1. Types of Pre-school
Miss Perez

2. Bell ringer
Take a moment to reflect on your own pre-school experience.
Did you get to play outside?
Did you complete art project?
Was it structured?
Did you learn about math and literacy?

3. Various types of pre-school
Montessori Waldorf
High/scope Bank Street
Reggio-Emilia Play-based
Project-based Religious
Community Cooperative
Developmentally-appropriate
Language Immersion Parent Participation

4. Montessori Started by Dr. Maria Montessori in 1907
More then 5000 in North America
Promote learning through curiosity, inquiry, and exploration
Children learn individually or in small groups
Allows children to be creative and free
Education and good education has a relationship with SES level’s, even today with the goverments big push called”Pre-school for all”. Maria Montesorri notices that children of poverty were expressing the same curiosity levels as children of her wealthier friends. Maria wanted to design school that would work with human nature instead of ignoring it.
Not just for Pre-school can go into High School
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5. Montessori “Guides” or teachers encourage the child’s independence
Variety of ages
Emphasize the importance and connection of living things
Children are asked if they want to try a task, if they need help or if they feel they aren’t ready
Teachers aren’t the only type of instructors, older students help younger students

6. Montessori Curriculum
Practical life
Sensory awareness education
Language arts
Mathematics and geometry
Cultural subjects
Practical life — Children learn how to tie their shoes and put on their coats, prepare their own snacks and drinks, go to the bathroom without help, and clean up after themselves if they spill something.
Sensory awareness education — Exercises make sure children use all five senses to learn. For example, a child studying about fall gathers leaves and feels how brittle they are.
Language arts — Children are encouraged to express themselves verbally and are taught to trace and recognize letters as a precursor to learning reading, spelling, grammar, and handwriting skills.
Mathematics and geometry — Children learn about numbers through hands-on learning using concrete materials, such as the golden beads that represent the counting, for example.
Cultural subjects — Children learn about other countries (geography), animals (zoology), time, history, music, movement, science, and art.

7. Montessori play The curriculum is tied together in a complementary way
Toys are laid out in the classroom so that the child can pick their task according to their interest
“Work” items include books, puzzles, games, art, projects
Toys are used in multiple ways
the materials and the learning environment are to be used in a certain way (in a classical Montessori program, a broomstick would only be used for sweeping a floor; it would not "become" an airplane during imaginary play.) Much attention is paid to order in the classroom, and returning materials to the exact location they came from after use. Children learn to take care of their own needs in the classroom; they often serve themselves snacks.

8. Who Montessori pre-school works best for
Children who enjoy hands-on activities
Students with ADD do well because of the individual attention they get from “guides”
Parents that are open to exposing their children to a diverse student body

9. Montessori

10. What are some benefits of this pre-school?
What are some draw backs?

11. Radio Commercial time

12. You and your partner just took a job at an advertising agency
You and your partner just took a job at an advertising agency. They have just signed a contract to help out various types of pre-schools. Your job will be to create a 30-second pre-school advertisement selling the strengths of that particular pre-school for the radio. Make it creative, funny, and entertaining. You will be creating one for each type of pre-school; at the end of class you will present your best one! Please write your official script in the space below. Remember these should be factual and informative. Have fun with it!

13. Waldorf Started in 1919 by Rudolf Steiner
Create comfortable home-like environment for children
Based off of the principle that a person is made up of three aspects-spirit, soul, and body
Fun fact: According to Rudolf Steiner, founder of the first Waldorf school at the Waldorf Astoria cigarette factory in Stuttgart, Germany, in 1919.
The atmosphere is home-like, with all-natural furnishings and playthings and a group-oriented curriculum.
Also extends to high school
Because it emphasis those three things students usually work together as a large group, focuses on the “Whole” child
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14. Waldorf Classroom follows a rhythm
The goal is to develop children emotionally, physically, and intellectually
he daily and weekly schedule follows a consistent rhythm, and teachers often remain with the same group of students for up to eight years, allowing them to form a trusting relationship.
There are times for coming together and working as a whole group, times for playing individually or with friends, times for directed activity like crafts or baking or painting, and times for creative play (such as acting a story out through movement, doing finger games, watching a puppet show). The Waldorf teacher works with the year seasonal rhythms and themes, weaving artistic activities, stories, songs and verses to enliven and capture the children interest and imaginations.
Intellectually Waldorf seeks to nourish and to keep alive the young childs healthy imagination and creative thinking powers.

15. Waldorf Curriculum History Language arts Science Math Follows seasons
Focuses on strong teacher child relationship
Primary Grades 1-3
Pictorial introduction to the alphabet, writing, reading, spelling, poetry, and drama. Folk and fairy tales, fables, legends.
Numbers, basic mathematical processes of addition, subtraction, multiplication, and division. Nature stories, house building, and gardening.
The early childhood teacher in a Waldorf school works with the young child first by creating a warm, beautiful and loving home-like environment, which is protective and secure and where things happen in a predictable, regular manner
Firstly, the teacher engages in domestic, practical and artistic activities that the children can readily imitate (for example, baking, painting, gardening and handicrafts), adapting the work to the changing seasons and festivals of the year.
Secondly, the teacher nurtures the children's power of imagination particular to the age. She does so by telling carefully selected stories and by encouraging free play. This free or fantasy play, in which children act out scenarios of their own creation, helps them to experience many aspects of life more deeply. When toys are used, they are made of natural materials. Pine cones, wood, cotton, silk, shells, stones and other objects from nature that the children themselves have collected are used in play and to beautify the room.
Sequencing, sensory integration, eye-hand coordination tracking, appreciating the beauty of language and other basic skills necessary for the foundation of academic excellence are fostered in the Kindergarten. In this truly natural, loving and creative environment, the children are given a range of activities and the structure that help them prepare for the next phase of school life.

16. Who Waldorf pre-school works for
Children who interact well with others
Children who thrive on rhythm repetition
Not recommended for children with severe developmental disabilities

17. Waldorf

18. What are some benefits of this pre-school?
What are some draw backs?

19. Reggio Emilia Created in Italy in the 1940’s
Students take the lead in learning
Environment is another teacher
Started after WW2
More project based off of what the students want to do
Teachers are once again facilitators of learning and not dictators
HUGE on learning from the environment which I think has a really interesting tie in to the new “eco friendly movement.
Views the envrionment as the “third teacher” after the teacher and the students
In the classrooms they try to bring the outside in and also build classrooms outdoors
In Italy the classrooms usually 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.
Source:

20. Floor plan of Reggio Emilia school
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 phones, passageways or windows; and lunchrooms and bathrooms are designed to encourage community.
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21. Philosophy
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
Children must have endless ways and opportunities to express themselves.

22. Reggio Emilia
Teachers work in small groups while the rest of the class is engaging in another activity
Teachers are viewed as life long learners
Project work is used
Allows the children to dictate what they learn
Teachers are viewed as partners in learning not the sole teacher.
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.

23. Reggio Emilia Mistakes are viewed as learning experiences
Allow students to figure out their own disputes
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 American educators is the importance of the child's ability to negotiate in the peer group, which renders teacher intervention in children's minimal conflicts unnecessary.

24. Who Reggio Emilia works for
Creative children who enjoy art, dramatic play, and music
Do well in groups working and playing with others
Enjoy hand on activities and exploring

25. Reggio Emilia

26. What are some benefits of this pre-school?
What are some draw backs?

27. Radio Commercial time

28. What are ways that you can include these pre-schools philosophies in your lessons?