Educational Philosophies Education is what remains when we

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 n n n n Response to WWII (Italy)/more just worlddemocratic 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

Reggio Emilia Principles n n Child is the protagonist. . . Some control over learning Learn through experiences & exploration (constructivist/ emergent curriculum) Relationships with others Endless ways to express themselves

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

Reggio Emilia – Role of Teachers n n n 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

Reggio Emilia – Long Term Projects n n 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!

Reggio Emilia – The Environment n n Viewed as 3 rd 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

Reggio Emilia – Developmentally Appropriate Practice n n n Some challenges to Western practices Teacher viewed as confused contributor to learning versus teacher competence Importance of child’s ability to negotiate is emphasized

Reggio Emilia – 100 Languages of Learning n n n n 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

Reggio Emilia – Video Clip n n n http: //www. youtube. com/watch? v=1 UFhc. Dz. Aqdk&NR=1 (student clip) http: //www. youtube. com/watch? v=1 UFhc. Dz. Aqdk&feature=related (student clip) Emergent Curriculum Loris Malaguzzi (http: //www. youtube. com/watch? v=XNFYFSa 0720&feature=related)

Maria Montessori History n n n Born Italy Work – Univ. of Rome – Psychiatric Clinic/Treatment of children Directed school for children with mental disabilities (considered uneducable-2 years laterpassed 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

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

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

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

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

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

Maria Montessori Approach n Principles, concepts applied across ages n Correcting the Child n Mistakes are made n Calmly help child to decide what to do n Something is dropped-child picks it up

Maria Montessori Approach n Principles, concepts applied across ages n Prepared Environment n n n 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

Maria Montessori Approach n Principles, concepts applied across ages n Absorbent Mind n Not necessary for lessons to learn – mind absorbs everything n Hands-on active exploration n Language-cautions teachers to think of how they talk to children – mutual respect n Try not to say word “no” to child, instead say “stop”

Maria Montessori Curriculum n All areas of intelligences & styles of learning respected & nurtured/aligns with Howard Gardner (Multiple Intelligences) n musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, natural, and the traditional linguistic and logical-mathematical

Maria Montessori Curriculum Materials organized 5 Curriculum Areas n Practical Life n Sensorial n Language n Math n Cultural

Maria Montessori Video Clip n n http: //www. youtube. com/watch? v=OM 1 Gu 9 KXVkk (Time 10: 05) http: //www. blog. montessoriforeveryon e. com/top-ten-montessori-videos-onyoutube. html (top 10 videos)

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

Waldorf History n n n Began 1919 Rudolf Steiner, Austrian philosopher, teacher & developer/founder of Waldorf (died 1925) Started 1 st School n n Named/Waldoff-Astoria Cigarette factory/employees Stuggart, Germany

Waldorf History n n 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 n Whole child – heart, hands & head n Encourages creativity and “free thinking”

Waldorf History n n 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)

Waldorf Approach n Students of Waldorf n n n 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 n n Cognitive, physical, spiritual To be of service to the world

Waldorf n Steiner/founder/controversy n Steiner founded Anthroposophy n Philosophy is NOT taught to Waldorf students n Highly complex esoteric (understood by only by an inner circle) philosophy n “Cultivating conscientiously form of thinking independent of sensory experience. ” Wikipedia

Waldorf n Spiritual/many definitions n n n 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

Waldorf Approach n Responds to three developmental phases of childhood n Birth to 7 n 7 to 14 n 14 to 18 n Steiner suggests: curriculum meaningful and age appropriate

Waldorf Approach n Teachers value – inner enthusiasm, think independently, strive harmony; greet children each morning with a handshake n Same teacher – 8 elementary school years n Similarity to Montessori-both tactile (senses) & developmentally appropriate curriculum (taught to knit by 1 st grade)

Waldorf Approach n n 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 Environment n In a time of computers and early learning (teach your baby to read): n n n Emphasis on imagination Void of brightly colored toys and bulletin boards Walls painted in soothing pastels

Waldorf Readiness for Real World n n n n 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

Waldorf Readiness for Real World Transfer to public school n Upgrade reading (start at age 7/Waldorf), new approach to science (differs Waldorfobservation of natural phenomena; Publicformulation of abstract concepts and laws n Well prepared for social studies, math, humanities

High. Scope n n n n Began in US – 1960 s Common here, other countries Preschool, kindergarten, elementary Based on Jean Piaget’s ideas/active, hands-on learning, scientists (Swiss psychologist, 18961980) Led by David Weikert Teachers/facilitators or partners Encompasses all aspects of child development Partnership with parents

High. Scope n n 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 n n n 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 1 st preschool, operation Perry Elementary School

High. Scope Classroom n Preschool Focus n Cognitively oriented rather than social and emotional advances n Theory for teaching/learning n Support child’s talents through active learning n Support from families, teachers, administrators n Designated different activities: n Water play, reading, sand play, art, writing, dramatic play, housekeeping, block building n Independence and responsibility

High. Scope Plan-Do-Review n n 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

Importance of Study to ECE Field n n Late 1960 s and early 1970 s, research examining effectiveness of preschoolinconclusive. 1969 Head Start program evaluated by Westinghouse Learning Corporation n n 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 n Findings only critical feature of effective preschool programs was that they targeted parents.

Importance of Study to ECE Field n n 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 findingspreschool effects diminish with time Group's work identified clear long-term effects for children of diverse program n Some studies focus was children, some focus was parents

High. Scope Perry Preschool Project n n Well known Study/High. Scope 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 n n Program group: enrolled high-quality preschool program based on High. Scope's participatory learning approach Comparison group who received no preschool program.

Perry Study – Study n n n Originally not a longitudinal study Effects of each finding, inspired further data collection Data collecting: ages 10, 14, 19, 27, 39 -41

Perry Study – Early Findings n n Effects Age 10: Despite diminishing effect intellectual performance n n Findings as 14 -year-olds, even bigger statistically significant effect n n Fewer held back a grade Fewer placed in special education (17% enrolled compared 34% not enrolled) significantly higher average achievement scores at age 14 Findings as 19 -year-olds n Significantly higher literacy scores

Perry Study – Adult Findings n n Effects Age 27: Incidence of crime n n n 7%-35% arrested 5 or more 7&-25%, drug related offenses Earnings and economic status n n 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%)

Perry Study – Early Findings n n Effects Age 27 (continued): Educational attainment n n Graduated from high school or GED certificate (71%-54%) Marriage and single parenthood n n Married (40%-8%) Women single parents (57%-83%)

Perry Study – Adults at age 40 n n n 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) n higher earnings n more likely to hold a job n committed fewer crimes n more likely to have graduated from high school

Conclusion n Three strengths n n Polictically n n n 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 followups through age 27 had very little missing data — an average of only 5% per measure Pattern of findings/internally consistent Head Start supported/Federal Government State Preschools Hope-lasting contribution to society

Perry Preschool Project n n http: //www. highscope. org/content. as p? contentid=219 http: //www. highscope. org/Content. a sp? Content. Id=232