Benefits of Montessori and the Waldorf Schools for Students - Essay Example

Part 1: Introduction: The term curriculum refers to the total of student experiences occurring in an education process, which includes academic content, materials and lessons, which the students interact for the purpose of achieving identified educational outcomes. Early childhood education curriculum alludes to a composed arrangement which incorporates the objectives for kids’ advancement and learning, encounters through which these objectives are accomplished and what staff and guardians do to offer assistance. The term curriculum model alludes to a calculated system and authoritative structure for choice - making about instructive needs, assessment criteria, instructional techniques and regulatory approaches. There are several ECE models, however, for this assignment, I have chosen to focus on Montessori model and Waldorf model because of their focus on connection to the environment despite several differences. When these models are considered in terms of DAP both models have various aspects of development appropriateness. In general Montessori adheres relationship, curriculum and physical environment whereas Waldorf physical environment, teaching and curriculum NAEYC standards. In terms of principles, play is promoted, secure relationships are good for learning and learning and that advancement continues towards more noteworthy many-sided quality, self-control, and additionally typical or representational abilities. Montessori and Waldorf models supports a child’s leadership, thinking and independence skills and aim at addressing their development by considering that they allow dynamic investigation of condition, they are self-coordinated, upgrade hands-on learning exercises, a harmony amongst gathering and individual exercises and accommodate strong, a harmony between dynamic development and calm exercises and normal connection with companions and instructors. What is unique about Waldorf is that it is not gender specific and pays attention to spiritual dimension whereas Montessori’s uniqueness comes with the absorbent mind and that teachers must receive specialized training and certification. In this assignment I will first compare and contrast these models, I will mention their strengths and the possible challenges, I will also discuss how they relate with NAEYC #2, #3 and #9 standards and NAEYC #6, #7 and #10 principles and three DAP aspects which include allowing active exploration of environment, enhancing hands-on learning activities and balancing between group and individual activities as is discussed in the summary table below. Part 2: Background/theoretical perspectives Montessori model was developed by Maria Montessori in 1907. This model resonates well with Erik Erikson theory of 8 psychological stages, Freud's Psychosexual Developmental Theory which emphasize development in stages and the Friedrich Froebel theory of unique capabilities in children. This model considers children as naturally intelligent and the role of the teacher as helping the kids through materials as their role model. In other words, it approaches children development from the intrinsic perspective whereby each instructive idea has a wide range of materials which clarify or build up the idea so that a youngster can utilize the material that works best for their inclining style (Isaacs, 2014). Kids work "at their own pace", which implies every kid utilizes the materials for whatever length of time that they have to. This permits kids who learn ideas rapidly to propel their training likewise, and kids who have crevices in their insight, or who are experiencing serious difficulties, to truly come to comprehend an idea before proceeding onward to the following. The Waldorf model was developed by Rudolf Steiner in 1919 (Almon, 1992) This model resonates well with the Vygostky’s theories which stresses the fundamental role of social interaction in the development of cognition especially when it comes to the Zone of Proximal Development, Jean Piaget’s 4 stages of development theory and Erik Erikson theory of 8 psychological stages. This model considers a child as needing guidance and the role of the teacher as the authority, teaching each activity directly and moving the children through the ebb and flow of each day's cycle and lessons are directed by the teacher. In other words, it approaches children development from extrinsic perspective where they are taught how to think, not what to think, and to develop themselves as well-adjusted people with an intrinsic interest and love of realizing to such an extent that when they leave the Waldorf environment, they are prepared to depend all alone inward compasses to help guide them on their individual adventures, instead of fit into one particular specialty (Nicol and Taplin, 2012). Both Montessori and Waldorf have several similarities. Both emphasize the respect for the child, have a strong sense of ethic, control environment, multisensory methods, holistic education of a child and practical life activities. Similarly, the duo have same modelling of the teachers. Additionally, the two models belief in protecting the child from stresses of modern life, over-use or mis-use of technology. Moreover, both depend on quite a while of encounters with a wide range of youngsters universally other than the way that both frameworks construct their training in light of the requirements of the tyke with the conviction that this will in the long run prompt addressing the necessities of the general public all in all. The main difference between Montessori and Waldorf lies in the manner