are able to do things for themselves there is an increase in their self belief and even self confidence and esteem that they may carry on throughout their life. Observation Observation, or watching the child is for parents easy to do. We can spend countless hours just watching children and see how they are enjoying themselves, exploring their environment. This was the simple method of how Maria Montessori has learned about children and developed her theories on child development. She observed wihtout preconceived ideas that helped her develop materials that the children needed and were interested in. It is also the way adults can learn about what the child needs. If the child starts banging on objects, they have the need for that gross motor activity, then give them a drum. If they are pushing things around the room, they need to walk but can’t do it themselves yet, help them or give them the opportunity to push and give them for example a wagon to push. This is how observation can help create harmony, fulfilling the child’s current needs. Following the Child Follow the child, they will show you what they need to do, what they need to develop in themselves and what area they need to be challenged. “The aim of the children who persevere in their work with an object is certainly not to “learn”; they are drawn to it by the needs of their inner life, which must be recognized and developed by its means.” – Maria Montessori From what you have observed from the actions of the children, follow them in what they need to do. If they want to climb give them opportunities to climb in a safe manner but allow them, do not be overprotective. Following the child also means being non-directive, do not tell them what to do all the time. Give your child the freedom to choose what he wants or needs to do and act on his own. Do not tell them that they have do, present to them choices of different materials/toys. Also stand back and watch the child what they do, there is no need to intervene all the time unless they have become really destructive and about to hurt themselves. Knowing when to intervene is a skill a parent will know when they get to know their child and a parent has set limits for their children. Correcting the child Children make mistakes, they may spill something, or drop food unintentionally, etc., there is no need to raise your voice. Instead calmly recognize the mistake “oh you dropped the…, why don’t we get a cloth and wipe it up.” It is an opportunity to ask the child to do some valid practical work with you. You will find children do like to clean up as they see it as something adults do. There is no need to blatantly point out a child’s mistake, there is a way to make them realize it. For example a cloth bib for a child who is learning how drink form a glass will find out that if they tip the glass a bit too early the water will spill on to them and they will feel it. If they mispronounce a word, no need to correct them but repeat the word correctly this time. Correcting children may get them to be scared of attempting anything in fear of making a mistake. Children will make mistakes and we need to teach them in a nice manner. Giving the child the freedom and the choice, supporting them in their choice by making sure they are safe, feeding their inquiring minds in a way that they can understand/concretely and observing their needs and fulfilling these can be the key to helping your children develop themselves to their full potential. Prepared environment “The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest. It’s influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.” –Maria Montessori The prepared environment is important to Montessori. It is the link for the child to learn from the adult. Rooms are child sized and activities are set up for success. It also allows freedom of movement and of choice. The environment has to be safe for the child to explore freely. The environment has to be ready and beautiful for the child that it invites them to work. Montessori refers to work as the activity the child does or what people might call play. She calls this work since it is through this that they create themselves and it is simply not play. Their play is their work and they are still enjoying it. The adult’s role then is to construct their environment in which they will learn. The development of the child is dependent therefore on the environment he is in, and the environment includes the parents. Absorbent Mind Montessori observed how the children learned the language without anyone teaching them. This sparked her idea for the “absorbent mind’. For children under the age of three they do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it, being part of it. It is therefore important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. The language of the adult is one that a child will easily pick up. Be careful of what you say around them. Even though you think they are not listening, they may not be able to express themselves yet but when they can you will not want them swearing back at you. It is for this reason that one should try not to say “No” to a child. We do not want them saying “no” to us rudely. Instead we say “stop” when we want to tell children that what they are doing is wrong.

