1 / 49

Educational Philosophies

Educational Philosophies . "Education is what remains when we have forgotten all that we have been taught.” George Savile, Marquis of Halifax (1633-1695) English statesman and author. Reggio Emilia Approach. Response to WWII (Italy)/more just world-democratic Began – parent initiative

Mercy
Download Presentation

Educational Philosophies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Educational Philosophies "Education is what remains when we have forgotten all that we have been taught.” George Savile, Marquis of Halifax (1633-1695) English statesman and author.

  2. 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

  3. 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

  4. Reggio Emilia Philosophy Involvement Parents. . . • Volunteering • Philosophy in home • Expected to participate • School policy • Curriculum Planning/Evaluation • Child Development Concerns

  5. 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

  6. 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!

  7. 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

  8. 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

  9. 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

  10. Reggio Emilia – Video Clip • http://www.youtube.com/watch?v=1UFhcDzAqdk&NR=1 (student clip) • http://www.youtube.com/watch?v=1UFhcDzAqdk&feature=related (student clip) • Emergent Curriculum Loris Malaguzzi (http://www.youtube.com/watch?v=XNFYFSa0720&feature=related)

  11. 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

  12. 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

  13. Maria Montessori Approach • Principles, concepts applied across ages • Independence • Observation • Following the Child • Correcting the Child • Prepared Environment • Absorbent Mind

  14. Maria Montessori Approach • Principles, concepts applied across ages • Independence • Allow children to succeed • Offer help only when needed

  15. Maria Montessori Approach • Principles, concepts applied across ages • Observation • By teachers • Child bangs on objects, need for gross motor activity such as a drum

  16. Maria Montessori Approach • Principles, concepts applied across ages • Following the Child • Child takes lead • Help move to next step – stay challenged

  17. Maria Montessori Approach • 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

  18. Maria Montessori Approach • 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

  19. Maria Montessori Approach • 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”

  20. 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

  21. Maria Montessori Curriculum Materials organized 5 Curriculum Areas • Practical Life • Sensorial • Language • Math • Cultural

  22. Maria Montessori Video Clip • http://www.youtube.com/watch?v=OM1Gu9KXVkk (Time 10:05) • http://www.blog.montessoriforeveryone.com/top-ten-montessori-videos-on-youtube.html (top 10 videos)

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

  24. 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

  25. 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”

  26. 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” (www.waldorf critics.org)

  27. 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

  28. 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

  29. 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

  30. 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

  31. 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)

  32. 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

  33. 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

  34. 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

  35. 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

  36. 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, 1896-1980) • Led by David Weikert • Teachers/facilitators or partners • Encompasses all aspects of child development • Partnership with parents

  37. 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

  38. 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

  39. 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

  40. 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.

  41. 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

  42. 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.

  43. 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

  44. 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

  45. 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%)

  46. 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%)

  47. 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

  48. Conclusion • Three strengths • 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

  49. Perry Preschool Project • http://www.highscope.org/content.asp?contentid=219 • http://www.highscope.org/Content.asp?ContentId=232

More Related