in which pedagogy is presented considering that Montessori is presented and envisioned in a scientific way whereas Waldorf is motivational-based considering that Steiner believed that his anthropological ideas would yield dedicated and passionate exemplary teachers and consequently spark a real passion of learning among children (Frost, 1968). Montessori emphasizes on practicality, order, specificity, concepts, play exercises in materialistic format whereas Waldorf would introduce concepts way before introducing the objects and hence, exploring the imaginations. Part 3: NAEYC Standards, Principles and DAP, Strengths and Challenges Based on many years of research, some standards and principles have been developed to help teachers and promote high quality learning experiences. They are alternative forms of education which help in the development among children. They are designed to promote social and academic growth in children. Early educators follow philosophies and approaches to educations created for a multitude of resources which would include knowledge and an understanding of child development and the experiences of educators with children in many ways. These standards and principles help teachers know what is expected of them and how they are going to adapt it to their own environment. I will compare Montessori and Waldorf models in terms of their approach to curriculum in terms of play NAEYC Principle #10. In Waldorf schools, children are given much time for innovative play which clarifies why the toys in their classrooms are particularly intended to be utilized as a part of a wide range of ways. For this situation, the not so much completed but rather more suggestive a toy is the more instructive esteem it has since it connects with the creative energy of the tyke (Querido, 1987). Intuitive play is considered as an establishment of both social and scholarly advancements. Movements help kids integrate vestibular and sensory motor systems. Play can be in form of performing arts too whereby the teachers and the student participate in dance for purposes of expressing the art of the soul. Instead of watching television, kids are urged to engage in in free play which nurtures imagination and interaction with other students. Montessori have a differing view of play as it considers such activities as work. They are free to choose what they do and are given challenging tasks. Montessori is meant to incorporate kids with their general surroundings by giving them genuine materials. There is no instructor coordinated dream play fused into the Montessori classrooms, not on account of Montessori trust it is awful or wrong as a few people mis-believe, but since it is trusted that youthful kids are attempting to comprehend the physical world around them and educators educating about pixies and little persons will confound them. Playrooms and learning environments are presented beautifully in order to invite kids to engage in various activities according to their liking. The teacher forms part of that environment. Curriculum NAEYC standard #2: In the Waldorf system, academic subjects are kept from the youngsters until substantially later age than Montessori. In this setting, academics are thought to be something fundamental however not agreeable and ought to be procrastinated on for later years. The day is loaded with make-believe, general arts, music, art and fairies whereas math, writing and reading are put off till a later age (Querido, 1987). For Montessori, the first 3-6 year of schooling is full of make-believe and dolls and established the fact that children would prefer real work such as the environment, caring for themselves, cleaning and cooking. Academic are introduced in form of math and manipulative language and hence, education is acquired by children joyfully. The main advantage of Montessori is that they foster adaptive, responsible and competent individuals who are lifelong problem solves and learners. They serve the needs of all levels of physical and mental ability. They demonstrate reliably abnormal amounts of scholarly accomplishment which is viewed as a characteristic result of involvement in a strong situation. Learning in such an environment is developmentally and age-appropriate besides being multisensory. With Waldorf, similarly, build the self-esteem and confidence of students through the emphasis of practical life experiences over academics. They are reputable for production of good moral character and excellent social skills and optimism. Waldorf Strengths Emphasis on imagination, always learns by doing, (theme study) a home like environment. A worldly, humanitarian education teaching the importance of social responsibility, peace, respect and compassion Looping builds relationships – children spend 8 years with one teacher Learning through art- infusion of arts and academics Imagination build by children learning without technology Weakness No use of textbooks, no grades and teachers move with students. Steiner’s spiritual worldview passed to teachers and students – anthroposophy describing reincarnation and spirits on the earth and utilization of inner self to serve community, a philosophy/religion which might contradict that of the child. Montessori Strengths Teachers show children how to play Language and reading: Math and science Hands-on activities Kids learn to be independent. Multiage classrooms help students gain from and bolster each other Challenges Doesn’t focus on imagination but sensory experiences. Teachers are just educators with the end goal that Instead of office of discourse, she needs to procure the energy of hush, rather than instructing, she