Maria Montessori Video Clip
(Time 10:05) (top 10 videos)

Quote “Never help a child with a task at which he feels he can succeed.” – Maria Montessori

Waldorf History Began 1919 Rudolf Steiner, Austrian philosopher, teacher & developer/founder of Waldorf (died 1925) Started 1st School Named/Waldoff-Astoria Cigarette factory/employees Stuggart, Germany Steiner's influence include Waldorf Education, Biodynamic farming and gardening, and the Camphill Movement for the support of people with disabilities. he gave practical indications for nearly every field of human endeavor. Art, architecture, drama, science, education, agriculture, medicine, economics, religion, care of the dying, social organization-there is almost no field he did not touch. relatively unknown Austrian philosopher and teacher Developed by Rudolf Steiner in 1919, Waldorf Education is based on a profound understanding of human development that addresses the needs of the growing child. Waldorf teachers strive to transform education into an art that educates the whole child—the heart and the hands, as well as the head. When you enter a Waldorf school, the first thing you may notice is the care given to the building. The walls are usually painted in lively colors and are adorned with student artwork. Evidence of student activity is everywhere to be found and every desk holds a uniquely created main lesson book. Another first impression may be the enthusiasm and commitment of the teachers you meet. These teachers are interested in the students as individuals. They are interested in the questions: How do we establish within each child his or her own high level of academic excellence? How do we call forth enthusiasm for learning and work, a healthy self-awareness, interest and concern for fellow human beings, and a respect for the world? How can we help pupils find meaning in their lives? "When children relate what they learn to their own experience, they are interested and alive, and what they learn becomes their own. Waldorf schools are designed to foster this kind of learning." —Henry Barnes, a longtime Waldorf teacher and the former Chairman of the Board of AWSNA Teachers in Waldorf schools are dedicated to generating an inner enthusiasm for learning within every child. They achieve this in a variety of ways. Even seemingly dry and academic subjects are presented in a pictorial and dynamic manner. This eliminates the need for competitive testing, academic placement, and behavioristic rewards to motivate learning. It allows motivation to arise from within and helps engender the capacity for joyful lifelong learning. The Waldorf curriculum is broad and comprehensive, structured to respond to the three developmental phases of childhood: from birth to approximately 6 or 7 years, from 7 to 14 years and from 14 to 18 years. Rudolf Steiner stressed to teachers that the best way to provide meaningful support for the child is to comprehend these phases fully and to bring "age appropriate" content to the children that nourishes healthy growth.

Waldorf History Steiner focused on writings, lectures, private consultations Fields: art, architecture, science, education, ag, medicine, economic, religion, care of dying, social organization Influence today includes Waldorf Strives to transform education – art Whole child – heart, hands & head Encourages creativity and “free thinking” Steiner's influence include Waldorf Education, Biodynamic farming and gardening, and the Camphill Movement for the support of people with disabilities. he gave practical indications for nearly every field of human endeavor. Art, architecture, drama, science, education, agriculture, medicine, economics, religion, care of the dying, social organization-there is almost no field he did not touch. relatively unknown Austrian philosopher and teacher Developed by Rudolf Steiner in 1919, Waldorf Education is based on a profound understanding of human development that addresses the needs of the growing child. Waldorf teachers strive to transform education into an art that educates the whole child—the heart and the hands, as well as the head. When you enter a Waldorf school, the first thing you may notice is the care given to the building. The walls are usually painted in lively colors and are adorned with student artwork. Evidence of student activity is everywhere to be found and every desk holds a uniquely created main lesson book. Another first impression may be the enthusiasm and commitment of the teachers you meet. These teachers are interested in the students as individuals. They are interested in the questions: How do we establish within each child his or her own high level of academic excellence? How do we call forth enthusiasm for learning and work, a healthy self-awareness, interest and concern for fellow human beings, and a respect for the world? How can we help pupils find meaning in their lives? "When children relate what they learn to their own experience, they are interested and alive, and what they learn becomes their own. Waldorf schools are designed to foster this kind of learning." —Henry Barnes, a longtime Waldorf teacher and the former Chairman of the Board of AWSNA Teachers in Waldorf schools are dedicated to generating an inner enthusiasm for learning within every child. They achieve this in a variety of ways. Even seemingly dry and academic subjects are presented in a pictorial and dynamic manner. This eliminates the need for competitive testing, academic placement, and behavioristic rewards to motivate learning. It allows motivation to arise from within and helps engender the capacity for joyful lifelong learning. The Waldorf curriculum is broad and comprehensive, structured to respond to the three developmental phases of childhood: from birth to approximately 6 or 7 years, from 7 to 14 years and from 14 to 18 years. Rudolf Steiner stressed to teachers that the best way to provide meaningful support for the child is to comprehend these phases fully and to bring "age appropriate" content to the children that nourishes healthy growth.

