T3 DQ2

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Psychology

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Oct 30, 2023

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T3 DQ2 Contributions of Maria Montessori and John Dewey: Maria Montessori initially worked in a psychiatric clinic with mentally challenged children (Maria Montessori, n.d.). Montessori believed stimulating environments and purposeful activities can promote cognitive growth (Follari, 2016). She also believed learning should be accomplished through problem solving, cooperation, and having the teachers only as guides (Maria Montessori, n.d.). Maria thought education should be child-centered, allowing freedom of movement and allowing participation in activities designed to foster their growth (Maria Montessori, n.d.). She is best remembered for her contributions to programmed instruction, open classrooms, concrete leaning materials, individualized education, manipulative learning materials, and teaching toys (Maria Montessori, n.d.). John Dewey believed education should emerge from the child’s own development and interest rather than imposed by the teacher (Follari, 2016). He defined the three key factors of education: experience with authentic materials, projects and learning experiences meaningful to the student, and learning based on problem solving activities (Follari, 2016). He further believed social engagement was central to the development of responsible citizens (Follari, 2016). Through Dewey’s philosophy, learning was thought to occur through the direct interaction of students, teachers, and materials (Follari, 2016). The key role of the teacher is to uncover children’s interest thoughts, and feelings, and plan educational experiences based on their findings (Follari, 2016). Which contributions appeal to you the most? Montessori’s contributions appealed the most to me because of its popularity, it’s ability to allow learning at the students individual pace, the theory teaches children to think and problem solve rather than memorize and give feedback (Epstein, n.d.). Further, it allows children to make their own independent choices. Dewey encouraged bright, warm, inviting classrooms. Some rooms even have plants, animals, art, music, and books which offers a numerous amount of learning opportunities. Montessori classrooms are thought to be peaceful atmosphere because children are working independently or in groups, allowing children to become involved in their work and learning (Epstein, n.d.). Furthermore, materials that are used within Montessori classrooms enhance student responsibility, independence, and cognitive abilities. On top of that, classrooms are designed to facilitate discussion and stimulate collaborative learning (Epstein, n.d.). And to top it off, the Montessori theory provide learning in common core subjects like art, astronomy, biology, chemistry, science, geometry, history, and math (Follari, 2016).

Which contributions would you have the most difficulty applying to your future classroom? John Dewey’s contributions would be the most hardest for me to implement because majority of the education settings follow the essentialism teaching method. It has become normal for teachers to be told, required, an/or expected to teach specific topics/subjects, maybe even at specific times; and students are expected to perform at certain levels in return. The number of students seen in classes today may only allow a low number of social engagement and free choice opportunities without little to no issues. John Dewey’s theory believed teachers and students should learn together. Everyone in the classroom had an equal voice in what was taught and/or learned (What Is the Project Approach?, n.d.). Epstein, T. S. P. (n.d.). The Montessori Philosophy | Montessori Foundation | MFA | IMC. https://www.montessori.org/the-montessori-philosophy/ Follari, L. (2016). Foundations and Best Practices in Early Childhood Education with Enhanced PearsoneText with Video Analysis Tool -- Access Card Package (1st ed.). Pearson. Maria Montessori. (n.d.). http://www2.southeastern.edu/Academics/Faculty/nadams/educ692/Montesso ri.html What is The Project Approach? (n.d.). Theprojectapproach. https://www.projectapproach.org/what-is-the-project-approach Why Choose Montessori. (n.d.). https://amshq.org/Families/Why-Choose-Montessori

The Project Approach educational model adopted a curriculum that includes active investigation and hands-on study. This model allows children to make a hypothesis, actively explore and test their predictions, and then produce the information learned (Follari, 2016). Children were found to be more attentive because the work comes straight from their own interests, ideas, and questions. Researchers have also reported noticing less behavior problems within educational settings because children have more control of their learning (Follari, 2016). Children who participate in this learning model actively learn by graphing, measuring, drawing, labeling writing, role-playing, and problem solving (Follari, 2016). Teacher’s who support this learning style guide activities and encourage learning. This approach stabilities skills and interest-built classroom activities, creates a learning environment based on curiosity and discovery, supports social interactions, and sustains open communication between home and school (Follari, 2016).  Children are involved in telling and trustworthy learning experiences through comprehensive investigations of topics (Follari, 2016).  Promotes four main learning goals: knowledge, skill, dispositions, and feelings (Follari, 2016).  Teachers can address all parts of children’s learning while supporting students various learning styles. Headstart programs are comprised on structures services including physical health and wellness, mental health, medical and dental care, social, emotional, and cognitive stimulation, parent support, and community-based service programs (Follari, 2016). Key goals of the headstart program include growing children’s developmental outcomes, supporting social and academic achievement, include families into early education programs, and reinforce family’s status within the community (Follari, 2016). The Headstart early learning theory increases children’s social capability to normalize emotions and impulses. In addition to this, children gain language arts skills, adopt more positive relationships with parents, show enhancements in behaviors, and demonstrate positive approaches to learning (Follari, 2016).  Promotes school readiness within children of low-income families by helping to develop their cognitive, social, and emotional development.  Supports students physical development and health, social and emotional development, approaches to learning, language development, literacy, mathematics, science, and social studies knowledge and skills, and logic and reasoning.  Provides long-term improvements, school attainment, earnings, and crime reduction.