needs to watch, and rather than the glad nobility of one who cases to be dependable, she accept the wander of humankind No competition Students may experience difficulty transitioning to a conventional classroom later Some understudies may not bargain well with the absence of conventional classroom structure Teachers may experience difficulty giving students a chance to pick their own exercises Part 4 Strengths Montessori Waldorf Area 1: NAEYC Standards 1. Curriculum 2. Teaching 3. Physical environment 1. Academics are introduced earlier so that children learn reading by 1st grade 2. The high student-to-teacher ratio gives greater attention to every student 3. The environment is surrounded with dolls which makes kids connect to the physical environment 1. Children are not introduced to academics because it is necessary during this stage of development 2. Teaching is done through memory and imagination which boost creativity. 3. Children are introduced to multipurpose toys which makes them creatively build a combination Area 2 : NAEYC Principles 1. Play is important to learning 2. Development proceeds toward greater complexity, self-regulation, and symbolic or representational capacities. 3. Children develop best when they have secure relationships. 1. Play is integrated with academic development 2. Students have a higher grasp of academic disciplines in high school 3. Since learning is driven by the child, relationship and tenderness is build 1. Most of the learning is done through play. 2. Students have solid relationships in high school which makes them good leaders 3. The teacher spends 8 years in one class and hence, students build the needed trust Area 3: DAP 1. allow active exploration of environment 2. Enhance hands-on learning activities. 3. A balance between group and individual activities 1. Plenty of materials in the classroom allows the student explore the environment 2. Students engage in reality activities which give them hands on experiences 3. Academics and play creates situations whereby students must do individual and group activities 1. Students actively explore the environment in their play-based learning 2. Hands-on learning experiences are achieved through play 3. Play gives children opportunities to develop social and independence Challenges Montessori Waldorf Area 1: NAEYC Standards #2, #3, #9 1. Curriculum 2.Teaching 3.Physical environment 1. Introducing academics earlier might not be enjoyed by students 2. Expensive due to high teacher-to-student ratio 3. Supervision might be a challenge by use of sound and sight due to the fact that education is not authoritative but student led 1. Academics introduced later making and hence, literacy comes later 2. Teaching is subjective as children are trained what to think 3. Students are set apart from the reality of their physical environment through imagination Area 2: NAEYC Principle 1. Play is important to learning 2. Development proceeds toward greater complexity, self-regulation, and symbolic or representational capacities. 3. Children develop best when they have secure relationships. 1. Students are guided in the playing activities instead of being left alone to explore their capabilities 2. Teens begin their socialization in their later stages 3. Children change teachers and hence, the build trust is lost 1. Play is considered as work and teachers are not involved. 2. There exists some traction when the student is shifting between abstract thinking to academic one 3. Authoritative teachers have a hard time building relationship with children Area 3: DAP 1. allow active exploration of environment 2. Enhance hands-on learning activities. 3. a balance between group and individual activities 1. Such exploration might lead to injuries 2. Some instructions on reality to put children to do real world issues such as cleaning must be presented in academic languages 3. Children are taught to be independent 1. The exploration of the environment is made in relation to fantasy which might bring injury 2. Only insist on make-believe 3. Too much cooperation might hinder the development of independence among kids. Part 5 In conclusion, both the Montessori and the Waldorf schools are good schools for the children. However, a Waldorf child would experience some isolation and inner exhaustion and therefore, they should get some reality of the world. On the same hand, you would experience a sense of overwhelmed compassion for the chaotic world conditions would require some inner spiritual renewal. Children need to be both since each brings some high level of love and care through childhood vitality but each has some obligation that the child faces. The good aspects of the three should be combined but it could be realized that a homeschool may indeed be the best and most flexible environment to find the balance between the two approaches. References Isaacs, B. (2014). Bringing the Montessori approach to your early years practice. Routledge. Isaacs, B. (2013). Understanding the Montessori approach: Early years education in practice. Routledge. Frost, J. L. (1968). Early childhood education rediscovered: Readings. Holt McDougal. Glatthorn, A. A. (1975). Alternatives in education: Schools and programs. Dodd, Mead. Querido, R. M. (1987). Creativity in education: The Waldorf approach. HS Dakin Co.. Almon, J. (1992). Educating for creative thinking: The Waldorf approach. ReVision (15), 2, 71-78. Nicol, J. (2015). Bringing the Steiner Waldorf approach to your early years practice. Routledge. Nicol, J., & Taplin, J. (2012). Understanding the Steiner Waldorf approach: Early years education in practice. Routledge. Read More