Waldorf History 2010/600 Schools worldwide, 125 North America; 2 stated funded in Wisconsin/Michigan Charter Public School in Chico, CA Private School in Sonora, CA Families – “middleclass, avoid TV & shopping malls, buy organic, recycle and compost; want their children to strive for other things than those just right SAT scores” ( critics.org) Steiner's influence include Waldorf Education, Biodynamic farming and gardening, and the Camphill Movement for the support of people with disabilities. he gave practical indications for nearly every field of human endeavor. Art, architecture, drama, science, education, agriculture, medicine, economics, religion, care of the dying, social organization-there is almost no field he did not touch. relatively unknown Austrian philosopher and teacher Developed by Rudolf Steiner in 1919, Waldorf Education is based on a profound understanding of human development that addresses the needs of the growing child. Waldorf teachers strive to transform education into an art that educates the whole child—the heart and the hands, as well as the head. When you enter a Waldorf school, the first thing you may notice is the care given to the building. The walls are usually painted in lively colors and are adorned with student artwork. Evidence of student activity is everywhere to be found and every desk holds a uniquely created main lesson book. Another first impression may be the enthusiasm and commitment of the teachers you meet. These teachers are interested in the students as individuals. They are interested in the questions: How do we establish within each child his or her own high level of academic excellence? How do we call forth enthusiasm for learning and work, a healthy self-awareness, interest and concern for fellow human beings, and a respect for the world? How can we help pupils find meaning in their lives? "When children relate what they learn to their own experience, they are interested and alive, and what they learn becomes their own. Waldorf schools are designed to foster this kind of learning." —Henry Barnes, a longtime Waldorf teacher and the former Chairman of the Board of AWSNA Teachers in Waldorf schools are dedicated to generating an inner enthusiasm for learning within every child. They achieve this in a variety of ways. Even seemingly dry and academic subjects are presented in a pictorial and dynamic manner. This eliminates the need for competitive testing, academic placement, and behavioristic rewards to motivate learning. It allows motivation to arise from within and helps engender the capacity for joyful lifelong learning. The Waldorf curriculum is broad and comprehensive, structured to respond to the three developmental phases of childhood: from birth to approximately 6 or 7 years, from 7 to 14 years and from 14 to 18 years. Rudolf Steiner stressed to teachers that the best way to provide meaningful support for the child is to comprehend these phases fully and to bring "age appropriate" content to the children that nourishes healthy growth.

Waldorf Approach Students of Waldorf
Emphasis on the humanities/arts such as music, dance, theater Writing, literature, legends, myths Learn to knit by first grade Read, ingest, and test! Experienced through experiences Cultivates-life-long learning Cognitive, physical, spiritual To be of service to the world For the Waldorf student, music, dance, and theater, writing, literature, legends and myths are not simply subjects to be read about, ingested and tested. They are experienced. Through these experiences, Waldorf students cultivate a lifelong love of learning as well as the intellectual, emotional, physical and spiritual capacities to be individuals certain of their paths and to be of service to the world.

Waldorf Steiner/founder/controversy Steiner founded Anthroposophy
Philosophy is NOT taught to Waldorf students Highly complex esoteric (understood by only by an inner circle) philosophy “Cultivating conscientiously form of thinking independent of sensory experience.” Wikipedia Esoteric, confined to and understandable by only an enlightened inner circle Pronunciation – use anthropology as a guide: anthroposophy – long “o” after p Spiritual – if yelling at children, judging oneself and others,

Waldorf Spiritual/many definitions
Highest priority-loving to oneself, others, planet Happiness comes from within (not materialism) Yoga, religion, meditation does not define a person as spiritual Both religion/spirituality connote belief in a Higher Power of some kind Both religion/spirituality desire to connect with Higher Power, rituals practices, daily moral behaviors that foster connection Esoteric, confined to and understandable by only an enlightened inner circle Pronunciation – use anthropology as a guide: anthroposophy – long “o” after p Spiritual – if yelling at children, judging oneself and others,

Waldorf Approach Responds to three developmental phases of childhood
Birth to 7 7 to 14 14 to 18 Steiner suggests: curriculum meaningful and age appropriate The Waldorf curriculum is broad and comprehensive, structured to respond to the three developmental phases of childhood: from birth to approximately 6 or 7 years, from 7 to 14 years and from 14 to 18 years. Rudolf Steiner stressed to teachers that the best way to provide meaningful support for the child is to comprehend these phases fully and to bring "age appropriate" content to the children that nourishes healthy growth.