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The high scope learning theory’s curriculum is developmentally aligned research-based, and child and family centered (Follari, 2016). Theory is based on approaches to learning, language, literacy, and communication, social and emotional development, physical development, health, and creative arts (Follari, 2016). The primary role of the teachers following this learning theory is to help children’s active learning, respect children’s interests and abilities to take an active role in their own learning. Families who participate in the high scope learning theory develop open relationships with families. Researchers learned of positive short- and long-term outcomes for children within the high scope learning environment (Follari, 2016).  Promotes best practices through research training and curriculum models.  Encourages children to be thoughtful in picking activities and materials, active in implementing their plans and reflective in their review (Follari, 2016).  Practices are suited for various children and families, confirming a range of ability levels and cultural backgrounds. The Montessori learning theory requires teachers to be carefully trained; however, Montessori materials are used to teach the children, as the teachers assist only (Follari, 2016). Teachers pend more time observing and documenting than instructing learning modules. With the observational notes, teachers then select specific materials for each child based on their abilities, needs, and interests (Follari, 2016). The Montessori learning curriculum focuses on five main areas: practical life activities, sensorial, cultural, language, and mathematics. Children in Montessori classrooms reportedly have higher insights of their school social climates, signifying stronger interpersonal and cultural ability than children in traditional programs. Montessori classrooms emphasize carefully prepared environments, encourage thoughtful interactions, and use observations to assess and plan for children.  Children develop through unprompted sensory activity, free from adult interference.  Children’s order and structure is supported through focused engagement with materials.  The Reggio Emilia learning theory allows children to experience the world with all of their senses. Small group interaction is an important element within this theory. Individuals who support this theory believe children can interact with their world, grow personal and meaningful relationships, and construct new meanings and knowledge (Follari, 2016). Teachers are present, involved, and ready to offer support and direction as needed while interfering as little as possible. With the Reggio Emilia theory, collaboration is encouraged as children are asked of the Reggio Emilia early childhood education model include encourage children to sense their world through new viewpoints and to incite their thinking, questioning, hypothesizing, representing and sharing (Follari, 2016). Children learn through active, social, constructive processes.

 Children learn through investigating emergent projects, dialogues, representation, reflection, and experiences (Follari, 2016).  Believes children are capable of more than what is expected of them.  Requires the acknowledgement of cultural differences within the school community and involve families in children’s learning. The Waldorf educational curriculum reflected the beliefs that children grow through three developmental phases: early childhood (birth – 7 years), middle childhood (7 – 14 years), adolescence (14 – 21 years) (Follari, 2016). Educators who follow the Waldorf learning theory believe the highest quest of education should be to advance the child to become a unrestricted and imaginative thinker who is capable of self-actualization (Follari, 2016). Further, the Waldorf theory focuses on teacher-student relationships. Strong bonds are realized through thoughtful storytelling, dramatic play, and creative expressions within the classroom. Teachers have discovered, learning and development to be a lifelong process. Further, it’s said that children should not be pushed beyond their natural development (Follari, 2016). In Waldorf learning style classrooms, children are involved in creative, hands-on activities within subjects such as: art, music, handcrafting, woodworking, and dance (Follari, 2016). This learning style enhances children’s creative play, their intellectual, social, and imaginative capacity.  Empowers individuals through holistic education (Follari, 2016).  Emphasis on preserving the developing imagination.  Primary focus of education is on play and imagination.  Programs are increasingly being instituted in public schools as interventions programs for a risk students. Headstart is a comprehensive program for families living in poverty, including education, health and wellness, and nutrition services. Headstart is the country’s largest provider of education and medical services to disadvantaged families with limited incomes. Research shows significant gains in social development and reduced hyperactive behaviors in the classroom (Follari, 2016). Evidence also supports gains in school readiness and academic outcomes. Headstart attendance has helpful affects on children social emotional development and parent-child interactions (Follari, 2016). Participation in the Headstart program engages families in their child’s learning, encourages learning, involves students in physical activity, and promotes health (Head Start Services, 2022). Students who’ve attended Headstart programs are more likely to graduate from high school and attend college, have improved social, emotional, and behavioral development than those who did not attend (Head Start Services, 2022).