Educational Approaches The Froebel And Montessori Methods

MONTESSORI’S research shows that children learn through movement and should have environments that are specifically tailored to meet their needs. Montessori schools provide a foundation for learning that is centred on care for the environment, care for the self as individual and

3. Maria Montessori: The Montessori method of teaching stresses that all children have similar needs regardless of social status or intellectual abilities. The Montessori Method is a way about thinking about who children are. It is a philosophy that respects the unique individuality of each child. By utilizing this method , the teaches does

The Montessori system of education was developed during the first half of the 1900’s by Dr. Maria Montessori as a result of her extensive research observations and experimental testing (Lillard, 2005, pp. 16-18). Dr. Montessori was of the belief that children contain an innate desire to learn and her research showed that, when given the

When comparing and contrasting two teaching approaches, it is important to remember that although there is a myriad of different types i.e. Froebel, Montessori, Steiner etc., they all possess similarities and differences. Each individual approach has many fascinating points, however the Montessori and Steiner approach will be discussed in this essay. Montessori’s approach is based on the understanding that children have an inborn capacity to acquire information and to teach themselves when placed in an environment that allows freedom and independence to work at their own pace (Miller, 2010, p.71). Whereas Steiner’s approach is based on the understanding that children learn primarily through imitation and whatever is happening around them from

“Early roots of play as a best practice for early learning was documented by Plato, a Greek philosopher, who insisted that play is considered a natural activity of childhood.”(Ingrid Crowther, 2011, Pg. 2) Early Childhood Education is a term that refers to educational programs that are devoted to children from birth to the age of eight. “Children of this age learn by exploring and investigating; therefore, their environment should support and encourage this process.”(Rebecca Isbell and Betty Exelby, 2001, Pg. 11) Early childhood environments should be attractive and exciting. These environments should allow children to work and play using proper resources, materials, and tools.

Friedrich Wilhelm August Fröbel (1782-1852) was a German pedagogue and educator who first coined the term ‘kindergarten’ in 1840. His main contribution was realizing the importance of activity of the child, such as free work and games, in learning and that each child learns differently and has different capabilities. He was a student of Johann Heinrich Pestalozzi (1746–1827) who felt that individuals best learned through experiences and through a direct manipulation and experience of objects and children were intrinsically motivated.

The Montessori approach aims to promote children 's holistic development but by stepping back and allowing the children to play by themselves without intervention. Practitioners are expected to step back and only get involved in the children 's learning only if invited or if the child is at risk of harming themselves or other children. I think that it is important that practitioners get involved in children 's play and learning only to improve the child’s current learning. They could do this by challenging them or by asking the children questions to further the child’s learning. This could also be done through adult-led activities as they are more structured as APPOSE to the child-led activities. Child-led activities are SPONTANOUS and are often do not have a certain aim where as in adult-led activities have an aim that is expected to be reached by the end of the activity.

His educational theories spawned from the concept that the teaching of young children was of vital importance to comprehensive educational and social reform. “Education consists in leading man, as a thinking intelligent being, growing into self consciousness, to a pure and unsullied, conscious and free representation of the inner law of Devine Unity and in teaching him ways and means thereto” (Froebel 2). He was the first educator to recognize the brain development from birth. His revolutionary forward thinking toward the education of young children, varied quite differently from structuralized education of his time, when education was reserved for those of wealth, and of older standing, it did not see the value of educating the young mind. Froebel, seeing the innocence in the minds of young children sought to reform the social aspects as early as possible, creating a new institute for the development of young children. Froebel called his new schools “kindergarten,” which translated from the German word means “child garden.” In his German schools, he emphasized the teaching of young children through play, he “envisioned a space filled with the sights, sounds and objects of early childhood […] simple shapes, sizes, and colors which delighted the child and formed the basis for early impression” (Shapiro 23). Fredrick Froebel, institutionalized the concept of refining the education of young children through educational toys, songs, and finger play. A concept that would prove to be excitably new and highly beneficial to the future of young children in California’s educational

The government stresses that children should receive an education in line with the framework. However, according to some theorists such as Montessori, who believe that children should develop important life skills that will aid them as they progress through childhood. Children should also receive essential skills such as; using a knife and fork, dressing themselves, tying their shoelaces and shaking hands etc.. “Have a flying start in life and the best possible basis for their future growth and development”

This essay discusses two great theorists Maria Montessori and Friedrich Froebel. First, I will evaluate and compare their similarities and differences in philosophy and methods of education. Furthermore, Montessori’s and Froebel’s influence and implementation on early childhood education. Finally, my personal view of theorists educational methods which I could use in practice with young children in early childhood and childcare education as a practitioner. I will discuss my own attitudes, values and beliefs related on reflection on learning from Maria Montessori and Friedrich Froebel.

Inspired by the work of Itard and Seguin, two almost forgotten French doctors, Maria Montessori took the idea of scientific approach to develop her theories, principles and beliefs in early childhood education, which through observation and experimentation. All the learning activities and teaching materials are purposeful and aimed to stimulate senses, mind, and provide self-esteem and achievement.

The Montessori method began in the early 1900's by the first female doctor in Italy, Dr. Mary Montessori, as a way of educating mentally disabled children. Her ideas were so successful with these children that she began to apply her understanding of learning to study the potential of normally functioning children (Oalf, 2001). Dr. Montessori's approach to education stresses the importance of learning styles, independence and responsibility.

Watching a small child discover how to operate his or her favorite plaything is awe inspiring. The look of wonder at the item as it's carefully chosen from amongst their belongings and studied ever so carefully for each and every nuance. How that little face lights up with each new discovery no matter how large or small. The sounds of delight an even dismay at an unwanted result are beautiful. Consider an educational system that would continue to utilize a child’s natural curiosity, unyielding ingenuity and thirst for knowledge. Montessori education creates that environment for children by allowing them the freedom to not only gain knowledge in a natural progression, but also provide a basis on which to continue to grow no matter where

The education system back in her era focused on teaching the children to memorise word to word from books and posters and Children sat in rows at desks at the classroom learning from a blackboard and slates. This method of education wasn’t stimulating and exciting for children. Nevertheless through her experience Montessori discovered children want to learn, and they will do it in their own time frame and they shouldn’t be forced.

Dr. Maria Montessori was a keen observer of children. She used her observational and experimental proclivities from her medical background to develop, what we might today call, a Constructivist understanding of the process of learning. She studied them scientifically. If she saw some unusual behavior in a child, she would say,”I won’t believe it now, I shall if it happens again”. She studied the conditions in which the children would perform those actions.