Waldorf Approach Teachers value – inner enthusiasm, think independently, strive harmony; greet children each morning with a handshake Same teacher – 8 elementary school years Similarity to Montessori-both tactile (senses) & developmentally appropriate curriculum (taught to knit by 1st grade) Is Waldorf Similar to Montessori? These two educational approaches began with a similar goal: to design a curriculum that was developmentally appropriate to the child and that addressed the child's need to learn in a tactile as well as an intellectual way. The philosophies are otherwise very different.

Waldorf Approach Educate all children
Understanding of world cultures & religions (non-sectarian, non denominational, no particular religious doctrine) Spiritual dimension Families – broad range religious traditions and interests Waldorf schools are non-sectarian (opposite of narrow view) and non-denominational. They educate all children, regardless of their cultural or religious backgrounds. The pedagogical method is comprehensive, and, as part of its task, seeks to bring about recognition and understanding of all the world cultures and religions. Waldorf schools are not part of any church. They espouse no particular religious doctrine but are based on a belief that there is a spiritual dimension to the human being and to all of life. Waldorf families come from a broad spectrum of religious traditions and interest.

Waldorf Environment In a time of computers and early learning (teach your baby to read): Emphasis on imagination Void of brightly colored toys and bulletin boards Walls painted in soothing pastels Waldorf schools are non-sectarian (opposite of narrow view) and non-denominational. They educate all children, regardless of their cultural or religious backgrounds. The pedagogical method is comprehensive, and, as part of its task, seeks to bring about recognition and understanding of all the world cultures and religions. Waldorf schools are not part of any church. They espouse no particular religious doctrine but are based on a belief that there is a spiritual dimension to the human being and to all of life. Waldorf families come from a broad spectrum of religious traditions and interest.

Waldorf Readiness for Real World
2010 Waldorf Website - According to a recent study of Waldorf graduates: 94% attended college or university 47% chose humanities or arts as a major 42% chose sciences or math as a major 89% are highly satisfied in choice of occupation 91% are active in lifelong education 92% placed a high value on critical thinking 90% highly values tolerance of other viewpoints According to a recent study of Waldorf graduates: 94% attended college or university 47% chose humanities or arts as a major 42% chose sciences or math as a major 89% are highly satisfied in choice of occupation 91% are active in lifelong education 92% placed a high value on critical thinking 90% highly values tolerance of other viewpoints

Waldorf Readiness for Real World
Transfer to public school Upgrade reading (start at age 7/Waldorf), new approach to science (differs Waldorf-observation of natural phenomena; Public-formulation of abstract concepts and laws Well prepared for social studies, math, humanities Children who transfer out of a Waldorf school into a public school during the earlier grades probably have to upgrade their reading ability and to approach the science lessons differently. Science in a Waldorf school emphasizes the observation of natural phenomena rather than the formulation of abstract concepts and laws. On the other hand, the Waldorf transferees are usually well prepared for social studies, practical and artistic activities, and mathematics. Children moving during the middle grades should experience no problems. In fact, in most cases, transferring students of this age group find themselves ahead of their classmates. The departing Waldorf student is likely to take along into the new school a distinguishing individual strength, personal confidence, and love of learning. Does Waldorf Education prepare children for the "real" world; and, if so, how does it do it? It is easy to fall into the error of believing that education must make our children fit into society. Although we are certainly influenced by what the world brings us, the fact is that the world is shaped by people, not people by the world. However, that shaping of the world is possible in a healthy way only if the shapers are themselves in possession of their full nature as human beings.

HighScope Began in US – 1960s Common here, other countries
Preschool, kindergarten, elementary Based on Jean Piaget’s ideas/active, hands-on learning, scientists (Swiss psychologist, ) Led by David Weikert Teachers/facilitators or partners Encompasses all aspects of child development Partnership with parents The High/Scope early childhood education philosophy is a method of running a preschool, kindergarten, or elementary school developed in the United States in the 1960s. It is now common there and in some other countries. The philosophy behind High/Scope, based on Jean Piaget's ideas, is that children should be involved actively in their own learning. They "learn by doing", often working with hands on materials and carrying out projects of their own choosing. The adults working with the children see themselves more as facilitators or partners than managers or supervisors. High/Scope's approach encompasses all aspects of child development and involves teachers and parents in supporting and extending children's emotional, intellectual, social, and physical skills and abilities. In a High/Scope school, different areas of the classroom are designated for different activities, for example water play, reading, sand play, art, writing, dramatic play, etc. Children are intended to be able to access all facilities independently and be able to take some responsibility for use of these areas. An important part of the High/Scope approach is the plan-do-review sequence. Children first plan what materials they want to work with and what they want to do (this can be done formally or informally in small groups). Only once they have made a plan, however vague, of what they want to do can they go and do it. Then, after this choice worktime, the children discuss what they have been doing and whether it was successful.

HighScope David Weikart, Director of special services in the Ypsilanti, Michigan public school district Known – successful school district Interested in the children failing (low scores, impoverished neighborhoods) Collaborated Committee of elementary education leaders that included Perry School's, Charles Eugene Beatty, Michigan's first African-American principal. Known as the Perry Preschool Project (1962) Hired 4 teacher, Michigan’s 1st preschool, operation Perry Elementary School director of special services in the Ypsilanti (Michigan) public school district, David Weikart became increasingly interested in the failure of a number of at-risk high schoolers from poor neighborhoods. These students did poorly on district-wide, standardized tests and also received low scores in IQ assessments. Weikart brought together, and collaborated with, a committee of elementary education leaders that included Perry School's Charles Eugene Beatty, Michigan's first African-American principal. Known as the Perry Preschool Project (1962), members discussed possible changes to teaching methods and curriculum choices. Even though they did not expect to radically change Ypsilanti's teaching core (which mostly worked), they explored why it seemingly failed a certain population of students. While searching for better teaching methods and programs, Weikart (now also part of a special services committee tackling the same issue) zeroed in on programs for 3 and 4 year-olds. Outside the normal organization of the school district, Weikart sought a chance to open Michigan's first preschool. He hired four teachers and began operation at Perry Elementary School. Weikart, Perry School's teachers and staff chose to differ from traditional nursery school settings by designing a program that focused on a child's intellectual maturation rather than a child's social and emotional advances - they wanted a program that: Possessed a firm, legitimate bed of theory for teaching/learning; ungirding its structure Supported the child's talents through an active process of learning Relied on teachers, administrators, and families to support the success of the program.

HighScope Classroom Preschool Focus
Cognitively oriented rather than social and emotional advances Theory for teaching/learning Support child’s talents through active learning Support from families, teachers, administrators Designated different activities: Water play, reading, sand play, art, writing, dramatic play, housekeeping, block building Independence and responsibility In a High/Scope school, different areas of the classroom are designated for different activities, for example water play, reading, sand play, art, writing, dramatic play, etc. Children are intended to be able to access all facilities independently and be able to take some responsibility for use of these areas. An important part of the High/Scope approach is the plan-do-review sequence. Children first plan what materials they want to work with and what they want to do (this can be done formally or informally in small groups). Only once they have made a plan, however vague, of what they want to do can they go and do it. Then, after this choice worktime, the children discuss what they have been doing and whether it was successful.

HighScope Plan-Do-Review
Formally or informal First – plan what to do and select materials Second – carry out plan Third – review plan – discuss what they did and what was successful An important part of the High/Scope approach is the plan-do-review sequence. Children first plan what materials they want to work with and what they want to do (this can be done formally or informally in small groups). Only once they have made a plan, however vague, of what they want to do can they go and do it. Then, after this choice worktime, the children discuss what they have been doing and whether it was successful.

Importance of Study to ECE Field
Late 1960s and early 1970s, research examining effectiveness of preschool-inconclusive. 1969 Head Start program evaluated by Westinghouse Learning Corporation Findings led policy makers and the public to believe that Head Start was a failure. Same time period,Urie Bronfenbrenner & colleagues reviewed existing studies of early childhood program effects Findings only critical feature of effective preschool programs was that they targeted parents. Consortium for Longitudinal Studies In the late 1960s and early 1970s, the research examining the effectiveness of preschool programs was inconclusive. An evaluation of the Head Start program by the Westinghouse Learning Corporation published in 1969 led policy makers and the public to believe that Head Start was a failure.5 At the same time, Urie Bronfenbrenner and his colleagues reviewed existing studies of early childhood program effects and drew the questionable conclusion that the only critical feature of effective preschool programs was that they targeted parents.6 In order to gather stronger, clearer evidence on these questions, Irving Lazar brought together researchers who had been conducting longitudinal studies of the effects of early childhood programs to form the Consortium for Longitudinal Studies. The Consortium's principal contribution was to refute the idea that preschool program effects fade with time.7 The group's work also identified clear long-term effects for children who had attended diverse early childhood programs — some focusing on parents, some on children, and some on both — indicating that fewer were placed in special education programs or retained a grade and that more graduated from high school.

Importance of Study to ECE Field
To refute findings, Irving Lazar brought together researchers conducting longitudinal studies, effects of early childhood programs Formed the Consortium for Longitudinal Studies. Main goal-to refute earlier findings-preschool effects diminish with time Group's work identified clear long-term effects for children of diverse program Some studies focus was children, some focus was parents Consortium for Longitudinal Studies In the late 1960s and early 1970s, the research examining the effectiveness of preschool programs was inconclusive. An evaluation of the Head Start program by the Westinghouse Learning Corporation published in 1969 led policy makers and the public to believe that Head Start was a failure.5 At the same time, Urie Bronfenbrenner and his colleagues reviewed existing studies of early childhood program effects and drew the questionable conclusion that the only critical feature of effective preschool programs was that they targeted parents.6 In order to gather stronger, clearer evidence on these questions, Irving Lazar brought together researchers who had been conducting longitudinal studies of the effects of early childhood programs to form the Consortium for Longitudinal Studies. The Consortium's principal contribution was to refute the idea that preschool program effects fade with time.7 The group's work also identified clear long-term effects for children who had attended diverse early childhood programs — some focusing on parents, some on children, and some on both — indicating that fewer were placed in special education programs or retained a grade and that more graduated from high school.

HighScope Perry Preschool Project
Well known Study/HighScope research efforts, longitudinal data collection by Weikart and colleagues 123 African Americans born in poverty and at high risk of failing in school 1962–1967, subjects ages 3 and 4 Randomly divided into two groups Program group: enrolled high-quality preschool program based on HighScope's participatory learning approach Comparison group who received no preschool program. Lifetime Effects: The HighScope Perry Preschool Study Through Age 40 (2005) This study — perhaps the most well-known of all HighScope research efforts — examines the lives of 123 African Americans born in poverty and at high risk of failing in school. From 1962–1967, at ages 3 and 4, the subjects were randomly divided into a program group that received a high-quality preschool program based on HighScope's participatory learning approach and a comparison group who received no preschool program. In the study's most recent phase, 97% of the study participants still living were interviewed at age 40. Additional data were gathered from the subjects' school, social services, and arrest records. The study found that adults at age 40 who had the preschool program had higher earnings, were more likely to hold a job, had committed fewer crimes, and were more likely to have graduated from high school than adults who did not have preschool.

Perry Study – Study Originally not a longitudinal study
Effects of each finding, inspired further data collection Data collecting: ages 10, 14, 19, 27, 39-41 Early findings The Perry study of the effects of the preschool program on children through age 10 found that, despite the diminishing effect of the program on children's intellectual performance, fewer children who had been enrolled in the program (17%) were held back a grade or placed in special education than were children who had not been enrolled in the program (38%).4 This principal finding — along with consistent, nearly significant program effects on achievement test scores from first through fifth grades — inspired us to collect data from 14- and 15-year-olds who had been enrolled in the program, hoping to find even longer-term effects. The long-term study was becoming a lifelong study. When I first joined the research team, I was dubious about finding any longer-term program effects. After all, such long-term effects had never been found for a part-day preschool program. I had learned to be skeptical about research claims until all the evidence was in. The evidence did come in. I still remember my first look at the computer printouts revealing the substantial program effect on achievement test scores for 14-year-olds. I thought it was a mistake. Surely the weak effects found for first through fifth grades would disappear nine years after the kids had left the preschool program. But the effect was actually bigger than it was for the children in their earlier years, and it definitely was statistically significant. Perhaps this quest for finding long-term effects was not so quixotic after all.

Perry Study – Early Findings
Effects Age 10: Despite diminishing effect intellectual performance Fewer held back a grade Fewer placed in special education (17% enrolled compared 34% not enrolled) Findings as 14-year-olds, even bigger statistically significant effect significantly higher average achievement scores at age 14 Findings as 19-year-olds Significantly higher literacy scores Early findings The Perry study of the effects of the preschool program on children through age 10 found that, despite the diminishing effect of the program on children's intellectual performance, fewer children who had been enrolled in the program (17%) were held back a grade or placed in special education than were children who had not been enrolled in the program (38%).4 This principal finding — along with consistent, nearly significant program effects on achievement test scores from first through fifth grades — inspired us to collect data from 14- and 15-year-olds who had been enrolled in the program, hoping to find even longer-term effects. The long-term study was becoming a lifelong study. When I first joined the research team, I was dubious about finding any longer-term program effects. After all, such long-term effects had never been found for a part-day preschool program. I had learned to be skeptical about research claims until all the evidence was in. The evidence did come in. I still remember my first look at the computer printouts revealing the substantial program effect on achievement test scores for 14-year-olds. I thought it was a mistake. Surely the weak effects found for first through fifth grades would disappear nine years after the kids had left the preschool program. But the effect was actually bigger than it was for the children in their earlier years, and it definitely was statistically significant. Perhaps this quest for finding long-term effects was not so quixotic after all.

Perry Study – Adult Findings
Effects Age 27: Incidence of crime 7%-35% arrested 5 or more 7&-25%, drug related offenses Earnings and economic status Earn $2,000 or more a mo. (29%-7%) Owned their own homes (36%-13%) Owned second car (30%-13%) Received welfare assistance/social services at some time (59%-80%) Comparing the preschool group to the no-preschool group, we found the following significant differences through age 27: Incidence of crime. Only 7% of adults who had participated in the Perry Preschool program had been arrested five or more times, compared with 35% of those who had not participated in a preschool program. Of those in the preschool program group, 7% had ever been arrested for drug-related offenses, compared to 25% of those in the no-program group. Earnings and economic status. Adults in the program group were four times more likely (29%) to earn $2,000 or more per month than were adults in the no-program group (7%). Almost three times as many (36%) owned their own homes, compared to those in the no-program group (13%). More than two times as many (program 30%, no program 13%) owned a second car. As adults, 59% of those in the program group had received welfare assistance or other social services at some time, compared to 80% of those in the no-program group. Educational attainment. Seventy-one percent of those in the program group graduated from regular or adult high schools or received General Education Development certification, compared with 54% of those in the no-program group. Earlier in the study, the preschool program group had significantly higher average achievement scores at age 14 and literacy scores at age 19. Marriage and single parenthood. Forty percent of women in the program group were married at the time of the age-27 interview, compared to 8% of those in the no-program group; and 57% of women in the program group were single parents, compared to 83% of those in the no-program group.

Perry Study – Early Findings
Effects Age 27 (continued): Educational attainment Graduated from high school or GED certificate (71%-54%) Marriage and single parenthood Married (40%-8%) Women single parents (57%-83%) Comparing the preschool group to the no-preschool group, we found the following significant differences through age 27: Incidence of crime. Only 7% of adults who had participated in the Perry Preschool program had been arrested five or more times, compared with 35% of those who had not participated in a preschool program. Of those in the preschool program group, 7% had ever been arrested for drug-related offenses, compared to 25% of those in the no-program group. Earnings and economic status. Adults in the program group were four times more likely (29%) to earn $2,000 or more per month than were adults in the no-program group (7%). Almost three times as many (36%) owned their own homes, compared to those in the no-program group (13%). More than two times as many (program 30%, no program 13%) owned a second car. As adults, 59% of those in the program group had received welfare assistance or other social services at some time, compared to 80% of those in the no-program group. Educational attainment. Seventy-one percent of those in the program group graduated from regular or adult high schools or received General Education Development certification, compared with 54% of those in the no-program group. Earlier in the study, the preschool program group had significantly higher average achievement scores at age 14 and literacy scores at age 19. Marriage and single parenthood. Forty percent of women in the program group were married at the time of the age-27 interview, compared to 8% of those in the no-program group; and 57% of women in the program group were single parents, compared to 83% of those in the no-program group.

Perry Study – Adults at age 40
More recent phase (2005), 97% participants still living,interviewed at age 40. Other data gathered from school, social services, and arrest records. Findings: age 39-41, group attended preschool compared to control group (did not attend preschool) higher earnings more likely to hold a job committed fewer crimes more likely to have graduated from high school Lifetime Effects: The HighScope Perry Preschool Study Through Age 40 (2005) This study — perhaps the most well-known of all HighScope research efforts — examines the lives of 123 African Americans born in poverty and at high risk of failing in school. From 1962–1967, at ages 3 and 4, the subjects were randomly divided into a program group that received a high-quality preschool program based on HighScope's participatory learning approach and a comparison group who received no preschool program. In the study's most recent phase, 97% of the study participants still living were interviewed at age 40. Additional data were gathered from the subjects' school, social services, and arrest records. The study found that adults at age 40 who had the preschool program had higher earnings, were more likely to hold a job, had committed fewer crimes, and were more likely to have graduated from high school than adults who did not have preschool.

Conclusion Three strengths Polictically
Design involved random assignment of poor children either to a preschool program group or a no-preschool program group. Exception siblings – assigned to same group. Research perspective: longitudinal follow-ups through age 27 had very little missing data — an average of only 5% per measure Pattern of findings/internally consistent Polictically Head Start supported/Federal Government State Preschools Hope-lasting contribution to society I believe the HighScope Perry Preschool Study has three strengths that merit the extraordinary attention it has received. First, its design involved random assignment of poor children either to a preschool program group or a no-preschool program group. Technically, the assignment procedure had elements of accommodation to reality (for example, younger siblings were assigned to the same groups as their older siblings to prevent the spread of program effects into the no-program group). But it was close enough to true random assignment to inspire confidence that group differences are due to the effects of the preschool program. Second, longitudinal follow-ups through age 27 had very little missing data — an average of only 5% per measure, minimizing attrition as a potential source of design contamination. Third, the pattern of findings is internally consistent and plausibly related to the preschool program. The simple message of this study — and a growing number of studies like it — has gotten through to a great many people. Despite political turns to the right and left in national leadership, Congress continues to provide solid bipartisan support for Head Start. The majority of states now offer state preschool programs, most aimed at averting academic and social problems for at-risk children and an increasing number at providing access to all children whose parents want them. Both Head Start and state preschool programs have their own style of commitment to program quality, shaped by the myriad decisions of program planners and practitioners. Most important, this study and others like it offer us hope, hope that we can make a difference in the lives of children, especially those living in poverty, and hope that focused government action can be a part of the solution. Hope is a fragile thing, easily undermined by strong doses of unfortunate, seemingly intractable realities. But it is only with hope that we can make a lasting contribution to our society. And when objective research reinforces that hope, it allows researchers to merge our personal values and professional activities toward positive, well-grounded actions.

Perry Preschool Project
An important part of the High/Scope approach is the plan-do-review sequence. Children first plan what materials they want to work with and what they want to do (this can be done formally or informally in small groups). Only once they have made a plan, however vague, of what they want to do can they go and do it. Then, after this choice worktime, the children discuss what they have been doing and whether it was successful.

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